This document is collected and adapted to be used for students of Foreign Language Department

at Hong Duc University for education use only. I hereby do not claim originality in it. And it is

therefore not possible for any reproduction for any commercial purposes.

Thanh Hoá, 2010

1
 Table of
contents
III. Teaching vocabulary................................................................................3
12. Presenting Vocabulary........................................................................................................................3
13. Checking activities for Vocabulary....................................................................................................6
14. Eliciting..............................................................................................................................................7
IV..................................................................................................Introducing a new structure
10
15. Shape a lesson...................................................................................................................................10
16. Reading text: The shape of a lesson.................................................................................................12
17. Presentation of a new structure.........................................................................................................15
18. Checking...........................................................................................................................................21
Checking techniques...............................................................................................................................23
V. Practice........................................................................................................... 24
19. Drills – Controlled practice.............................................................................................24
20. Types of drills...................................................................................................................................26
21. Micro teaching..................................................................................................................................28
22. From controlled to Less-Controlled Practice....................................................................................28
23. Collecting information activities......................................................................................................32
24. Using games as practice activities....................................................................................................36
25. Correction........................................................................................................................................39
VI. Classroom management.................................................................................44
26. Work Arrangements..........................................................................................................................44
27. Instructions.......................................................................................................................................45
28. Use the Blackboard...........................................................................................................................49
29. Monitoring in the Classroom............................................................................................................52
VII. Pronunciation................................................................................................55
30. Awareness Raising...........................................................................................................................55
32. Sounds...............................................................................................................................................56
33. Stress.................................................................................................................................................58
34. Intonation..........................................................................................................................................60
Glossary...................................................................................................................................................... 62

2
 Teaching vocabulary
12. Presenting Vocabulary
Focus questions:
How do you learn new vocabulary? How do you teach new vocabulary?
What guidelines for teaching vocabulary are useful?
Do we present all vocabulary in the same way?
What different way do we know to present vocabulary?
Activity one

The difference between knowing and using new words

1. Discuss this question in pairs: What do we mean when we say we have “learnt“ a new
word? Write your answer here.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................

2. Now write down 3 words you have learnt recently in another language.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
3. Answer these questions about three words you learnt: Why did you learn them? What did
you do to help you to remember the new word? Write your answer here.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................

4. Work in groups and share your words and how to learn them.
5. Look at the list you have from your group. Answer this question: what conclusions can you
make about hoe new words should be presented in the classroom?. Make a list.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Activity two

Two demos for presenting vocabulary

After you have observed two demos, observers can answer these questions:
a) Who did you feel happier with? Why?
.......................................................................................................................................
.......................................................................................................................................

b) Which presentation is easier? Why?

.......................................................................................................................................
.......................................................................................................................................

3
 c) Did the teacher help the Ss? How?
.......................................................................................................................................
.......................................................................................................................................

d) Did the teacher check understanding?

.......................................................................................................................................
.......................................................................................................................................

e) Which teacher helped Ss remember new vocabulary? How?

.......................................................................................................................................
.......................................................................................................................................

Guidelides for presenting new vocabulary

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

4
Activity three

Which activity for which word?

You trainer will ask you to practise these techniques during microteaching
Activity Visual Mime Realia Situation/ example synonym/ transaltion
Expansion antonym Teacher’s
eliciting
questions

Word
A finger
(to) count
absent
a friend
colours
the end
quick
(to) clap
(to) try
lunch
a
telephone
sad
(to) ride a
bike

Activity four

Steps for presenting new vocabulary

Check the order of your trainer’s steps, ans write what s/he does in the table below:
Trainer’s example Trainer’s steps
T: Shows realia: A mirror
T: What’s this? Tell me in Vietnamese

T: Listen, a mirror....a mirror... a mirror

T: Everybody
repeats Ss: A mirror
T: Again
Ss: A
mirror
T: Hai
Ss: A mirror
T: Mai
Ss: A mirror
T: Say it again. No. Listen to me. A mirror, a
mirror.
Ss: A mirror
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T: Copy this.
Who knows the word in Vietnamese. Come and
write it.
T: Which is strong? Do I say mirror or mirror?
Copy this.
After other words have been taught, T. erases
the word, leaves the translation.
T: What’s this again? Do you remember?
Prepare and present the three words your trainer gives you among your group, following the steps
that you have just seen.
13. Checking activities for Vocabulary
Focus questions:
How do you check your Ss’ understanding of new vocabulary?
How can we help our Ss remember new vocabulary?
What techniques and activities do you use?
Activity one

Demos and worksheets for checking techniques and activities

Watch your trainer demo vocabulary activities and techniques.
Observers check the steps of the technique or activity by using the worksheet your trainer gives
you.
Rub out and remember
1. Present or elicit the new vocabulary (use one of the TP lesson plans from Tieng Anh) and
build up a list on the bb.
2. Write the VN translation after each word.
3. Get the Ss to copy into their books and then ask them to close their books.
4. Rub out the new word one at a time.
5. Each time you rub out a word in English, point to the VN translation and ask: “What is this
in English?“
6. When all the English words are rubbed out, go through the VN list and get the Ss to call
out the English word.
7. If there is time, get the Ss to come to the bb and write the English words again (remember
to point this out to the Ss, do it if they have time)
Slap the board
1. Take the new words (taken from TA) all over the bb – not in a list
2. If you want to check understanding, put the VN translation of the new words or pictures on
the bb.
3. Call 2 Ss or call 2 teams of Ss to the front of the class.
4. Ask them to stand at equal distance from the bb.
5. Call out one of the new words in a loud voice.
6. The 2 Ss must run forward and slap the word on the bb.
7. The one who slaps the correct word first is the winner.
8. If you are playing in teams, the winning team gets a mark.
9. Then ask two more Ss to come forward etc.
Note:
6
 There are two points to remember in S the B. If you use VN translation or
pictures, you can check the meaning of the new vocabulary. If you use only
English, learners are only recognize the words through listening.
What and Where?
1.Elicit words to do with the classroom for the Ss.
2.As the Ss give you the word, write it on the bb inside a circle.
3.Do not write the word in a list.
4.When all the words are on the bb, rub out one of the words but do not rub out the circle.
5.Get the Ss to repeat the word, including the rubbed-out word, by pointing at the empty
circle.
6. Rub out another word but leave the circle.
7. Point to the words or the empty circle.
8. The Ss read or remember the words.
9. Continue until all the circles are empty.
10. The Ss now have to remember all the words.
11.Ask the Ss (six or eight at a time) to come to the bb and fill in the circles with the correct
words.
Note: This checking technique is good for Ss to revise new vocabulary.
Matching
1. Write the new words in a list on the left hand side of the bb.
2. Write the definitions, translations or draw pictures on the right hand side of the bb.
3. Ask the Ss to cone to the bb to match the items on the left with those on the right by
drawing a line between them.

a bicycle
a star
an aeroplane
a pair of scissor
a cat
a bird

Note: This is a good checking technique. It can save your time in the pre-teach.

14. Eliciting
Focus questions:
Why do we elicit? What is the difference between eliciting and telling?
What prompts can help us draw out the Ss’ ideas and opinions?
What type of questions do we use to elicit? How easy/difficult are they?
Activity one

Reasons for eliciting

Watch your trainer and follow his/her instructions:
Then answer these questions:
What was your trainer doing? Why?
What type of question did s/he use?
Were they the same type of questions?
7
Write your answer in the box below.
Reasons for eliciting

Activity two

Prompts to help teachers elicit

Look back at the unit on vocabulary and complete the paragraph below.
There are several prompts we can use to help us elicit and they can be used for
eliciting anything: vocabulary, target language for presentation, role-plays,
instructions, opinions, ideas, etc.

These prompts are:

However, the teacher has to use eliciting questions along with these prompts. some
examples of eliciting questions are:

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Activity three

Graded questions
Follow your trainer’s instruction

Tieng Anh 11, Unit 2 p.24

Question order see guess

1. What did the girl wish to do when she was
in grade 9?
2. Why did her father give her some money
on her birthday?
3. What did she see in the boy’s bag?
4. Why did she decide to take the money
from the boy’s bag without saying anything
about it?
5. What did she do with the money?

Discuss and answer these questions:

Why do we grade questions?

Which questions are more interesting?
Which questions produce more language?

9
Graded questions:
Questions can be graded from easy to answer to more difficult to answer.
The easiest type of a question is a ...........................................question.
This type of question is even easier to answer if the Ss can .......................the answer in the picture
of the text.
The hardest type of question is a ....................................... or a ..................................type
question.
These questions are even more difficult if the Ss must ........................................the answer.
Look at these question types and give example of each
Question type Example
Yes/No ....................................................................
or ...................................................................
What, where, when, how many/much ...................................................................
What do you think ....................................................................
Why ....................................................................
When the teacher asks eliciting questions, s/he should start with easy questions to build up their
..........................................., then move on to more difficult questions.

V. Introducing a new structure

15. Shape a lesson
Focus questions:
What are the steps of a lesson? Which lesson models are you familiar with?
What are the main stages in the shape of a lesson?
What role does the teacher take at each stage?
Activity one

Comparing steps
In your group, look at TA 6, p.p 124-125, and answer these questions:
What is the aim of the lesson?
What is the new vocabulary and grammar on this page?
How would you present this language?
Discuss the aim of the lesson at each step.
Activity two

Demonstration of a TA 10 lesson
Watch the demo lesson form TA 6, pp. 124-125.
Observers should prepare to answer the questions your trainer gives you.

10
Activity three

While reading task

In your group, read the text your trainer gives you and fill in the relevant information for your
text.
Share your ideas with the other groups and fill in the other texts with the new information.
Group one
Presentation
% of TTT of STT
Amount of teacher control:
Amount of correction by teacher:
Accuracy or fluency?:
Teacher does: Ss do:

Group two
Practice
% of TTT of STT
Amount of teacher control:
Amount of correction by teacher:
Accuracy or fluency?:
Teacher does: Ss do:

Group three
Production
% of TTT of STT
Amount of teacher control:
Amount of correction by teacher:
Accuracy or fluency?:
Teacher does: Ss do:

11
16. Reading text: The shape of a lesson
1. ’PPP’
The lesson is divided into 3 parts: Presentation, Practice, and Production, or PPP for short.
Presentation is where the teacher presents the new language. New language can be new
vocabulary, new grammar, a reading text, a listening task, a writing activity. One common
example of Presentation is: the teacher extracts some model sentences from a dialogue and
explains the grammar.
In the Presentation stage, the teacher does the work.
Practice is where the Ss are made to practise the new language with the teacher. The T uses
different sorts of exercises to make the Ss practise: drills, followed by pairwork, is the most
common way of organising practice. At this stage, practice is controlled and the T emphasises
accuracy.
In the Practice stage, the teacher and the Ss do the work.
Production is where the teacher makes the Ss produce the new language they have learnt on their
own (without the teacher).This is usually done with a speaking activity (e.g. a game, a discussion,
a role-play). In this activity, the Ss must add new grammar or vocabulary they have just learnt to
the English they already know. At this stage, practice is not controlled by the teacher. Sometimes
this stage of the lesson is called the free practice stage. The Ss learn to speak by themselves to
achieve fluency.
In the Production stage the Ss do the work.
2. Starting and Finishing
At the beginning of the lesson, the T can use a warm-up to start. A warm up is a five minute
activity that wake up the Ss and puts them in the mood to learn E. Usually it is a fun activity, such
as a game where Ss have to stand up or move around.
At the end of the lesson, the teacher gives homework that can either be an extension of the
Practice stage or an extension of the Production stage. If the homework is a written exercise or
memorization of the new words, it is an extension of the Practice stage because it is not for
accuracy. If the homework is free writing (a story or a dialogue), it is an extension of the
Production stage because it is for fluency.
3. Correction
During the Presentation stage, the T does not need to correct the Ss because it is the T who is
talking and giving the correct model. During the Practice stage, The T needs to spend a lot of time
on correction (during the drills and the pairwork), because it is important that the Ss are accurate.
During the Production stage, it is important for the T not to correct the Ss directly , because this
will stop them from becoming fluent. If the Ss are trying to speak and the T continually interrupts
them, saying “That’s wrong” or “Say it again” the Ss become shy and feel unwilling to speak at
length because they are afraid of making mistakes. So, it is important at this stage fot the T to use
indirect correction techniques. For example, instead of interrupting the Ss, the T makes notes of
their errors and tells them later – either at the end of the lesson or in the next lesson.
4. Timing
A lot of Ts spend far too much time on the Presentation stage and do not give their Ss enough
time to practise. The T knows already how to speak E and should allow more time for the Ss to
speak E in class! Very often, Ts believe that their job is to make Ss understand E, but this is only
part of their job – after understanding (Presentation stage), Ss need to produce E. (The Practice
and the Production stages).
In a 45 minute-lesson:
Presentation should be clear, simple, and quick. It should not take more than 10 minutes.

12
Practice should include all the Ss, and the T should spend the most time on this stage. It should
take about 20 minutes.
Production is sometimes difficult to get going – the Ss need about 10 minutes just to
understand what they are supposed doing and to start speaking, so allow at least 15 minutes.
5. Pacing
Sometimes it is not possible to fit all 3 stages in one lesson. Very often, T will only have time for
presentation and Practice in 45 minutes. Then they revise the lesson the next day, with more
practice followed by the production stage. So PPP takes 2 lessons: Lesson 1 = Presentation,
Practice; Lesson 2 = Practice, Production.
On the other hand, PPP can be used on a small scale too. You can use PPP every time you teach a
new word – although it only takes a few minutes. The T presents the new word (elicit the
meaning, says it clearly, writes nit on the board, gives a translation). Then the T gets the Ss to
practise the new word (repetition, pronunciation). The T then asks the Ss to produce the new
word in a sentence of their own. So PPP can be a series of lessons, a whole lesson (on a macro
level, or a part of a lesson (on a micro level).
6. TTT
TTT means Teacher Talking Time. Many Ts spend far too much time talking, because it is easier
for them to talk than for them to get their Ss to talk. Ts like the sound of their own voices too
much! Also, when a T has not prepare the lesson, s/he has to talk a lot to fill up the time.

In the Presentation stage, because the T is doing most of the talking, TTT is about 80%.
In the Practice stage, TTT is about 40%; the T directs ths Ss and STT is controlled by the T.
In the Production stage, TTT is minimal – the teacher only needs to give instructions, and
after that it’s the Ss who do all the work, so TTT is about 5%.
7. Variations
Not every lesson has to follow the PPP pattern, although it is a good method to copy when you
first start teaching. A variation of the PPP method is when the T starts the lesson with the
Production stage to find out how much Ss already know, then does the Presentation stage to give
Ss more language, followed by Practice and perhaps a second production stage. This method is
called Deep End. So instead of PPP being a linear progression, it becomes a circle:

Production
(Communication activity
or game)

T diagnoses what Ss need

to learn
T decides whether Ss need
to do more fluency
practice
Presentation
(T gives new language)

Practice
(Drills and pairwork)

13
Another popular model is the o, which is similar to Deep End. The T sets up an activity that tests
Ss’ ability with a cerain piece of new language. The T then supplies any practice activities
necessary. Finally, the T sets up another activity that tests how much the Ss have learnt. This is an
on-going process: The result of the last lesson forms the basis of the next lesson. The teacher
needs to be experienced to deal with the unpredictable situations that can result from this
approach.
Activity four

After reading task: comprehension check

Statement Agree Disagree
1 Grammatical accuracy is not as important as
fluency in the less-controlled practice stage
2 As the lesson proceeds, the attention should move
away from the T to the Ss
3 Ts don’t give their Ss enough practice because
they think “learning = understanding” not
“learning = doing”
4 The longest part of the lesson is the Presentaion
stage because the T needs to talk the most
5 The T should use direct correction at all stages of
the lesson

Activity five

Making a poster
Follow your trainer’s instructions
The shape of a
lesson
warm up home work

presentation Practice

Production or Free Practice

Teacher Teacher - Students

Students ’
Students
Controlled ’ Free

accuracy Fluency

10 minutes 20 minutes
14
15 minutes

15
TTT 80% TTT 40%
TTT 5%

e.g. model sentences

e.g. drill and pairwork
e.g. game, discussion or role play

no correction necessary
a lot of correction
indirect correction only

17. Presentation of a new structure

Focus questions:
What activities do you use to present new language?
How do you check your Ss’ understanding of the new language you present in class?
Activity one

Presentation activity- demos

Answer your trainer’s questions.
Watch the demo lesson from TA using a dialogue.
The Ts chosen to be observers answer these
questions: What are the step of the Presentation?
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Why do we present the dialogue like this? How does it help the Ss?
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
How did the T check that the Ss understood?
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
What is a good name for this Presentation technique?
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
After the demonstrations, observers can discuss the above questions with their group.

16
Dialogue build
- The T reads out a short dialogue – not more than 6 or 8 lines (If 8 they should
be short sentences).
- As the T reads, s/he writes a few key words/symbols on the blackboard to help Ss
remember what the 2 speakers in the dialogues say to each other.
- The Ss reproduce the dialogue from these bb “cues”.
- The Ss build the dialogue until it is memorised.
- Ss practise in pairs.
- The T or Ss write the missing words on the bb or in their books.
- The T highlight the new structure by writing model sentence(s) from the dialogue on
the bb.
- The T checks meaning, form, use, and pronunciation.
e.g. (set the scene with Lam and Jill) T writes on the bb:
T says, pointing to Jon and Tan in
turn
Jill: What’s the title of the novel? Jill: What’s the - - - -?
Lam: Oliver Twist Lam: Oliver Twist
Jill: Who’s it written by? Jill: Who’s - - -?
Lam: Charles Dickens Lam: Charles Dickens
Jill: What’s the title of that song? Jill: What’s the - - - - ?
Lam: Happy New Year. Lam: Happy New Year.
Jill: Who’s it written by? Jill: Who’s - - -?
Lam: ABBA Lam: ABBA

Listen to your trainer and fill in the following table:

Checking
During the checking step of the presentation, the T should actually check four things:
(a)

(b)

(c)

(d)

Rub out and remember

Follow your trainer’s instructions.
- The T put a short dialogue on the bb – not more than 6 lines
- The Ss practise saying it
- The T rubs out some of the words
- The Ss have to remember the rubbed out words and keep practising the dialogue.
- The T eventually rubs out all the words.
- If the Ss are weak, leave some key words or letters.
17
 - The Ss repeat the rubbed out dialogue from memory.
- The T then elicits the target language structure and write model sentence(s) on the
bb.
- The T checks meaning, form, use, and pronunciation.
e.g. T writes on the board
Dad: I want you to do your best. Dad: I want you to.
Huong: Yes, Dad Huong: Yes, Dad
Dad: I want you to score a Dad: I want you to.
goal. Huong: Yes, Dad. Huong: Yes, Dad.
Dad: I want you to win the Dad: I want you to .
match Huong: Yes, Dad. Huong: Yes, Dad.
Then rub out more and more

Picture story (Story telling)

Follow your trainer’s instructions. Look at the checklist on the next page.
Make sure you understand the statements to check while you are observing.
Watch the demo and check your checklist.
Discuss the steps with a partner.

The
T: - tells a story containing the target language in at least half of the pictures.
- uses 6 to 8 pictures, or bb drawing with mime.
- elicits from the Ss as they tell the story.
- repeats the story, making the target language clear.
- elicits the target language from the Ss.
- checks meaning, form, use, and pronunciation.
- can ask Ss to recall the whole story or parts of the story, but this is then practice and
not presentation.

Checklist for Picture story presentations

Read the checklist.
Watch the demos and tick the actions the T does
Does the teacher...? Demo: Picture story
draw/use clear, simple pictures
elicit from the pictures
run through the story once
model the target language
give simple, meaningful sentences
make the target language clear
use the target language in 50% of the
sentences
use 6 to 8 pictures

18
Realia
This simply using real things to present the target language. The Ss can physically see the context
and the meaning from the objects. The T makes a sentence with the target language in it while
pointing to the real thing. This method is often used for teaching vocabulary.

Watch the demo for realia.

Observers answer the following questions:
Why does the trainer use realia to present this target language?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
What are the advantages of using realia?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
The teacher:
- put some objects on a desk in front of the class e.g. a briefcase, books, a cup, chalk
etc.
- asks the class to close their eyes or turn round for a few seconds.
- quickly moves the objects around
- asks the class to open their eyes or turn around
- asks them “What have I moved?”
- tries to elicit examples of the present perfect tense using You have moved e.g. You
have moved the blue book.
- writes the example sentences that the Ss have provided on the bb.
- checks meaning, form, use, and pronunciation.
Another way of using realia is like this:
The teacher:
- comes into the classroom with a briefcase or bag and asks Ss to guess what is in it.
- takes things out of the bag and presents the target language e.g. possessive pronoun:
These are my glasses, They“re mine (use contractions.) These are my keys. They“re
mine. This is his pen. it“s his.
- This is her book. It“s hers. Thit is our classroom. It“s ours. (Point to another
classroom.) That is their classroom. It“ theirs.
- elicit the language from Ss by repeating and prompting e.g. You say: They are my
glasses. Ss say: They are yours.
- write the target language only on the bb.
- check meaning, form, use, and pronunciation.

Pictures
Watch the demo using pictures
Observers answer these questions:
Why does the teacher use pictures to present this target language?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
What are the advantages of using pictures as a presentation for new language?

19
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
The teacher:
- uses a picture that shows a situation e.g. a magazine picture, poster, a picture in a
book or in TAnh.
- elicits the target language from the Ss looking at the picture.
- uses the pictures for both presentation and practice.
Activity two

Which presentation type for which target language?

Listen to your trainer’s instructions.
In your micro teaching groups practise one of the target items of language and presentation type
from the table.

Target Model sentence Dialogue Story Realia Pictures

language telling
should (for You should see a doctor
service)

possessive mini, yours, his, hers etc.

pronoun

pre of place in, on, behind, next to, near

simple past Last night at 10 o’clock I heard

tense a noise...

invitations Let’s go to the cinema.

present A woman is crossing the road

continuous

present Lan usually wears trousers but

continuous vs. today she is wearing a dress
simple present

Activity three

Looking at the Presentation Stage done by the teacher

Presentation: The steps Useful classroom language

State the purpose of the lesson, give it a title

Pre-teach vocabulary.

Set the scene, introduce the characters

20
Present the target language in context

Check Ss have understood (using

comprehension questions, recall etc.)

Elicit the model sentence

T repeats 3 times

Ss repeats chorally then individually

T writes on the bb in a sentence

Ss copy into their books and T monitors

Check form, meaning, use, and pronunciation

Activity four

Guidelines for an effective presentation

Read each point below and answer the question why? Look at the example to help you
(a) Presentation is not necessary when you are doing revision lessons or
when your Ss knows a lot about the target items(s) but can’t use the
target item(s) in conversation. Why?
Because they don“t need to “understand“ any more about it “ they need to
practise it
(b) Don’t introduce too many new items in one presentation. Three or four
words (vocabulary) or one or two model sentences are enough. Why?

(c) It is not enough just to check the Ss understand the form of the new
structure. Why?

(d) don’t spend too long on the presentation: 10 -15 minutes maximum.
Why?

(e) Don’t over-explain the rules of the target language. Why?

(f) Presentation is not enough on its own, it must be followed by practice.

Why?

21
Imagine that a new colleague has asked for advice on how s/he can present new language. Use the
answers above to draw up guidelines for an effective presentation on the next page. One has
already been done for you.

Guidelines for an effective presentation

Involve he Ss from he beginning

18. Checking
Focus questions:
What is the difference between ’checking’ and ’telling’?
Why is checking important? How and when do you check understanding?
what are checking questions? How do you write them?
What difficulties do you have preparing checking questions?
What do you think are the typical mistakes teachers make when asking checking questions?

Activity one

Demos: The difference between telling and checking

Watch the 2 demos and answer your trainer’s questions.
Answer the same set of questions for T1 and T2 in the table.
Use your answer to write a set of rules for the principles of checking.
Questions T1 T2
1. Was the context clear?
22
2. Were the Ss involved in the
presentation?
3. Did the T check the Ss had understood
the new structure?
4. Was there a situation that helped the T
explain the grammar?
5. Did the Ss just sit and listen when the T
spoke?
6. Did the T check one thing at a time?
7. Did the T use simple questions to find
out if the Ss understood the new language?
8. Did the T stop after it was clear that the
Ss understood the new language?
9. Did the T check throughout the
presentation?
The principle of checking
1. What?
2. Why?
3. How?
4. When?
Activity Two

Checking techniques
Watch your trainer’s demos. Observers should write their answers to the following questions:
Which stage of the lesson was it?
......................................................................................................................................
What did your trainer check?
......................................................................................................................................

What type of questions did your trainer use?

......................................................................................................................................
Activity Three

Writing checking questions

1. Prepare three questions to check the meaning and use for the structure that your trainer
prepares for you.
.......................................................................................................................................
......................................................................................................................................
2. Your trainer will give you a lesson plan. Prepare to present the target language with
checking questions. Analyse the language using the table your trainer gives you. Then
focus on writing the checking questions.
.......................................................................................................................................

23
Checking techniques

1. Yes/No questions

Explanation
This is the basis of all checking. The T doesn’t tell the Ss the rule . Instead, s/he uses
yes/no questions to get rid of misunderstandings that the Ss have and help them from
a rule of their heads.
Instructions
The T puts the target language on the bb.
The T asks three or four yes/no questions.
The T elicits the rule(s) from the Ss
Example
I went to London.
Teacher Ss
Am I in London now? No
Am I talking about tomorrow? No
Am I talking about today? No
Am I talking about yesterday? Yes
Is it the past? Yes
Which word is the verb? went
If it’s “Everyday I....” what do you say? go
So what’s the past form of “go”? went

2. Alternatives
Explanation
Instead of using yes/no questions, the T gives the Ss a choice of “Is it this or that?“
Then T does this when there’s been some confusion that need to be cleared up.
Instructions
When the yes/no questions are not helping or the T gets no response from the Ss, the
T asks an alternative question.
The Ss “choose” the correct answer.

Example
I used to play football.
T Ss
Did I play football only once or many times? many times
Was it a single action or a habit in the past? a habit

Activity four

Typical teacher mistakes

Write your own notes under the headings. Then take further notes from your trainer.
Do you understand?

24
25
 Lengthy questions

Complicated vocabulary.

Target item or check target item.

Long answers.

Overchecking

VI. Practice

19. Drills – Controlled practice

Focus questions:
What do you think makes a good drill?
What type of drills đi your teacher use? Do you enjoy it? Why, or why not?
What steps do your teacherg use when you drill?
Activity one

Review
Follow your trainer’s instructions

26
Activity Two

Awareness raising
Study the three drills on the next page, then answer these questions:

Which one would you use in your classroom, Why?

.......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

What does the S have to do? (i.e. What changes have to be made?)
.......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

Which one do you think your Ss would enjoy more? Why?

.......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

Try to write down the drills you would not use.

.......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

Drill 1
Example: TA 10, Page 29.

Drill 2:
You should
Yes, I want to
a. learn how to play badminton.
b. come to the match on Sunday.
c. play badminton more often.
d. join our badminton club.
e. support our team.
f. win the championship

Activity three

Demos and steps of a drill

Observers watch the demos (Drills on pp. 47-48) and note down the steps of the drill.
Discuss the steps with your partner. Write them in the box below.
The first has been done for you.
Run through vocabulary.

27
Consolidation work
Answer the following questions
Why does the T have to model?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Why do the T ask the Ss to repeat individually?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Why do the T ask the Ss to do open pairs and closed pairs?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Can you do open pairs after closed pairs?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Does a drill need to have an exchange?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

20. Types of drills

Repetition Drill, using picture prompts/cues

The T selects 6 or 8 pictures as prompts/cues for the target item.
The T goes through the vocabulary and make sure all the Ss know the new words. Then the T
hold up the 1st picture and says the model sentence. The Ss repeat it chorally, then individually.
The T does the samr for the 2 nd picture. By the 3rd picture, the T doesn’t tell the Ss to copy what
s/he says. The T elicits the sentence from the Ss by holding up the picture and getting them to
make the sentence for themselves.
e.g. Target item: have/has got S1: I’ve got a TV
S2: Have you?

Teacher Ss
I’ve got a house I’ve got a house
I’ve got a TV I’ve got a TV
I’ve got a car ........................

Repetition Drill, using word prompts

The T follows the same steps as for the Picture Drill, but instead of using pictures s/he has a word
or words on a cue card. These are often verbs but they are presented in the base form, so Ss still
have to formulate the utterances or the exchanges for themselves. Word cue drill is used in stead
of picture cue drill when it’s too hard to draw a picture.
e.g. Target item: adjective + infinitive ((English 8, U13): “I’m eager to hear about

28
 that”

Teacher Ss
eager/ learn English I’m eager to learn English

glad/have the opportunity .......................................................

anxious/pass the exam ........................................................

happy............................................. .........................................................

ready............................................. ...........................................................

prepared........................................ ..........................................................
Substitution Drill
The T gets the Ss to repeat a sentence with the target item in it.
The T then calls out one word to be changed in the sentence.
The Ss make the change and repeat the new sentence.
Any part of the sentence can be changed: the verb, the subject, the object, the time phrase etc.
e.g. Target item: Simple present tense

T Ss
Ly uses her motorbike everyday Ly uses her motorbike everyday
rides Ly rides her motorbike everyday
washes Ly washes her motorbike everyday
hair Ly washes her hair everyday
every Sunday Ly washes her hair every Sunday
............................................. .............................................
............................................. .............................................
............................................... ...............................................
Question – Answer Drill
The T asks a question (in this example a Yes/No question, but it could be a Wh-question e.g.
What is the matter with you?) To elicit the structure. The question is a real question. The Ss must
answer truthfully.
e.g. Target item: can (ability)

Teacher Ss
Can you swim? Yes, I can/ No, I can’t
Can you drive a car? Yes, I can/ No, I can’t
Can you cook? Yes, I can/ No, I can’t
............................................. .............................................
............................................. .............................................
............................................... ...............................................

29
Note: Back Chaining
When you have a long sentence to drill, use back chaining. Break the sentence from the back, not
the front. This helps keep the sentence stress.
Backchaining a sentence e.g. Would you like a cup of tea?
tea?
cup of tea
a cup of tea?
like a cup of
tea?
Would you like a cup of tea?

21. Micro teaching

Your trainer will give you one of the following drills (English 10)
Repetition Drill using word cues
Substitution Drill
Questions and Answer Drill
Repetition Drill using picture cues
Activity four

Comprehension: Features of a good drill

Read each pair of sentences about drills and tick the one that you think is the best answer. Pair
and compare.
1.A drill is for accuracy practice so “meaning” is not important.
A drill should be meaningful: something people in the real world would say.
2. A drill should be consistent and use the same grammatical patterns for all the utterances.
A drill should change the pattern of the utterances as much as possible so Ss don’t get
bored.
3. A drill should have a topic (e.g. Places in Hue; The Weather etc.) so that all the cues and
utterances belong together.
A drill should have random cues to produce as many different utterances for as many diffrrent
situation as possible.
4. A drill should have one cue for every Ss in the
class. A drill should have between 6 and 8 cues.
5. An exchange can only be question and answer
An exchange isn’t only question and answer, it can be any type of statement and response.
6. In a drill, Ss should formulate the utterance for themselves from a
cue. In a drill, Ss should repeat every model sentence after the teacher.
7.A drill should move from T/Whole Class to open pairs, to closed pairs.
A drill should be a T/whole class “controlled” activity.

22. From controlled to Less-Controlled Practice

Focus questions:
How much speaking practice do your Ss get in the classroom?
How do you help your Ss to speak?
How can we motivate our Ss to speak in the classroom?
What different types of practice activities do you know?

30
Activity one

Information Gap
Follow your trainer’s instruction carefully
Activity Two

Filling in the table

Type of practice ...in the traditional ...in the
approach communicative
approach
repetition

copying a model

making sentences from cues

thinking for themselves

working independently from the teacher

moving from controlled to less controlled practice

saying what the teacher wants them to say

saying what they want to say

making mistakes

speaking correct sentences

practising with the whole class

practising in groups and pairs

Text A

The first part of the Practice stage is controlled practice. This is usually a drill. The teacher stands
at the front of the class, works with the whole class, and controls what they say.

The 2nd part of the practice stage is not so controlled. It is usually pairwork or groupwork. The Ss
work on their own with the cues that the
T gives them. The T moves from group to group, helping them. During the stage, Ss work in pairs
or groups of 3 reasons:

Participation to give everyone in the class a lot more practice

to increase participation time
independence to teach Ss to learn from each other without the T always being
to foster independence there

31
(3)confidence to encourage quieter Ss who don’t usually like speaking in front of the whole
class
to increase confidence
Practice is different from ................in the practice stage, Ss don’t just repeat what the T says
because repetition without thinking is not real learning. Instead, the Ss use cues to
........................................
Cues are used for 2 reasons:
(1) .......................................... to get Ss to think for themselves and therefore
remember better
(2)............................................. to get Ss to make as many sentences as they want
from a basic pattern of confidence

The T does a lot of ...............in the practice stage

. If the target language is new, then Ss may make a lot of .................................with it. Mistakes are
a positive thing because ...........................................
The aim of the practice stage is to get Ss to say the new language............................through a
process of controlled to less controlled activities.

Text B
The 1st part of the practice stage is .....................This is usually a................... The T stands
..................................., works with the ................................... and controls what they say.

The 2nd part of the practice stage is not so controlled. It is usually ..........................
.or....................... The Ss work on their own with the .............that the T gives them. The T moves
from group to group, helping them.

During the practice stage, Ss work in pairs or groups for 3 reasons:

(1) ................................ to give everyone in the class a lot more practice
time to increase participation
(2).................................. to teach Ss to learn from each other without the T always being there
to foster independence
(3)....................................... to encourage quieter Ss who don’t usually like speaking in front
of the whole class
to increase confidence
Practice is different from repetition. In the Practice Stage, Ss don’t just repeat what the T says
because repetition without thinking is not real learning. Instead, the Ss use cues to make
sentences for themselves.
Cues are used for 2 reasons:
(1) Memory to get Ss to think for themselves and
therefore remember better
(2) Build confidence to get Ss to make as many sentences as they
want from a basic pattern of confidence

The T does a lot of correction in the practice stage. . If the target language is new, then Ss may
make a lot of mistakes with it. Mistakes are a positive thing because they are a sign of progress.
The aim of the practice stage is to get Ss to say the new language accurately through a process of

32
 controlled to less controlled activities.

Activity three

Practice activity – From controlled to free

Answer these questions:
Why did your trainer do the activity like this?
What is the name for this type of activity?

Your trainer will demo the practice activities. After participating inthe activities, answer these
questions:
What type of activities is it?
What other target language could you use with these activities?

Guessing games
a) Guess my ...(word, sentence)
Ss write a vocabulary sentence or a sentence using the target language on a strip of paper. The T
asks one of the Ss to to the front of the class. The rest of the class ask Yes/No questions to guess
what is on the S’s strip of paper. The one who “wins” then comes to the front and the game goes
on.

e.g. I watch documentaries (English 8, U.6)

S1: Do you watch the news?
(No) S2: Do you watch
cartoons? (No) S3: Do you
watch films? (No)
S4: Do you watch documentaries? (Yes)

OR the teacher write a gap-fill sentence on the bb for the sentence to complete. The class ask
Yes/No questions to guess what the gaps are.

b) Guessing the place and action

e.g. Target language: past simple Yes/No questions
The T elicits 3 places from the Ss and write them on the bb. E.. The Train StAtion, Town, School.
The T asks the Ss to suggest 3 actions we do at each place. As the Ss make suggestions, the T
write them on the board.
e.g. The train station Town School
- wait for a train - go shopping - etc.
- buy a ticket - etc.
- meet a friend

The Ss – on their own – choose one place and one action and write them down in a
sentence on a piece of paper. If Ss are weak, the T can give them a gap-fill sentence on the
board to copy and complete.
e.g. I went to...to...
and Ss write, “ I went to the train station to meet a friend”
The T calls one S to the front of the class and the other Ss must ask questions to guess the place
33
and the action. The answer can only be Yes or No.

34
e.g. S1 : Did you go to town? (“No”)
S2: Did you go to the train station? (“No”)
S3: Did you go to the train station to wait for a train? etc.
The Ss who guess correctly is the next one up.
c) Twenty questions
The T tells the Ss that s/he is a type of animal (or object or famous person, or something related
to the vocabulary s/he had taught recently). They have to guess what type of animal by asking
Yes/No questions only. They can ask 20 questions. If they do not guess in 20 questions, then the
T is the winner.. If the Ss does guess before 20 then s/he think of an animal for the others to
guess. This can work well in teams, giving each team only 10 questions each.
Adapt these activities for:

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

23. Collecting information activities

Find Someone Who

The T puts the following table on the board. The Ss copy it . e.g. Target language: can (ability)
Name
Swim
Play the guitar Ly
Cook
Speak French
Use a computer
Dance well
Sing well

The Ss form themselves into groups.

They stand up and ask each other questions, “Can you swim?” etc. When they find someone who
says “Yes” They fill inthe name. They can not fill in someone’s name more than once. The 1 st one
with all the names is the winner. FEedback: Ss tell the T what they have found, e.g. “Hai can play
the guitar” etc.

Adapt this activity for:

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
35
.......................................................................................................................................
.......................................................................................................................................
Using cues in pratice activity
a) Noughts and Crosses
Ss play in pairs. The 1st one to get a straight line of 3 noughts or 3 crosses is the winner.
Each space is filled with a cue. Ss have to make a correct sentence with that cue to put their
nought or their cross there.
e.g.
Target language: aricles (a, the, and zero article)

sun cars doctor

driver moon pollution
farmer girls maths

SX: Sun: The Sun is hot

SO: cars: Cars are expensive here
SX: etc.

Adapt this activity for:

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
b) Mapped dialogue
The T puts a dialogue on the bb using only pictures. The pictures are cues.
The T “models” the dialogue, pointing to each picture in turn.
The T runs through the cues loke a drill with the whole class to make sure they know what to ssay
at each picture.
The Ss practise the dialogue in pairs.
e.g Target language: Let“s (for invitation)
You Your friend

36
T elicits from the Ss:
You Let’s go shopping
Friend No, let’s go down to the lake
You OK. Let’s take my bike.
Friend No, Let’s walk
You OK. Let’s go at 4 o’clock
Friend OK.

Adapt this activity for:

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
c) Chain game
The Ss get into groups of 10 and sit in a circle. The 1st S in every group start the chain by
repeating a sentence the T has given.

e.g. Target language: simple past (statement, irregular verbs)

“Yesterday I had the day off”

S2 repeats what S1 has said and add to it.

S3 repeats what S2 has said and add to it etc.
e.g. S1 Yesterday I had the day off
S2 Yesterday I had the day off. I slept in
S3 Yesterday I had the day off. I slept in.I went to a restaurant for breakfast
S4 etc.

Adapt this activity for:

.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

37
Activity four

Reading
Read the following short text and follow your trainer’s instructions.
Controlled to less-controlled speaking practice
“Controlled Practice” means the Ss copy a pattern of what to say. They are guided by the T to say
something the T wants them to say. They don’t have to think creatively so they can concentrate
on accuracy. Controlled Practice is sometimes called “Accuracy Practice”
The most Controlled Practice you can have is repetition.
The opposite of Controlled Practice is “Free Practice”, in Free Practice, Ss say what they want to
say, NOT what the T wants them to say. They make up their own sentences, dialogues etc.
without any cues from the T. This is when the T concentrate on fluency. Free Practice is
sometimes called “Fluency Practice”
“”Less Controlled Practice” is somewhere between controlled and free. The T gives the Ss the
topic and some of the cues, and the Ss have to create some spoken English from that.
The more cues there are, the more controlled the activity is, the fewer cues there are, the less
controlled the activity is.

The more complete the cues there are, the fewer mistakes the Ss will make.
In the lesson, the T guides the Ss from controlled to less controlled practice.

Fewer mistakes More mistakes

More controlled Less controlled
Accuracy Fluency

1. Chain Game; 2. Find Someone Who; 3. Guessing Game; 4. Noughts and Crosses; 5. Mapped
Dialogue.
Activity Five

Practice Activity and TAnh Structure

Follow your trainer’s instructions
Target Language from Chain Guessing Find Noughts Mapped
TAnh Game Games Someone.... and Dialogue
Crosses
Shall we go to (the
library)?
Yes, let’s go/No, we
haven’t time
If you (go to school),
you’ll (give your cold to
others).
What’s the matter...?
I’m afraid....
Shall I (explain the
lesson to you?)
Yes, please/No, thanks,
I can manage.
38
Will you please (give
me that book?)
Yes, of course.
Here you are
Stationer’s;
butcher’s; bookshop;
sweetshop;
grocer’s
chemist’s

24. Using games as practice activities

Focus questions:
How do you motivate your Ss to speak in the classroom?
Activity one

Awareness raising

Follow your trainer’s instructions

After you have done the activity, answer this question:
Why do we use this type of activity in the classroom?
Try to write some ideas on the network on the board.
Copy the ideas from the bb onto the network below
Activity Two

Practice Activity
Observers fill in the observation table on the next page after each demo. Do this by answering the
following questions. The 1st activity has been done for you as an example.
a. What language/skills are practiced?
b. Is the game cooperative or competitive?
c. Is it easy to prepare? Why?
d. Is it easy to organise? Why?
e. Is it of interest to Vietnamese school children?
f. Is it controlled, less-controlled or free practice?
g. What different use of this game can you think of?
Observation table
Game Pelmanism Consequences Kim’s games
Shark
Attack
Question s
1. Language and Verb forms,
skills practised? vocabulary,
syn/ant,
anything
matching
reading,
39
 speaking

2. Cooperative or Competitive
Competitive? (Two teams)
3. Easy to prepare? yes – card, pen
and tape, bb

4. Easy to organise? yes – teams,

Show Don’t
Tell (SDT)

5. Interesting Yes
for Ss?

6. How controlled? Controlled to less

controlled

7. Different use of use pictures,

games? numbers, colours
Pelmanism
The T prepares 10 cards with numbers on one side and verbs on the others e.g. infinitive/irregular
past tense.

1 2 3 4 5

6 7 8 9 10

bring taught brought teach learnt

learn do see did saw

Make sure the verbs are mixed up. Then stick the cards on the bb so the Ss can only see the
numbers.
Divide the Ss into two teams and ask them to choose two numbers

40
Turn the cards over and see if they have guessed a match e.g. teach taught. (Make sure
everyone can see the cards when you turn them over.) If they have, give the pair to the team. If
not, turn the cards over again and ask the next team.
Continue until all the cards are finished.
The idea is that all the Ss have to remember what is where.
Shark Attack
This is avocabulary revision game and is commonly known as “Hangman”.inthis version, the T
needs to cut out a shark (or crocodile) and a schoogirl/boy from card e.g.
Then introduce the game by drawing on the bb and eliciting e.g.
What’s this?
water/the sea/a lake
What are these?
Steps (at least 6 steps)
Stick the cutout girl/boy on top of the steps. Ask them “Who is this?” Encourage them to use
someone’s name in the class.
Now draw gaps for a word e.g. (teacher)
Either form the Ss into teams or ask them as a whole class for a letter in the alphabet. They have
to try to guess the word.
If they guess a wrong letter, move the cutout boy or girl down the steps toward the shark or
crocodile! Remember to record the letter on the bb so you do not repeat letters. If they do nor
guess the word, the shark or crocodile eats the girl or boy! The children (and aldults) get excited
so beware of noise level.
The one who guesses then comes to the bb and has a go.

Consequences
Organise the Ss into group of 6 or 8. Number them from 1 to 8, etc. Ask S1 to take a piece of
clean paper (or give them a piece each, preferably A4 size) and write a girl’s name on the top of
it. Then ask them to fold the paper twice and pass it to S2 etc.
S2 writes: a boy’s name
S3 writes: where they met
S4 writes: what she wore
S5 writes: what he wore
S6 writes: what she said
S7 writes: what he said
S8 writes: what happened next
(You can vary this game by asking what she did, what he did etc. It is good revision for the past
simple tense. You can make it easier by putting prompts on the bb)
After they have finished writing, the last one in the group reads it out as a story. Usually you get
some funny stories, especially if they name people in the class.
Kim’s game
This is a memory game.
Divide the class into 2 teams. Put about 8 objects on a tray. Walk around the class so that all the
Ss have a chance to see the objects.
Instructions
Put your pens down
Close your books
Look at the tray
Study the things on the tray for 20 seconds
Cover the tray

41
Now open your book
Write down as many things as you can remember.
Team A, tell me one thing
Team B, tell me one thing
Who’s the winner?
Practical tips when using games as practice activities
Think of some of practical points about using games as Practice Activities for speaking. Write
them in the box below.

Micro teaching: In your group, practise one of the 4 activities you have seen your trainer demo.

25. Correction
focus questions:
Are mistakes a ’bad’ thing? How do you deal with your Ss’ mistakes? When do you deal
with them? Who corrects?
Activity one

Awareness raising
Folow your trainer’s instructions. Complete the sentences:
a) When my friends make mistakes in the class, I felt...

b) When I made mistakes when I spoke I felt...

c) When the T corrected my spoken language I felt...

d) The way I like to be corrected is ....

42
Discuss the sentences in groups. Choose a secretary to note down any common points. Discuss
common points together as a class.
Note:
Your responses can help you think about what you should be doing in the classroom, i.e. how you
should response to your Ss’ mistakes.
Activity Two

When and What to correct

Look at the table below and look at the headings.
Your trainers will give you some cards. You have to match the card with the correct place in the
table. Your trainer will do an example with you.
When you have matched correctly, copy into your book.
Stage What? Why? How? Who corrects
Set the Scene
preteach
vocabulary

Presentation
Drill
Teacher/Whole
class
Practice
pairwork and
groupwork

Activity three

Correction techniques
Look at the correction steps in the table below and listen to your trainer’s instructions.
Correction Steps Order
Praise the S
Isolate the mistakes
come back later in the lesson and get the S to
say it again correctly
Don’t look angry. Be encouraging. Say nicely
“No, not quite right.”
Use one of the techniques to elicit the
correction
Get the S to repeat the whole sentence correctly
without your help

43
Finger correction
Use each finger of your left hand to represent a word. holding your palm towards you, your little
finger represents the 1st word of the sentence. Point to the “word” with your right hand. Move
from right to left (backwards), so that the Ss “read” it the other way round, from left to right.
Finger correction is often used for the following mistakes:
a) missing contraction]
e.g. “I have got a house”
Show the 1st word (e.g. “I’) with the other finger and the word it’s contracted to (e.g. “have”) with
the next finger.
Squeeze the 2 fingers together to show the contraction (e.g. “I’ve”)
b) missing word
e.g. “I’ve got car”
Point to the finger that represents the missing word in the sentence.
c) too many words
e.g “I’m agree with you”
Point to the finger that represents the unnecessary word in the sentence and pull the finger down
to show “take the word away”
Question mark
Use a question mark in your voice or/and in your face.
e.g. S: I go yesterday.
T: (T turns face to the side a bit and frown) go?
S: Oh, yes, I went yesterday.
Alternatives
Give the Ss an alternative: tell them the correct answer and the wrong answer, put a question mark
into your voice and get them to choose the right sentence.
e.g.
S: He go to the market.
T: He go or he goes?
S: He goes
T: Say it again
S: He goes to the
market. “S’ card
Hve a large “S” written on a card. Keep it in your top pocket. Every time a S forgets an “s” at the
end of a word, flash your “s” card at them.
e.g
S: What’s this?
T: (shows the “s”
card) S: What’s this?
T: Good.
BB Prompt
Use the model sentences written on the board during the presentation stage to remind (“prompt”)
the Ss of the form, word order, contraction, etc.
Note: Not enough T points at the board to elicit correction – it’s a very easy way to do
correction
– don’t forget about
it. e.g.
S: I’ve been here since 2 years
44
T: (Points at the word “for” on the bb)

45
S: Oh, sorry I’ve been here for 2 years.

S-to-S correction
Try some of the above techniques first, but if they don’t work, use other Ss in the class who can
answer correctly to help the S who has made the mistake. Point at a good S and then point at the
S who needs help and say “Help her” or “Help him”
e.g.
S1: I can football
T: (uses finger correction to elicit “play”)
S1: I can football.
T: (point to S2 and then to S1) “Help
her” S2: I can play football
S1: I can play football

Modelling (T-To-S): Backchaining

Try any of the above techniques first, but if you have no success, repeat a good model for the S to
copy. Use this technique for pronunciation mistakes and Ss who have problems because the
sentence is too long. Use backchaining,, linking and other pronunciation techniques such as
showing the S the shape of your mouth.
e.g.
S: I li’ cup o’tea.
T: I li’?
S: (Silence)
T: Who can help her?
Ss: (Silence)
T: OK. Listen to me. I’d like a cup of tea. I’d like a cup of tea.
S: I li’ cup o’tea.
T: Tea. Repeat
S; Tea
T: cup of tea
S: cup of tea
T: like a cup of tea etc.

Indirect Correction
During pairwork and groupwork, go around from group to group, with a notebook and pencil.
Listen to the group for a while, then write down one or two big mistakes
(if there are any) that they are making. At the end of the lesson, or at the start of the lesson, write
the mistakes on the bb or read them out to the class. Get the Ss to correct the mistakes.
Activity four

Practising the correction techniques

Listen to your trainer’s instructions carefully.
This is how you will organise your group
One teacher = the teacher
Three teachers = Ss who make different mistakes
Two teachers = Ss who make no mistakes
You have 20 minutes to practise

46
Activity five

Reflection
Complete the table individually
Statement Agree Disagree
a. Mistakes are never a positive thing

b. It is a good idea to help Ss correct themselves

c. Ss’ mistakes can be useful for the T

d. You should never interrupt a S if S/he makes a

mistake
e. As a T in class, if we hear a mistake, we should
correct it straight away
The T’s attitude to mistakes may affect the Ss’
motivation
Self-correction is a skill worth developing in every S

h. S can correct other Ss

i. Native speakers make mistakes when speaking

j. Mistakes are harmful to learning process

Complete the following sentence stubs on correcting mistakes as homework or in your journal
Ts should interrupt Ss when they make a mistake when...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
T can give indirect correction in the following situation...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Ts can help Ss to self correct or to correct other“s spoken mistakes by...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Some advantages of self-correction and peer correction are...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

47
Five techniques for giving correction of spoken mistakes are...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

I have learnt the following about giving feedback on mistakes in this session...
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................

VII. Classroom management

26. Work Arrangements

Focus questions:
What sorts of work arrangements do you use in your classroom?
What are the advantages of using different work arrangements?
What difficulties do you have using different work arrangements?
Activity one

Pairwork and groupwork

Take part in the activity and then answer your trainer’s questions. Write your answer in the space
below:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Activity two

Ads and difficulties of using pairwork and groupwork

After the 2 previous activities, discuss the following questions in your group:

What are the ads of using pairwork?

What are the ads of using groupwork?

What difficulties might there be?

How would you overcome the difficulties?

Write your answer in the table onthe next page. An example has been done for you.

Advantages

48
Ss can learn from each other

Possible difficulties Solutions

Ss becomes noisy Don’t let noise level become too high-remind Ss

that there are other classes. However,

remember that it is good “noise” and other Ts

and principal should acknowledge that this is a

sign that learning is taking place.

27. Instructions
Focus questions:
How do you give good instruction in the classroom?
How do you write your instruction?
Activity one

Step-by-Step Demo
Watch the demo by T1 and 2. Compare their instructions
Anser the question after demos:
How did you like T1?
.....................................................................................................................................
How do you feel with T2?
.....................................................................................................................................

Which set of instructions was easier to understand? Why?

.....................................................................................................................................

Which one will take longer for Ss to understand?

.....................................................................................................................................

Does T1 do any checking?

49
50
.....................................................................................................................................

What sort of checking doea T2 do?

.....................................................................................................................................

How could you describe this sort of checking?

.....................................................................................................................................

What other type of checking do you know?

.....................................................................................................................................

Instruction for “Find Someone Who” using Step by Step instructions

Everybody copy this (Ss copy the table, T monitors)

Put your pen down (Ss stops writing)
Look at the 1st line (T points to the 1st statement)
Make me a question (Ss say the question)
Do the next one (Ss say the question)
And the next (Ss say the question)
And the next (Ss say the question)
Ask the people on you table the first question (Ss ask the question)
Tell me someone who said “Yes” (Ss tell T the names)
Put their name here (T oints at bb, fills in a name and checks Ss’s
You can only put their names once tables)
Can you put “Hai” for all the questions? Ss: No
Everybody pick up your book and a pen (Ss pick up their things)
Stand up (Ss stand up)
Move away from your desks (T directs Ss if they don’t move)
Start asking (Ss mingle and ask each other)
T waits until a few Ss have finished) (Ss put their hands up)
Who’s finished? Put your hand up.

Activity Two

Show Don’t Tell

Watch the Show Don’t Tell demo for Mapped Dialogue and follow your trainer’s instructions
Strategies Used by Used by
trainer? teacher?
Use gestures e.g. for “everybody repeat”, “speak”, “ask him”, “work
in pairs” etc.
Point at the bb, posters or pictures to elicit the words
Point at the question mark instead of saying “Ask a question”
Physically put yourself in the place of S1 and S2 and demo what they
must say
Say what the Ss must say, don’t say anything else!
Do it once, then get 2 good Ss to come up and model it

51
Activity three

Say, Do, Check

Follow your trainer’s instructions. After the demo, prepare for micro teaching.
Instructions for Guessing Games
Say
Tell me 3 places in the town
Tell me some things you do at
school
Take a strip of paper like this
Choose one of the places
Choose one of the actions you
can do at your place
Do Check
elicit 3 places from the Ss, e.g.
school, the market, the river
Write them on the bb
Elicit actions and write 3 verbs
under each place e.g.
school study, meet friends, play
volleyball
the market buy food,
the river etc.
Show Ss a strip of paper Get them to hold up their piece of
papers
Which place, Loi?
Which place, Long?
Which action, Oanh?
Which action, Minh?

Fill in the gaps of this sentence
Fill in the action in the 1st gap
and the place in the 2nd gap
It’s a secret! Don’t show your
partner!
Now, I’m first. You must guess
my sentence. Ask me a question
Ask me another question
Now ask him
Now play the game with your
group
Write this gap sentence on the Are you going to write the same
bb: sentence?
“I’d like...at... What do you write here?
Point at the gaps Monitor Ss filling in correctly
Make sure Ss hide their papers
Stand at the front and hold your Thuong, tell the class in
paper up. Elicit questions from Vitnamese what everyone has to
Ss. Give them an example: “Do do?
you like going to the market?”
When Ss guess the place, elicit
the action. e,g. “Do you like
shopping at the market?”
Get the S who guesses correctly
to come to the front
Put Ss in groups Who’s in your group?
Who starts? go around and
monitor

Activity Four

Checking understanding
Follow your trainer’s instructions
Step-by-Step or Feed-in The T doesn’t talk about what the Ss must do, instead,
Approach she or he shows them what to do; She or he becomes a
S and gives demos
Demos, Model It, or Show The T gives the Ss one instruction at a time, not a list
Don’t Tell of instructions all together

52
Recall The follows 3 steps for each instruction. First, s/he
says the instruction, then gets the Ss to do it, then
checks that they’ve done it correctly before going on
to the next instruction
Say, Do, Check The T checks that the Ss understand everything by
saying “Tell me what you have to do in Vietnamese”
or “Say it again in Vietnamese”

Technique Other names Explanation in your own

words
Step-by-Step or Feed-in
Approach
Demos, Model It, or Show
Don’t Tell
Recall

Say, Do, Check

Activity Five

Writing giudelines for giving effective instructions

Imagine you are telling a new T how to give good instructions in class.
Use the questions you have answered in this unit and the answer of T2 to write some guidelines
for giving good instructions. An example is done for you. Make posters.
guidelines for giving effective instructions

- be clear and confident

53
28. Use the Blackboard
Focus questions:
What is the most useful visual in your classroom?
How do you use it?
Do you know how to use it effectively?
Activity one

Awareness Raising
1. In group, think of all the things you use the bb for in the last week of your teaching before you
came inthis course. Make a list of your ideas.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
2. Send an “ambassador” to the other groups to exchange ideas.
3. Now answer these quesions inyour group
Is the bb useful for your teaching?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Do you use it enough? Why? Why not?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Do you use it well? What guidelines would you give a new T on how to use the bb properly? Write
them here.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Guidelines for using the bb effectively
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Activity Two

Blackboard drawing
1. Watch the 2 demos
2. After the demos, form pairs and discuss these questions
Who was quicker? why?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
54
 Which T involved the Ss more? Why?
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Activity Three

Activities to help you do bb drawings

In your group, look at the folowing pictures, How could you make them simpler? Follow the
example you have just seen on the bb.
Picture BB drawing

Feedback: What did you do to make the drawings simpler?

Use these simple techniques to draw the following. Practise on the paper first.
People: A doctor, a nurse, a teacher, a policeman, a pilot, a schoolgirl, a secretary, a farmer, a chef
and a mechanic.
Transport: Below are the 1st steps in drawing a bicycle. Add details to make the drawing
complete. Then draw a train, a bus , and a lorry.
Direction and action: Look at the figures below. by adding just one line, we can show which
direction the person is looking or going. Practise yourself.
In pairs, practise people doing things. Begin by choosing one of the following drawings to copy.
Do not tell your partner which one you have chosen. Start to draw it and ask your partner “What
am I doing?“ Then swap turns.

Facial expressions: Match the adjectives with the faces below. There are more adjs than faces.
worried angry happy sad bored
embarrassed surprised shocked crying hot
55
smiling hungry tired annoyed frightened
interested drunk crying excited dizzy

Now answer these questions:

How did the T draw these expressions? Which parts of the face are important to show
expression?
Do you think it matters if your Ss do not recognise what you are drawing immediately?
In pairs, practise some of these expressions. Let your partner guess which one it is! Try some new
ones!

4. When you feel you have had enough practice on paper, a start to practise on the bb. Remember
to talk to you r group (peers) while you are drawing – just as if you were in class.
Activity three

Microteaching
Follow your trainer’s instructions.
1. Setting the Scene
TAnh 7, U 16, “People and Places”, P.154
Hoa and Ba are talking about Ba’s uncle
Ba’s uncle sent him a postcard from Bangkok
His uncle is a pilot.
He flies all over the region.
He sends postcards from many places, Kuala Lumpur, Phnom Penh, Singapore.
So Ba has many stamps
He keeps them in his stamp album.

2. Pre-teaching vocabulary
TAnh 10
Practice: Picture story
TAnh 10
Pre-teach vocabulary
a picnic, a lake, a camera, (to) take some photos
Then elicit sentences from pictures

56
29. Monitoring in the Classroom
Focus questions:
What do you think is the most important role of a T?
What does a T have to do when they monitor?
When and Why do we monitor?

Activity one

Monitoring jobs
Follow your trainer’s instructions. Copy the ideas from the bb in the box below.

Follow your trainer’s instructions. Look at the example below in your groups, and make a poster
of monitoring jobs and reasons why we do them.
Monitoring job Why we do it
encourage and praise to motivate Ss, to make them feel confident
Activity two

Monitoring and stages of the lesson

Follow your trainer’s instructions.

Stage of the lesson Monitoring job to be done

Presentation: copying new language off the
board
Controlles Preactice: closed pairwork drill
Practice: settingup a groupwork activity
Further Less Controlles Practice: S presents
ideas to whole class
Feedback: Exhibition
Checking Ss don’t over correct each other’s posters and encourage them to give constructive
feedback.
57
 Checking group by group that they understand the instructions and helping where necessary.
Looking and encouraging Ss to hurry up and copy accurately.
Moving from pair to pair, listening and directing – giving direct
correction. Taking notes of mistakes for delayed correction
Activity Three

What would you do?

Follow your trainer’s instructions.

Teachers’ problems
a) Ss are copying extremely slowly from the bb
b) Ss are making a lot of mistakes in copying from the bb
c) Ss get into groups when you tell them. Some of the groups get on with the activity but the
weaker groups sit in silence.
d) One group of Ss can’t do the activity because they can’t remember the vocabulary.
e) You find that all the Ss are making the same mistake, over and over again.
f) One group of ss do the activity well but finish a long time before the rest of the class.
g) Instead of completing the activity with their own ideas, Ss copy the one or two things you
have demonstrate and do no more.

Possible solutions

Activity Four

Monitoring pairwork and groupwork

Follow your trainer’s instructions.
Ss’ complaints
The following are frequent complaints about pairwork and groupwork. How can we solve them?
a) The T always interrupts me, just as I am to say something really important to the group.
Then I forget what I was going to say
b) The T always goes to Lan’s group. He or She never listens to ours.

58
 c) Our group always finished first. The T just leaves us to twiddle our thumbs right until the
last group has finished the activity.
d) The T just sit at her/his desk while we do pairwork. I don’t know why we bother to do it.
e) The t never tells us whether we have done something right or wrong after we do GW.
what’s the point?
f) If we ask the T to help us, s/he refuses, and says we have to work it out ourselves.
Possible Solution

Activity Five

Teaching Practice observation sheet on monitoring

Your trainer may ask you to use this during teaching practice
Teacher’s name: Date:
Lesson: N0 of Ss
Aim: To observe if the T in your TP group are monitoring effectively.
Furniture arrangement:

Does the T...? Yes/No Comments

Check Ss’ books to see they
have copied the vocabulary?
Check Ss’ books to see they
have copied the target items?
Point out mistakes in Ss’
books?
Move around the whole class,
including the back row?
Listen and help more than 2
pairs during PW?
Do direct correction during
59
PW with different pairs?
Find groups or pairs who don’t
know what to do and explain
what they must do again?
Encourage and praise Ss during
PW or GW?
Take notes for delayed
correction?

VIII. Pronunciation

30. Awareness Raising

Focus questions:
Do you teach pronunciation in your lesson? Why?
What sort of pronunciation exercises or activities do you use?
How do your practise improving your own pronunciation?
Activity one

Questions
In your group, discuss the following questions. Use Vietnamese to discuss them.
Aftet your discussion, look at the 3 areas your trainer puts on the bb.
a) What does pronunciation include?
......................................................................................................................................
......................................................................................................................................
b) How did you learn English pronunciation?
......................................................................................................................................
......................................................................................................................................

c) Was it easy or difficult for you?

......................................................................................................................................
......................................................................................................................................
d) What are the main differences between the pronunciation of English and Vietnamese, e.g.
Are there any sounds that are in Vietnamese but not in English etc.
......................................................................................................................................
......................................................................................................................................

e) Do you think pronunciation is important? Why, or Why not?

......................................................................................................................................
......................................................................................................................................

f) Do you teach it in your classes

......................................................................................................................................
......................................................................................................................................

60
Phonemic Chart

32. Sounds
Focus questions:
How do you remember sounds in English? What strategies do you use?
What activities do you use with your Ss to help them improve their recognition of different
English sounds?
Activity one

Revision
Follow your trainer’s instructions
Find out what phoneme is represented by the letters underlined in the following words.
Vowels

a) schools b) participation c) co-operation d) learners e) respect

f) the g) good h) teachers

Answers
......................................................................................................................................
......................................................................................................................................

Diphthongs
a) beard b) scared c) tour d) face e) nice
f) voice g) home h) loud

answers
......................................................................................................................................
......................................................................................................................................

61
Consonants
a) washing b) potatoes c) beans d) knives e) sink
machine
f) herbs g) tomatoes h) bread i) cheese j) friendliness
k) sensitivity l) jam m) cake n)eggs o) fridge
p) kettle q) wisdom
answers
......................................................................................................................................
......................................................................................................................................
What strategies do you use to help you remember sounds?
Activity Two

Whispers
1. Form two teams, and stand in 2 lines facing the bb.
2. Whisper the 1st word to the 1st team member. Continue through your list of words.
3. The last member of the team must say the word they heard.
4. The winning team is the one who says the most correct words.
Activity Three

Minimal Pairs
1. Listen carefully to you trainer and decide which word s/he is saying from the minimal pairs
e.g.
A B
work walk
coat caught
boat bought

2. Follow her/his instructions carefully so you can practise later.

Variations
You can also compare 3 sounds e.g. pen, pan, and pin, or use pictures rather than word to elicit the
correct sounds from your Ss.

Activity Four

Odd One Out

1 Follow your trainer’s instructions. Work together to decide which word from each set is
different and why. Give a reason for your choice.

Worksheet A
Find the Odd One Out in the following examples. Say why it is different.
Note: The difference is the ending of each word
1. worked walked wounded watched
2. mended wanted needed gained
3. rained helped cooled robbed
4. roots looks loops moons
5. brushes mists glasses judges

62
 6. burns hums hunts hurls
7. goes knows notes

Answer key
1 2 3 4 5
6 7

Worksheet B
Find the Odd One Out in the following examples. Say why it is different.
Note: The difference is in the vowel or diphthong sound.
1. look foot pool cook
2. make tail pain fall
3. five give dive hive
4. work bird turn call
5. fern four port corn
6. neat need seat mate
7. here fair rare bear

Answer key
1 2 3 4 5
6 7
Teaching tips to help Ss hear the sounds clearly
- There are several stages during your lesson when you can focus on sounds i.g.
The Pre-teach, when the T has to introduce the new vocabulary clearly
- The drill is a good time for the T to say the sound (of new words/structures) clearly
several times and for the Ss to repeat it. Ss can hear the sound in context, too.
- Let Ss watch how you and they make particular sounds or explain it in VN and show
what you do with your teeth and tongue.
- Ear-training. Get Ss to listen and distinguish words that sound similar (e.g. minimal
pair exercises).
- Use dictionaries to find pronunciation.

33. Stress
Focus questions:
How do you remember which syllables or words to stress in English?
What strategies do you use?
What activities do you use with your Ss to help them improve their stress when speaking
English?
Activity one

Finding the word stress

Note:
In the following activities, stressed syllables are either in bold e.g. waterfall or an O is used.
Unstressed syllable may have an “o’
Follow your trainer’s instructions
Make the stressed syllable using a clear symbol.
photograph photographer telescope telescopic underwater

63
chemical computer forest dictionary comfortable
reception
Activity Two

Word Stress Matching

Follow your trainer’s instructions
Put the words into the correct stress pattern columns
interview revision underground completely suitable
recorder opposite computer dictionary innocent
important example universe

Ooo oOo

Variations
Another way of stress matching is by using cards.
Put words on some cards and the stress pattern on the others.
Then use the cocktail arrangement to get Ss to find their match.
Activity Three

Word Stress Bingo

Follow your trainer’s instructions
Choose 9 words from the 15 on the bb.
Write the stressed and unstressed symbols for 9 of the words in the bingo box below e.g. speaking
= Oo
Listen to the words your trainer dictates. When you hear one of yours, cross it off. The 1st one to
finish their box should shout “Bingo”]
Oo

Activity Four

Sentence Stress Dictation

Follow your trainer’s instructions
Dialogue
(TAnh 10)

Sentence Stress
Although individual words have their own stress, stress is also an important feature
of sentences. To mark stress in a sentence, we make syllables louder, longer and also
higher. This stress comes on the most important word or words in a sentence. These

64
 are usually nouns, verbs and sometimes adjs and advs. Some other little words e.g.
“on”, “a”, “for” and “and” can disappear. Changes in sentence stress can make a big
difference to meaning.

Activity five

Guess the meaning of the sentence

Work together in pairs and decide what each of the following sentences mean.
Look at the stress.
The 1st one has been done as an example.
a) Lan wanted to buy the red shirt. (not the red jumper)
b) Lan wanted to buy the red shirt.
c) Lan wanted to buy the red shirt
d) Lan wanted to buy the red shirt.
e) Lan wanted to buy the red shirt

Note:
Sentence stress tells us which parts of the statement are important. We can change the meaning of
a sentence by changing the stress and intonation.

34. Intonation
Focus questions:
What activities do you use with your Ss to help them improve their intonation when
speaking English?
Activity one

Awareness raising
Listen to the passage and answer these questions:
What is intonation?
What are some of the rules of intonation?
Make some rules for intonation in English. Write them in the box below.
Rules for intonation

65
Activity Two

Chain Drill
Follow your trainer’s instructions
Make up your own unusual statements. The others in your group have to respond appropriately.,
e.g.
Trainer: My grand mother is 150
Teacher: Really?
Trainer: I went to the biahoi twenty times last week
Teacher: Did you?

Teaching tips for stress and intonation

- Use different stages of the lesson to do some pronunciation practice e.g. at the pre-
teach stage, when drilling, when doing controlled practice activities.
- The activities should be short and clear – don’t try to do them if you can’t do
them.
- Give Ss the chance to recognise sounds and patterns before you ask them to
reproduce them.
- Ss must know about stressed and unstressed parts of a sentence so they can get the
rhythm of English right.
- Correct words and sentence stress and intonation are just as important as getting the
individual sounds right.

66
Glossary
accuracy The ability to produce language in a grammatically correct way.
Compare with fluency
activity A short task which is part of a lesson, perhaps lasting 15-20
minutes. Synonymous here with task
ambassador(s) A type of work arrangement. Participants work in a group on a
task. The group chooses an “ambassador” to “visit” the other
groups to give them the information from his/her group. Each
group send an ambassador in rotatio so each group learns what
the other group has done and information is shared
approach Different theories about the nature of language and how
languages are learnt
brainstorm To collect together ideas very quickly, without judging whether
the ideas are good or not.
communicative The goal of thos teaching method is communication, both in the
classroom and in real life. It generally encourages more S talk
for real communicative purpose and a facilitator role for the T.
elicitation The T gets Ss to produce language, draws information out of the
ss.
error A mistake made in LL that shows the S hasn’t yet learnt
something. Compare mistake
facilitator An assistant to or a guide to a group, who helps the group to find
their own answers rather than providing them with the “right”
answer.
feedback Information that is given to the Ss about their spoken or written
performance, or to trainees or teachers about their teaching.
fluency The ability to produce language easily, to communicate quickly
but not neccessarily with grammatical correctness. Compare
accuracy.
information gap An activity where a S has to get informatio from another S or
from a reading or listening text, to “close the gap”
input Language that Ss experience in a lesson, from which they can
learn
jigsaw reading An activity that involves re-ordering a mixed up text to find its
correct order; it helps Ss to see the connections between parts of
a written text.
learner-centered Learning situations where information and ideas are brought to
the class by the Ss and used as learning material and that aree
concerned with the interest, needs, learning styles, feelings, lives
and/or values of Ss.
student talking The amount a particular S talks during a lesson
time
learning style The way a particular S learn something
lexical set A group of related words, a word family
method Different ways of teaching language that are based on systematic

67
 principles and procedures
model sentence A sentence presented by the T showing how the target language
is used i.e. during the concept check on th e bb or during the
controlled practice i.e. drilling.
microteaching A teaching situation that has been reduced in some way, e.g. the
T’s task is simplified, the lessonis only part of the of a lesson,
the class size is very small. It is often used in training situations
to concentrate on one particular aspect of methodology or a
trainee’s/ teacher’s need. Usually one trainee/teacher teaches a
short activity to her or his peers
Mistake
this is a language miostake mae by S when he/she is careless .
Compare error
mixed ability A group of Ss whosw proficiency levels span a range e.g. high
class beginning to high intermediate
monitoring What a teacher does throughout a lesson, e.g. while Ss are doing
an activity; walking around the class; listening; checking and
helping Ss
observation Gathering informaiton together by watching a class in order to
describe what is happening
pair/compare Working together in twos and sharing each other’s ideas
Peers Your friends/colleagues/classmates
predicting Guessing or imagining what might happen in a reading or
listening text
pyramid A work arrangement moving from pairwork to group of four,
eight and so on until the class is one or two large groups
(depending on the size of the class)
rank To put items in a certain order, often in order of preference or
importance
realia Things from real life that are used for learning
role-play A communicative activity in which Ss talk to each other in
different character roles.
synonym A word which means the same, or nearly the same, as another.
task Aother word for a classroom activity
teacher talking The amount of time a T talks in the classroom
time

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