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, 2014

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 Table of contents

Table of contents.........................................................................................................................2
PART 1: TEACHING SKILLS..................................................................................................3
Topic: 1.......................................................................................................................................4
SHAPE OF A SKILLS LESSON...............................................................................................4
Identifying the Stages of a Reading Lesson................................................................................6
Identifying the Stages of a skills Lesson in the Textbook..........................................................7
GUESSING THE MEANING OF NEW WORDS...................................................................17
Pre and while – Reading Techniques........................................................................................21
Post – Reading Techniques.......................................................................................................26
CONSOLIDATION AND MICRO-TEACHING....................................................................26
TEACHING WRITING............................................................................................................28
Shape of a Writing Lesson........................................................................................................29
THE ROLE OF CORRECTION...............................................................................................34
Teaching speaking.....................................................................................................................38
Analysing Accuracy and Fluency.............................................................................................39
Teaching Speaking in an Integrated way..................................................................................40
PART 2: LESSON PLANNING...............................................................................................42
Topic 1......................................................................................................................................43
INTRODUCTION TO LESSON PLANNING.........................................................................43
Topic 2......................................................................................................................................44
PROBLEMS INVOLVED IN LESSON PLANNING.............................................................44
Problems involved in lesson planning......................................................................................44
What should be in a Lesson Plan?.........................................................................................44
Instructions..............................................................................................................................44
Practising Writing a Lesson Plan for Teaching Reading..........................................................53
Appendix: SAMPLE LESSON PLAN.....................................................................................55

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PART 1: TEACHING SKILLS

3
Topic: 1

SHAPE OF A SKILLS LESSON

Aims:
To get you revise the tree stages and activities of a language lesson.
To make you recognize the three stages and the activities in each stage of a skills lesson.
To help you identify different stages in a real lesson in the text book.

SHAPE OF A SKILLS LESSON

Instructions:
Discuss these questions

The Pre- stage

Why do we need the Pre-stage?
What are some activities of the Pre-stage?
Who does the work in the Pre-stage?

The While-stage:
Why do we need the While-stage?
What are the activities in this stage?
What does most of the work during this stage?

The Post-stage:
What are some activities we use in the Post-stage?
Who does most of the work?
Why do we need the Post-stage?

UNDERSTANDING THE STAGE OF A LESSON

Instructions:
A. Match the following stages with the descriptions:
Stage Description
a Presentation
b Practice
c Production
d Pre stage
e While stage
f Post stage

1. This stage is like the follow-up stage. After students have practised
the target skill in the While stage, they do an extension activity. This helps students
take the information or whatever they have produced in the While stage, and do something
meaningful with it. This stage is usually an information transfer production-type exercise
where students “response” to what they just learnt. Tasks usually involve the productive skills
(speaking or writing). For example: students response to reading description of a sports event
by writing a letter to a friend, describing what happened, or they do a role play, acting out the
story they have just read if the While task was speaking, for example conducting a
questionnaire on their friends, tasks in this stage could be writing up the results in a short
paragraph.
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2. This stage aims to give students the opportunity to:
 Return briefly to the analogy of the presentation stage.
 Perform independently
 Try on their own, consolidate their experience and learning
 Correct their own mistakes
 Use new language in freer, more creative ways
 Check how much has really been learnt
 Integrate new language with old
 Practise dealing with the unpredictable
 Motivate students
 It can be used for revision or diagnostic purposes.

3. This stage gives students a “guide” or framework to help them practise the target skill of
the lesson. Tasks can be comprehension tasks, where students answer questions based on the
text, ordering tasks, where students show that they have understood by putting pictures or
statements into the same sequence as the text, and transformation tasks, where students take
one format and transfer it into another.

4. This stage aims to give students the opportunity to:

Realize the usefulness and relevance of the new language items and their need to
learn it.
Concentrate on the meaning of the new language and where appropriate
Is degree of formality
Pay attention to the pronunciation, stress, intonation and spelling of the new language
Focus on the grammar (morphology and syntax ) of the new language
Present meaning and the form
Check understanding
5. This stage aims to give students the opportunity to:
- Use the newly presented language in a controlled but realistic and contextualised
framework.
- Allow them to memorise its form
- Allow them to assimilate its meaning more full.
- Build confidence in using the new language.
6. This stage prepares students by getting them to think about the topic or situation before
they read, listen, speak or write about it. Tasks can be brainstorming or discussion tasks where
students collect all their ideas on the topic; vocabulary to aid comprehension: prediction tasks
where students guess what they are about to learn.
(Adapted from: Spratt, M 1989 ‘The Presentation Stage”, “The Practice State”, The
Production Stage” In A Matthew, M Spratt & L Dangerfield (Eds.) At the Chalkface. London:
Edward Arnold, pp. 5 – 16.
ELTTP Methodology Course Summer 2000 Trainer’s Book, Reference Materials: ELTTP
Methodology Course Book Two, pp. 13 – 14)
B. Read the tasks and decide which stage they belong to and the main skill involved in each
task

Task Pre While Post Main skill

1. Listening to a tape and answering
a set of true/false statements and
finding out which answers you and
your partner got the same and
which ones you got different
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2. Guessing the answers to a set of
true/false statements before
listening to a tape and finding out
which answers you and your
partner got the same and which
ones you got different
3. Writing down as many
sentences as you can find in a
substitution table after you have
practised saying them with a
partner first
4. Brainstorming weather
vocabulary before listening to a
weather forecast
5. Swapping books with your
partner and correcting each other’s
written work
6. Acting out a scene from
something you have just read and
answered questions on.
7. Writing a description of three
classmates after interviewing
them.
8. Answering a series of multiple
choice questions based on the main
ideas of the text.
9. Correcting the order of a series
of pictures that Illustrate a story
you have just read

Identifying the Stages of a Reading Lesson

Instructions
Watch the video of New Tieng Anh 6, Unit 7, Lesson 3, and tick the stages you see

Unit four: Big or Lesson 2 A3-5 P. 45 - 46

small?
Teaching Points
Reading a text about Ba’s and Chi’s houses to understand the differences between town and
country.
Revision
Hangman
…………(stores)………./ ………….(post
office)………..(bank)……..(supermarket)……./…….(rice paddy) …….(clinic)……(flowers)
….the ……….(country).
Pre Reading
Pre Teach
Noisy/quiet
An apartment
A market

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A zoo
Paddy fields = rice paddy
Rub out and Remember
Kim’s Game
B1 Picture, p.76 “There’s a zoo, a post office”
While Reading
B1 Town or Country?
P76 (about Ba) and P77 (about Chi)
Comprehension questions (Matching)
B1 p78
Post Reading
Brainstorm
In town In the country
… it’s noisy … it’s quiet
… we live in apartments … etc
… there aren’t any paddy fields
… there’s a zoo
…there are shops
..etc.

Identifying the Stages of a skills Lesson in the Textbook

Instruction
A. Look at the lesson plan from the Teacher’s Book New Tieng Anh 6, Unit 4, Lesson 2,
p.47 and answer these questions:

a) How many stages are there?

b) Are all the stages there? If not, which one(s) are missing?

Giáo viên nêu tình huống và câu hỏi Pre – reading cho học sinh, có thể sử dụng câu hỏi đọc
hiểu a) – d) làm cau hỏi Pre – reading.
Giáo vên nêu yêu cầu học sinh đọc thầm bài khóa va tìm câu trả lời cho các câu hỏi cuối
bài.
Giáo viên hỏi, học sinh học sinh trả lời trước lớp. Giáo viên sửa lỗi nếu có; đồng thời kết
hớp giới thiệu từ, cấu trúc mới nếu thấy cần thiết.
( Teacher’s Book New Tiếng Anh 6, Unit 4, Lesson 2, p.47)

B. Now look at the lesson plan from ELTTP Lesson Plan Book 1 New Tieng Anh 6, Unit
4, Lesson 2 on the next page and answer these questions:
a) How many stages are there?
b) What activities have been added to make than lesson plan a full Pre – While and Post
– stage type lesson?
c) Which of the two lesson plans is better for your students?

Unit 4 Big or Small? Lesson 2 A3-5 P. 45 – 46

Teaching Points
Reading a text about school to understand details and get further practice in numbers and
school vocabulary:
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Revision
Bingo
T. elicits & lists number on the board T. reads
6, 8, 12, 20, 52, 100, 200, 32, 41, 400, 17, 6, 25, 200, 12, 17, 400, 8, 900, 20 25,
600, 900, 10
Ss choose 5 numbers from the board

Pre reading

Open Prediction
Ss guess what these numbers are about, to do with schools:

400, 900, 8, 20

e g students, teacher, desks, windows etc.

While Reading

A 3 P.45
Ss correct their predictions.

Answers Given Answer Key

1. in the country 1. Where’s Phong’s school?
2. 8 2. How many classrooms are there in Phong’s school?
3. 400 3. How many students are there in Phong’s school?
4. in the city 4. Where’s Thu’s school?
5. No, it isn’t. It’s big. 5. Is it small?
6. 20 6. How many classrooms are there in Thu’s school?
7.900 7. How many students are there in Thu’s school?

Post Reading

A 4 p. 46
Transformation Writing
Depending on whether ss. live in the city or the country, ss. take one of the texts in A3 P.45
and re – write it according to their own school.

(ELTTP Lesson Plan Book 1 New Tieng Anh 6, Unit 4, Lesson 2)

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Topic 2
TEACHING LISTENING

Aims:
To make you aware of the difficulties of listening in a classroom situation and strategies
to deal with them.
To help you recognize and use the three stages and activities in teaching listening

Teaching and Learning Listening Skills:

Instructions
A. Think about these questions and fill in the table
In the real World In the classroom
Why do we listen?

What do we listen to?

When do we listen?

How do we listen?

B. Answer the following questions;

a) Is listening important for a foreign language learner? Why?

b) Is listening a difficult language skill for a foreign language learner? Why?

c) Is there a lot of listening in our Tieng Anh textbooks? Why\Why not?

Stages of a Listening Lesson

Instructions:
Look at the two lesson plans and complete the table
LP 1 LP 2
1. The lesson has a pre, while and post listening stages

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2. The activities makes students think while they were listening

3. The activities are interesting and meaningful

4. The teacher asks questions like a test

5. The students have a reason to listen

6. The students do nothing before the listening

7. The students do several activities

8. The students listen to the text more than once

LESSON PLAN 1 ( English 8. Dialogue, Page 21):

a. The teacher translate the meaning of these new words.
Perhaps (adv) sure (adj) idea (n)
Content(n) important( adj) speaker (n)
Title(n) interest(n) to report (v)
To spoil(v) to leave out (v) the end of the story
Fiction (n) to enjoy(v) to give a book report
Non-fiction(n) part(n) to report a book
b. The teacher reads about the dialogue, students listen with books open

c. Students repeat after the teacher

d. Students practice teaching the dialogue in pairs

e. The teacher asks students to their books, answer the questions from memory
( questions a-m, page 25)

f. The teacher calls all the best students to take turns, asking and answering the questions

LESSON PLAN 2 ( New Tieng Anh 6, Unit 4, Lesson 3, B 1-5, p.47-48)

Unit 4 Big or Small? Lesson 3 B 1-5 B 47-48

Teaching points
Listening to a dialogue about school to understand the details; practising cardinal numbers,
ordinal numbers and “Which” questions to talk about school.

Pre- Listening
Pre-Teach Rub Out and Remember
B 4 P.48 Teacher gets ss. to write the words again on the
and board because the spelling is important
the [first] floor the first = 1st the fourth = 4th the seventh=7th
the [sixth] grade the second= 2nd the fifth = 5th the eight = 8th
rd th
the third = 3 the sixth = 6 the ninth = 9th

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 the tenth = 10th
Predict Dialogue
Thu: Hello, which grade are you in?
Phong: I’m in grade (a)................
Thu: And which class are you in?
Phong: (b)......................... What about you?
Thu: I’m in grade (c)....................., class (d)...............
How many floors does your school have?
Phong: (e).............. It’s a small school.
Thu: My school has (f) .............. floors and my classroom is
on the (g) ................floor. Where’s your classroom?
Phong: It’s on the (h) .................floor.

While Listening
B 1 P.47
Ss listen and correct their predictions

Grid
B 2 P.48

Post Listening
Board Drill
Grade Class Floor
Thu 7 7c 2nd
Phong 6 6a 1st
You
Example Exchange
S1 : Which [grade] is Thu in?
S2 : She’s in [ Grade 6]
S1 : Where’s [her] classroom?
S2 : It’s on the [first] floor

Write it up

Intructions
A. Head the statements and say if you agree or disagree

Statement Agree Disagree

a It is not necessary to understand every words

when we listen.
b It is not possible to do listening activities without
a cassette record
c We can not do listening practice because the
student’ English is too to
d Leading listening without activities is not
effective
e A good listening activity, help students to
improve their listening skills.

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B. Fill in the missing word s listen to your trainer and check.

Some guidelines for an effective listening lesson

Student should have a ...............(1) to listen, and the listening lesson can provide this by
making listening activities like a .............(2) task, where students must discuss, find clues
think and work out solution. Students should do an activity .............(3) they are listening
not just after listening is not a ...........(4) test.
Students should do a variety of interesting .....................(5) to guide their listening.
Good listening activities get students to ...............(6) while they are listening. Good
listening activities have responses that are .................(7) for student to produce e.g... letters
numbers T/F because we want students to .................(8) on listening not on making long
complicated answers.
Students should listen to the text several times. They should refine their understanding
each time. The teacher should not ..................(9) up the text into small ...................(10)
because this encourages listening just to get the right answer. Getting the right answer does
not help students to develop then listening .............(11)

Features of Good Listening Texts and Tasks

Instructions
Predict what will be said about each of these headings.
1. One-way listening, Two-way listening

2. Fluency ( gist ) listening, Accuracy ( details ) listening

3. Features of a listening text

4. Types of texts

5. Teacher’s voice of tape?

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6. Features of a good listening task

Pre- Listening techniques

Instructions
Match the explanations with the names of pre-listening techniques.
a. True/False Statements used for prediction
b. Open-prediction
c. Pre-questions
d. Ordering

1. The teacher doesn’t give the students any statements, only sets the scene and gets
students to predict some of the things they think they will hear the text. Students write down
their predictions. In this way students have made their own listening guides. The teacher reads
the listening text and students tick their correct predictions.

2. The teacher writes 5-10 statements on the board based on the main ideas in the
listening text. Only half the statements are true. Students copy the numbers of the statements
in their books. In pairs, students predict which of the statements are true and underline the
numbers or mark them T/F. Students call out their predictions. The teacher does not say if
they are right or wrong. The teacher reads the text. Students tick the predictions that are right
and any that they didn’t guess. In pairs students compare and if there are disagreements the
teacher reads the text again until everyone agree.

3. The teacher gives students jumble statements or pictures on the board. Students must
discuss in pairs / groups and predict the correct order. The statement/pictures have letter a, b,
c, etc. Students fill in their chosen order 1,2,3, etc. In a grid . In pairs they compare their
answers. The teacher accepts different orders to create a ‘disagreement’, so it gives students a
real reason for listening and finding out who is right. students listen and tick or correct their
orders.

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

Post listening techniques

Instructions
Read one of the sections and be prepared to explain it to another group .
1.Roleplay

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Students dramatise the listening text , taking the roles of the characters in the story they
have just heard. This is particularly good for students who haven’t studied the past tense
but have just heard a story in the past tense . The role play transfers a past tense story
into the present tense. The teacher organizes the role play by putting all the same “ roles
“ together , eliciting and then letting them practise what they will say , then cross –
grouping so that each new group has one of each of different characters.

2.Recall the study

Students re-tell the story in the listening text in their own words . The teacher can help them
by doing a mini drill first, usually using the same pictures or simplified statements that
were used for ‘predicting’ in the pre- listening task or ‘ordering’ or ‘selecting’ in the
while- listening task. Students practice speaking in pairs or groups . The re-telling with a
picture can also be done as a chain story

3. Write it up
Students write up the information that they have in their listening instruction .They
reconstruct the text in their own words using the notes in the ‘grids’ or drawings in the’
listen and draw’ exercises as cues .Students practice writing in groups, pairs or individually.

4. Further practice
The teacher chooses a topic related to the listening topic , usually a topic personalized to
the students and designs a production activity for the students to do . For example , after
doing the ‘ grid’ , they will describe other classmates, or students can recount similar
stories to the listening text-things that have happened to them personally

Consolidation and Micro –teaching

Introductions
A. Decide if the activities are Pre, While, or Post
Stages of a listening lesson and activities involved in each stages

Listening activities Pre -L While-L Post –L

True / False statements

for prediction
Listen and draw

Further practice

Open –prediction

Comprehension
questions

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Recall story

Write it up

Pre- questions

Role-play

Grids

Ordering

B Micro- teaching
Group 1:
ELTTP Lesson Plan Book, New Tieng Anh 6,Unit 4, Lesson 3, B 1-5, and New Tieng
Anh 6 page 47-48
Group 2:
ELTTP L esson Plan Book, New Tieng Anh 6, Unit 11, Lesson 2, A 2-4 and New Tieng
Anh 6, page 116-117

15
Topic 3
TEACHING READING
Aims
To help you to understand the sub-skills of reading and get you to use different techniques
to teach reading effectively.

Your Beliefs about Teaching Reading

Instructions
Read the statements and tick the correct box.

Statements Agree Disagree Don’t

know
1. It is important to teach all new vocabulary before
students read the text.
2. Students should only read good literature in
English. Comics and newspapers are bad for them in
school.

3. My students don’t have the opportunity to read

outside school so it is my responsibility to choose
suitable texts for them in school.
4. Students need to read for a purpose, not to read
so that they can just answer multiple choice questions.
5. I don’t think students learn a lot from reading
things like timetables, indexes, recipes, directories.
6. Using graded comprehension questions is the only
real way of checking that students have understood
the text.
7. The teacher’s job is to help students learn to read
by themselves . S/he cannot do the reading for them.
8. English newspapers are too difficult for my
students. Students should concentrate on reading
simplified texts from their textbooks.
9. Getting students to read aloud is a useful way of
making them understand what they are reading.
10. The real purpose of reading is for students to
learn more grammar and how the written languages
constructed.
11. If I don’t translate the text for my students they
don’t understand it.
12. Students don’t need to be aware of the reading
sub-skills like ‘skimming and scanning’ – that’s
information only the teacher needs to know.
13. If I get my students think about the topic before
they start reading and try to predict what the text is
about, they find the text easier to understand.

Extensive or Intensive

Instructions
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Read the text below and fill in the table:

Intensive reading
Students reading intensively look at every word, take note of punctuation, sentences and
paragraphs, understand the grammar. Intensive reading often becomes an exercise in
recognising the rules of the English language in action. Beginners and low intermediate
groups tend to read intensively. Most textbook reading has, until recently, been intensive. The
reading of written instructions, recipes, and application forms is necessarily intensive.

Extensive reading
The aim here is to get on with the story, to read for gist, not details, and to read much more
quickly. Extensive reading should give good students some of the pleasure they have when
reading novels in their own language (if they read novels). It should submerge them in the
foreign language. It is important to find good reading material which interests the students
and makes them want to read on.

(Hrom Dawson, C 1984 Teaching English as a Foreign Language Harrap, page 43)

Intensive Extensive
What is it used for?

What types of texts does it

include?

GUESSING THE MEANING OF NEW WORDS

Instructions:
A. Fill in columns 1 and 3 before reading, column 3 after.

Things you know Things you want to know Things you learn from the
text

17
 Teaching students to guessing the meaning of the new words
There are around 2.500 high frequency words in the English language which comprise 90%
of all conversations and in addition there are between 40.000- 60.000 low frequency words
(rare or technical words) which make up the rest of an educated native speaker’ s vocabulary.
In the school curriculum there is a limited amount of time for teaching English. There will
never be enough time to teach those 40.000- 60.000 low frequency words. Low frequency
words are not worth learning because it is absolutely impossible for students to know all the
words that they will meet. Instead the teacher and the syllabus should focus on teaching
students how to guess the meaning of unfamiliar words.
Many English textbooks introduce 15-20 new words in each reading passage. If the teacher
tries to teach all these words thoroughly then there will be no time to do anything else in the
lesson. The students won’t remember such a large list of vocabulary and will probably never
use most of the words again. In addition, if the teacher helps the students with all the new
words they will never able to develop the ability to guess the meaning for themselves and so
they will never be able to read independently. Some good students develop their own
strategies for guessing the meaning of new words but most students will have to be trained.
This brings up a problem: most teachers don’t know how to teach students how to guess.
When teaching reading. The first thing the teacher should do is make some decisions about
which words students should actively learn, which words they should guess from the context
and which words students should ignore. What to do with the words depends on two things:
how essential the word is ( is it a key word) for understanding the passage and how difficult
the word is essential for understanding the passage and at the learner’s level, it should be
taught actively. If the word is essential but above, the students’ level, it should be taught
passively: the teacher should explain or translate it as quickly as possible. If the word is not
essential for understanding the passage but not too difficult, students should guess the
meaning. If the word is both non- essential and difficult (rare, above the students ‘level,.. then
students should ignore it)
The teacher should mark the words that can be guessed with a “g” for guess or simply
underline tem. Students should then be taught the following strategies for guessing the
meaning. Students should look to see if the word is repeated later. If it is , students should
compare the usage in two contexts. Students should find the part of speech of the unknown
word from endings and grammar patterns: “ed” or “ing” or “s” and preceding auxiliaries like
“is/ are” , or ‘ have / has” will denote a verb, “ly” an adverb, and article or quantifiers will
precede a noun. Proper nouns- particularly people’s names- confuse students position and
usually can be identified by capital letters. Adverbs and adjectives can generally be identified
by sentence position and usually can be ignore because the passage can make sense without
them . Students should continue reading after the new words. Most readers just stop when
they reach a word they don’t know. Most of the clues that help us guess are within 5 to 10

18
words forwards or backwards from the unknown word, so students should be trained to read
those surrounding words carefully. Students should also learn how to check their guesses;
most wrong guesses come from guessing the wrong part of speech. Students should do this
substituting the difficult word with a synonym or the word’s translation in Vietnamese, and
seeing if the text then makes sense
Teachers should be prepared to introduce a simplified system of guessing for younger
learners and should not expect students to learn the skill of guessing immediately. It is
important to gradually decrease the number of the words that the teacher pre- teaches so that
over a series of say 10 lessons, Students guess more and more as the teacher helps less and
less

B. List the problems teachers face when dealing with new words in a reading passage.
1-

2-

3-

5-

6-

C- Fill in the table showing the difference ways teachers can deal with new words

If the word is At the students’ level Above the students’ level

Essential for understanding
the passage

Not essential for

understanding the passage

D. Use the strategies for guessing the meaning of new words.

1.

2.

3.
19
4.

5.

6.
Instructions
Read the following newspaper story. Use the strategies from exercise D above to guessing
the meaning of all the words in italics.
CARGO SHIP BLARG SAVED IN ATLANTIC
London, Jan. 12
All 19 blarg were glooned to safety from a The blarg, including one woman triatomed
British cargo ship clasting badly n heavy seas ship and took to life guffs before being taken
and gale force winds in the Atlantic aboard a British tanker, the Nestor. Some of
yesterday, coastguards said. the guffs were dropped from a British Nimrod
The 7.0000- tonne Irving Forest, whose surview aircraft that flew 1.000 miles to the
blarg included Britons, Canadians and scene.
Filipinos, sent a Mayday blooper after it lost The Burmuda-registered Irving forest was
power and started taking on water about 300 carrying a cargo of wood dilp and newspaper
miles north of the Azores. print from St. Jonhs, Newfoundland to Rotten
in France.

STRATEGY: ELIMINATING PROPER NOUNS FROM THE TEXT

Proper nouns Person Place Thing (say what)
The Atlantic
The Irving Forrest (ship)
Mayday
Azores
Nestor
Nimrod
St.Johns
Rooen

STRATEGY: GUESSING THE MEANING FROM GRAMMAR

20
Unknown word Noun Verb Adj Adv meaning
blarg
glooned
clasting
blooper
triatomed
guffs
surview
dilp

STRATEGY: CHECK YOUR ‘GUESS’

Match the words with their synonyms
1. blarg a. listing (learing to one side)
2. glooned b. surveilance
3. clasting c. pulp
4. blooper d. crew
5. triatomed e. rafts (boats)
6. gults f. taken
7. surview g. abandoned
8. dilp h. distress signal

Pre and while – Reading Techniques

Instructions
Match the descriptions of pre and while reading techniques with their example.
Example: 1c

DESCRIPTIONS

1. OPEN PREDICTION
This activity is used for pre – stages.
The teacher establishes a context and introduces the topic of a reading text.
The students are required to guess what they are going to read.
The teacher (or students) writes the students’ guesses on the board.
The students are asked to read the text to check if things they guess are correct or not.

2. TRUE / FALSE PREDICTION.

This technique is used pre-reading or pre-listening.
The teacher writes 5-10 statements about the main points of a reading / listening text.
Half of the statements are true, and the other half are false.
21
The students are asked to work in pairs and decide if the statements are true or false.
The teacher writes students’ guesses on the board.
The students are asked to read the reading text to check the answers.

3. ORDERING PICTURES
This technique can be used for pre-reading or pre-listening.
The teacher prepares some simple pictures to describe a story or a text, and a text, and sticks
them on the board randomly.
Students work in groups to rearrange the pictures and think of a story based on their picture
order. This activity is also used for while- techniques to check the ideas students have heard
or read about.

4. MULTIPLE CHOICE
The teacher prepares questions about the ideas in the text. For each question, there are three or
four options for students to choose from.
5. GAP-FILL
The teacher writes a short paragraph with several blanks in it. The blanks can be lexical or
grammatical items or both. The more blanks the paragraph has, the more difficult the
paragraph is. If the students are weak, words to fill in the blanks should be provided.

6. ORDERING
This technique is used for pre- reading or pre- listening.
The teacher writes about 6 to 8 statements on the main points of a reading text but the
statements are jumbled.
The students are asked to work in pairs or groups to predict the order of the statements.
This activity is also used for while- techniques to check the idea students have heard or read
about.
The teacher writes students’ guess on the board.(Note that write only the guesses of one or
two group).

7. ANSWERS GIVEN
The teacher writes several answers on the board. Students are asked to read a text and make
questions based on the answers given.

8. PRE-QUESTIONS
This techniques is used for pre-reading. The teacher writes a few questions on the board.
These questions should focus on the main ideas of the reading text. The teacher gives student
a few minutes to think about the questions. Students are asked to read and answer the
questions. It doesn’t matter if student can’t guess correctly.

9. GRIDS
The teacher draws a grid on the board. This grid will contain the main information of the
reading text. Students are asked to read the text and fill in the gaps with information taken
from the text. Then they are asked to write the information in the grid on the board.

10. MATCHING
The teacher writes the main ideas of paragraphs from the reading text on the board.
Students read the text and match these man ideas with the number of the paragraph
or
The teacher writes the main/essential ideas from the reading text and several details

22
 Related to the main ideas. Student the text and connect the main ideas with the
details.

11. COMPREHENSION QUESTIONS

These are the questions related to the main ideas of the reading text to check students
‘comprehension. Students work individually or in pairs to answer questions from the teacher
or from the textbook. Students are encouraged to check and compare the answers before the
teacher gives feedback.

12. NETWORK
This can be used for students brainstorm in pre-reading stage. The teacher writes the network
on the board.
Students are required to work individually to fnd ideas related to the topic of the network and
then compare their answers in pairs or groups, then the the topic of the ideas from the
students.

EXAMPLES

A) Arrange the pictures in a logical order.

(Look at New Tieng Anh 6, Unit 16: Man and the Environment, lesson Plan Book 2)

B. Circle the correct answer.

Charles Dickens was born In
A 1012
B. 1827
c. 1875
2. As a young child, he worked
A. in a factory B. in a school c. In a law office
English 8, Unit 17: Charles Dickens, pp. 133-134
C.Predict what you know about Lan's family
How old...? What does he / èhỡ do?

Father
Mother

23
Brother
Lan
New Tieng Anh 6, Unit 3: At Home, Lesson 3, ELTTP Lesson Plan Book 1
d) Read the statements and say ff they are True (T) or False (F).
e)
T/F

The house is in the country.

There's a river near the house.
There are trees to the left of the h0U9e.
There are two gardens.

New Tieng Anh 6, Unit 6: Places, p. 62

e) Which is the biggest city in the world? Put the cities In order of biggest first.
HCMC London Tokyo Hanoi
Mexico City
New Tieng Anh 6, Unit 15: Countries, Lesson 4 , ELTTP Lesson Plan Book 2
f) Fill in the blanks.
Miss Chi is________________________and thin. She has a ______________
face,_______________________lips, and small__________________teeth.
New Tieng Anh 6, Unit 9: The Body, Lesson 5, ELTTP Lesson Plan Book 2.
g) Think of the answers for the following questions before you read the fexfệ
1. What are we destroying?
2. What are we wasting?
3. What are we polluting?
New Tieng Anh 6, Unit 16: Man and the Environment, Lesson 4, ELTTP Lesson Plan Book 2
Think of the words you know rotated to thớ topic, and write them on the network.
e.g. have a picnic

pastimes
in the country
walk in the mountains
New Tieng Anh 6. Unit 12: Sports and Pastimes, Lesson 6, ELTTP Lesson Plan Book 2
i)Match the details with Phong's school or Thu's school.
big PHONG'S SCHOOL In the city
small THU'S SCHOOL in the country

New Tieng Anh 6. Unit 4: Big or Small? Lesson 1, ELTTP Lesson Plan Book 1
j) Read toe first paragraph of the text, then answer the questions.
1. Is the library in Jack's school well-equipped?
2. Who can go to the library?
3. Why do the teachers and the pupils go there?
4. When are library cards issued?
Unit 1: The School Library, pp. 3 & 5 , English 9
k) Read the text and complete the information in the table
Where? How long? What to do?

2 days

24
Hanoi
2 days
stay with friends
HCMC

New Tieng Anh 6, Unit 14: based on Making Plans, Lesson 2, ELTTP Lesson Plan Book 2
l)Read the text, then write questions for the answers
1.inthecountry 5. No, it isn't. It's big.
2.8 6.20
3.400 7. 900
4.in the city
New Tieng Anh 6, Unit 4: Big or Small?, Lesson 2, ELTTP Lesson Plan Book 1

Instructions
Say which techniques are PRE, which are WHILE and which are both.
Techniques PRE WHILE

1. open/ prediction

2. true/ false prediction

3. ordering pictures

4. multiple choice

5. gap - filling

6. ordering

7. answers given

8. pre - questions

9. grids

10. matching

11. comprehension questions

12. networks

25
26
 Post – Reading Techniques
Instructions
Read the three post – reading tasks and write instructions for them.
1. DISCUSSION
a) Discuss the advantages and disadvantages of
Trains
Buses
Underground
Private cars and motorbikes
b) Design a public transport system for Hanoi or HCMC.
English 8, Unit 9: Travelling in London, p.68 – 69
2. ROLE PLAY
Work in pairs to make a conversation between an interviewer and Shakespeare, using the
following points to make questions and answers:
Born
Married
Children
Career
Number of plays
Kind of plays
Names of famous plays.
Died
English 8, Unit 18: Shakespeare, p.147 – 148
3. WRITE IT UP.
Write a paragraph about how to make “ Our School” a beautiful environment. Use the words
from the reading you have studied.
Example (as a guide for the teacher)
Our school should be a beautiful environment. We should put our trash in the trash cans. We
shouldn’t damage them when we play football. We should collect paper, bottles and cans and
take them home.
New Tieng Anh 6, Unit 16: Man and environment, Lesson 6, ELTP Lesson Plan
Book 2

CONSOLIDATION AND MICRO-TEACHING

Introductions:
Fill in the table:

Which techniques… List the techniques here…

… are most suitable for grade 6 and 7?

Require the least preparation?

Require the most preparation?

27
 … can be written on the blackboard easily?

… need to be on a photocopied worksheet?

… are most similar to the school exams?

… are least similar to the school exams?

… integrate the writing skill?

… integrate the listening skill?

… integrate the speaking skill?

… do you like the best?

… do you like the least?

Instructions:

Choose one of the following lesson plans.

Prepare a complete, three stage lesson plan.
Practise teaching with your lesson plan.

Unit 12: Sports and pastimes Lesson 2 A3-5 Pages 125-126

Unit 15: Countries Lesson 6 C3 Page 165

Unit 16: Man and Environment Lesson 4 B1 Page 169-170

28
Topic 4

TEACHING WRITING
Aims
To help you get a clear view of the way you teach writing.
To get you to use different techniques of teaching writing, and correcting students’
mistakes.

Instructions
Look at the two writing tasks and answer the question.
a) Which task is easier for students to write?
Why?
b) Which task helps students identify clearer aims for writing?
Why?
c) What is the text type for each task?
Which one is clearer?
d) Which task gives a clear idea of who (the audience) to write for?
TASK A.
Write about your two – day trip at the Youth Union Camp in Nha Trang, taking part in some
interesting activities with other students. You should write about 70 words.
TASK B.
You have just spent 2 days at the Youth Union Camp in Nha Trang, taking part
in some interesting activities with other pupils. Write a report to your class using
the information in your diary below. You should write about 70 words.
Saturday AM Went swimming/ sightseeing
PM Singing competition
Sunday AM Cooking competition, games
PM Public speaking competition, more games
Start with this:
REPORT ON CAMP ACTIVITIES
We arrived in Nha Trang at about 7:30
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..

3. Look at the writing activities in New Tieng Anh 6 & 7, English 8 & 9, and discuss
what the aim is, the text type and who the audience is.

New Tieng Anh 6, Unit 7, C5, P81.

Aim: to practice using the structure through personalization
Audience: teacher, possibly peer/ other students
Text type: verse
New Tieng Anh 6, Unit 4, C3, P.49
Aim :
Audience:

29
Text type:
New Tieng Anh 6, Unit11, Grammar Practice, P.122
Aim :
Audience:
Text type:
English 7, Unit 18, Futher Practice A, P.122
Aim :
Audience:
Text type:
English 8, Unit 13, Futher Practice B1 – 2, P110 – 111
Aim :
Audience:
Text type:
English 9, Unit 13, 13.8 Word Study, P.106
Aim :
Audience:
Text type:

Shape of a Writing Lesson

Instructions
1. On a poster arranger these ideas to show the shape of a writing lesson

POST- WRITING
sharing and comparing

feedback and correction PRE- WRITING

making use of words and structures needed for the writing task

establishing the who, what, why

WHILE WRITING

performing the writing drafting and re- drafting

2. Order the sections of the jumbled writing lesson plan on the next page. Fill in the table with
the names of activity.

Teaching points:

Revision E.g - Word Cue Drill

PRE WRITING

30
 WHILE WRITING

POST WRITING

Exhibition:
Each group copies their postcards onto a poster and illustrate it. Students move around the classroom
and read the different postcards from “around the world”.

Pre- Teach
A postcard wet interesting places
(to) be on vacation a lot of = many

Writing a Postcard about Being on Vacation

Word Cue Drill:

Example exchange
S1: Where`s Hoa from?
Hoa / VIET NAM Jo / AUSTRALIA S2: She`s from Vietnam
Tomiko / JAPAN John / BRITAIN S1: What language does she speak?
H / CHINA Susan / CANADA S2: She speaks Vietnamese.

Matching:
Ss work in teams to put the words in three columns Answer Key
Country City Interesting places

Japan, Beijing, the state of liberty, Country City Interesting places

Tokyo Japan Tokyo Mount Fujiama
Vietnam, Sydney, The USA, France, Vietnam Hue The citadel
China The USA New York The statue of Liberty
The Eiffel Tower, The citadel, Bondi China Beijing The Great Wall
Beach Australia Sydney Bondi Beach
Hue, The Great Wall, New York, France Paris The Eiffel Tower
Australia, Fujiama

31
 Broad Drill: Example Exchange
Ss use the Grill as cues S1:Where are you?
S2: I`m in Japan.I`m visiting Tokyo
S1: What are you going to do tomorow?
S2:I`m going to visit Mount Fujiama.

Comprehension Questions( with Answer Key)

Who`s the postcard from? (Nhan)
Where is he?( in London)
What`s the weather like? (cool and wet)
Is he traveling by train?
What`s he going to do tomorrow? (visit the tower of London

Transformation Writing:
Group 1: Postcard from Japan
Group 2: From Vietnam
Group 3: from the USA
Group 4: from China
Group 5: from Australia
Group 6: from France

Techniques for While-Writing (Controlled)

Instructions
Match these explanations of While-writing techniques to the examples that follow.

EXPLANATIONS OF WHILE-WRITING TECHNIQUES

1. Substitution boxes
The teacher puts a box full of words on the board. The words fit together
to either make one long sentence or lots of short sentences. The class is
divided into strong groups and weak groups. The stronger groups write
down one long sentence while the weaker ones write down as many
different short sentences as possible. For stronger groups, the sentence
with the most words in the given time is the winner.
2 .Transformation writing
The teacher gives students handouts with a short paragraph or a letter.
The students rewrite the paragraph or letter as required by the teacher.
The teacher can change information in the paragraph in three different
ways: change the grammar( e.g. from the future to the past or from ‘l’ to
‘he’): change the facts ( e.g. from England to Vietnam ); change the
meaning (e.g from ‘sad’ to ‘happy’ ).
3. Questions and answers
The teacher gives students a series of questions. The students answer the
questions in full sentences. The students have to, where possible,
combine two sentences into one and then put the sentences together
to form a coherent paragraph.
4. Write-it-up

32
 The students write notes or fill in grids using the information collected
from any speaking listening or reading activities. Then they ‘ write it up’
in full sentences, or as a paragraph.
5. Recall
This techniques is used in the final stage of a lesson. After listening to/
reading a story, students are asked to rewrite it, using their own
language.
Students can work in pairs or groups.

EXAMPLES

a) In groups, rewrite the text in your own words, using the pictures.

b) Work in four group writes about a season, using the words in the box.
Group 1: spring
Group 2: summer
Group 3: fall
Group 4: winter
nice hot mountains and green river the
morning warn yellow is trees beautiful cold
evening cool blue weather gray flowers
afternoon house fall very night

Lesson Plan Book 2

c) Rewrite the text on page 132, change “ Minh ’’ to “ l ’’
Answer Key
I like walking. On the weekend, I often go walking in the mountains. I usually
go with two friends. My friends and I often wear strong boots and clothes etc

New Tieng Anh 6 Unit 13. Activities and the Seasons, Lesson 3, ELTTP
Lesson Plan Book 2

d) Answer the questions in full sentences. Join some of the answers together
into longer sentences. Copy the sentences out in the order you think is
logical.
Planning a holiday
33
 1. Where are you going to go? 6. What are you going to bring with you
2. Who are you going to go with? 7. Where are you going to stay?
3. What season are you going to go in? 8. How long are you going to stay for?
4. What is the weather like then? 9. What are you going to do there?
New Tieng Anh 6, Unit 14. Making Plans, Lesson 6, ELTTP
Lesson Plan Book 2

e) Write about your friends. Use ‘ he ’ or ‘ she ’ and the information in the
table

Name Season Weather Usually go Usually do Usually take

Hoai Fall Cool The Go camping A picnic &
mountains hot drinks

New Tieng Anh 6 Unit 13: Activities and the Seasons, Lesson 5, ELTTP
Lesson Plan Book 2

Correcting Written Work

Instructions
1. Agree or disagree with these statements.

Agree Disagree Statements

(1) When the teacher corrects student by writing the right answer
for them in their books, the students don’t study it or remember
it. The students will continue to make the same written errors
again and again
(2) When the teacher elicits correction from the students and
encourages them to correct themselves, the students learn from
their mistakes
(3) The teacher should correct every mistake the students make.
(4) Mistake are bad. The teacher should not encourage them.
(5) Students are not able to correct their own mistakes.
(6) In a good lesson the students don’t make any mistakes.
(7) A mistake is a learning step. When a student “make a
mistake”. It means the student is trying out something new; it
means real learning is taking place in the lesson.
(8) Student don’t like correcting each other and don’ like to be
corrected by each other.
(9) The teacher should use a red pen to correct students’ written
work so that it is clear to the students what they have done
wrong
(10) Writing in real life is a process of draft-redraft; no one ever
“gets it right” the first time. Writing in a foreign language should
follow the same process.

2. Read and discuss.

34
THE ROLE OF CORRECTION

Traditional attitudes to mistakes and corrections

In the past, a lot of teacher all over the world thought that it was a bad thing if a student made
a mistake to them, it showed that the student was being stupid, or lazy, and in some cases,
deliberately rude to the teacher for not paying attention or for not learning the lesson carefully
enough. Instead of helping students to write better, the teacher would put lots of crosses or put
“do it again” at the bottom of the page as if the student had done something wrong or
impolite. If the teacher did correct the students, it would be by writing the correct modeling
the students’ books and getting them to copy it. For these traditional teachers, a perfect
writing lesson would be a lesson where no mistakes were made by the students.

The communicative approach to mistakes and correction

In the communicative approach, mistakes are seen a positive steps towards learning, if
students make mistakes, it shows they are trying to formulate sentences and express ideas for
themselves-not simply copy the teacher’s model. They are taking the model, and then
adapting it to make it into something they really want to write. they are learning by doing, and
because this is process , student will not come up with a perfect ‘product’ – an essay, a
paragraph or even a sentence with no mistakes-the first time. For communicative approach
teacher, no mistakes in a lesson means no real learning has taken place. Correction is seen as a
technique to get students to refine what they want to say. Correction is an integral part of the
lesson. The teacher’s attitude towards correction is positive and correction techniques are used
to encourage students, not to put them down or to make them feel stupid for these teachers, a
perfect lesson is a lesson full of students’ mistakes and students correcting themselves and
each other.

Memory and correction

Real learning take place when students are given the opportunity to internalize language and
memorise it. Often, rote repetition without understanding does not help internalisation or
memory. For this reason, it is better for teacher to elicit the correction from the students, not
just write the correct answer in the student’ books for them. If the teacher elicits correction
from the student, by underlining the mistake and event coding that type it is, the student must
think, discover their mistake, choose an alternative word or words and write it/them again on
their own in their books. Students remember the correction for longer because their teacher
has given them independence, encouragement and made them learn actively by getting them
to write down their own corrections.

Students’ ability to do self/peer correction

A lot of teachers believe that students are not able to correct themselves or each other and that
the teacher must give them a right models a copy. This simply is not true. Nearly all
correctable errors are mechanical (accuracy) errors and as soon as the teacher points out to the
student where the mistake in the sentence is, the students quickly and easily correct it for
themselves. If the mistake is a vocabulary mistake and students cannot self-correct, again, in
nearly every case, another student in the class can supply the new word. Students are happy to
help each other and this sort of peer correction encourages students to be independent of the
teacher and learn from each other instead.

What to correct and what not to correct

It is not necessary for the teacher to correct every mistake that occurs in piece of a student’s
writing. If the teacher takes a red pen and crosses out every mistake, the students’ workbooks
will look like a the battlefield. This is very de-motivating for the students. Too much red ink
makes them feel that they are not able to write well, and they do not want to lose face again,

35
so they will not want to write anything experimental or different or personal the next time
they are given a writing task. Psychologically, the red pen is telling them just to copy
something from a book (however meaningless) that has no mistakes. So teachers should in the
first place give up using a red pen. The point of correction is not to show students that the
teacher is right and they are wrong. The point is to encourage them to express themselves and
to self-correct. Use a pencil! Write lightly and keep an eraser handy because often teacher
make mistakes too and correct things which later turn out to be not wrong at all! Secondly,
teacher should not correct every mistake; they should make a decision and select the most
important things-depending on what the target language or the focus of the lesson was. This
requires real self-restraint in the teacher – the temptation is to correct everything. The problem
with correcting everything is that major mistakes and minor mistakes all get lumped together
– it is not helpful to the learning process – the teacher is not providing a systematic scheme
for the student’s self-improvement

A system for correcting

Underline the mistake in the text and code what kind of mistake it is in the margin. For
example. Using the following code:

: wrong order
: missing word
Vocab: wrong vocabulary

Drafting and red rafting

It is important that the teacher emphasises to the students that nobody writes perfectly in a
first draft in this own native language, let alone in a foreign language. Writing, by nature, is a
process. This means there will always be a first draft some correction and then a second draft.
Think of a job application or a business letter- it may takes three or four drafts until the writer
gets it right. Students need to learn this, need to train, and their motivation needs to be
sustained, through the process of:
- Student write the first draft on rough paper.
- Teacher annotates correction.
- Students do self correct.
- Students copy out the corrected place as second draft into their books.
The teacher ‘s job is to instill this process in students so that it becomes a habit for them –
learning to draft, correct and redraft is a skill for life.
3. Adapt the following making scheme for use in your own class. Use Vietnamese
definitions if necessary.
Making Scheme Personalized Scheme
V Good point
Sp. Spelling
G Grammar
Voca Wrong word(vocabulary)

36
^ Missing word
/ Too many words
? Not clean at all linking
UC Uncountable noun
C Countable noun
Punc Punctuation
WO Word order
Art Article
T Tense
Prep Preposition

4. Read these guidelines

Dealing with written corrections: the steps
In the while- writing stage of the lesson, get students to use rough paper ( not their books) so
they understand this is a draft version. On the rough paper, get students to write on every
another line, with a clear left- hand margin. This gives the teacher space to insert corrections
in the line space above the error.
Use pencil to mark with. Have an eraser handy. Don’t press hard or write very big.
Underline the error in the text. Underline where the problem is a whole phrase or just the last
letter and the space following for a missing ‘s’.
Annotate the errors using the making scheme symbol’s the margin. If there is more than one
error in one line, write a sequence of symbols in the margin in the same order that they appear
in the student’s script.
Remember to include ticks for good point.
Don’t over correct: concentrate on grammar and vocabulary or punctuation, space and letter
information- don’t correct everything.
If necessary, add a comment at the bottom in Vietnamese praising or giving students points to
work on.
Hand back the scripts in the following lesson. Put the making scheme key on the board and
get students to copy it into the back of their books.
Put a few example sentences with underlined and annotated errors on the board. Use hybrid
sentences by inspired by typical errors which you have collected from their scripts. Elicit the
corrections from the whole class, getting students to refer to the key for help.
Put students into group of four: strong, weak, weak and strong, in each group. Seat the strong
students on the outside.

37
When the class understands how to use the key, tell them to do their own corrections.
Students write the correction in the line space above the error.
When the strong students finish, get them to help the weaker students with their corrections.
Get the students to copy the corrected script into their exercise books in the lesson or for
homework. This is their final draft and should only contain one or two mistakes. Get students
to tear up and throw away their first drafts.
5. Now correct the following writing.
I am Lan. I am fifteen years. I short and thin.
I very like English because English popular in the
world.
I have three class English every week.
I to try study English therefore I speak with people
foreign.
My vocabulary not many, so I cannot to stay many
sentence.
Can you to help?

38
Topic 5

Teaching speaking
Aims
- To get you to include speaking lessons in your normal teaching.
- To help you integrate speaking in deferent types of lessons.
- To make you more familiar with the differences of accuracy and fluency in teaching
and learning speaking.
Dealing with problems
Instructions
Fill in the table
Problems Solutions

Eg : learners are shy / afraid of making Use groupwork -> don’t “ expose” them in
mistakes front of the whole class .

Components of accuracy and fluency

Instructions
1. Answer the questions :
a/ What are accuracy and fluency ?

b/ How do you practise accuracy and fluency in the lesson ?

c/ How do you balance accuracy and fluency in a speaking lesson ? how do you solve the
problem if a lesson in a course book lacks either accuracy and fluency ?

2 – Order the following criteria for speaking in terms of accuracy and fluency
39
 Criteria for speaking
Lacks of hesitation independence grammar
Pronunciation length vocabulary

Accuracy Fluency
1. 1.

2. 2.

3. 3.

Analysing Accuracy and Fluency

Instructions
Write what these techniques focus on and if they practise accuracy and fluency or both
Accuracy or fluency
Mainly focuses on
of
Pronunciation

independence

Technique
Vocabulary
Grammar

Grammar
hesitation

or both?
Length

Lack

1. Mapped dialogue

2. Tell me about

3. Survey interview

40
4. Wordsquare

5. Noughts and crosses

6. Guessing games

7. Role-play

8. Brainstorming

9. Chain game

10. Recall picture story

11. Find someone who…

Teaching Speaking in an Integrated way

Instructions
1. Discuss how speaking is integrated into teaching other language elements and language
skills and fill in the table
further practice

While-reading

Post-listening
Post-reading
Pre-listening
Presentation

Pre-reading
Pre-writing
Production

Sub-skill of speaking
Practice/

Using vocabulary accurately

Using grammar accurately

Using pronunciation accurately

Using vocabulary fluently

41
Using grammar fluently

Using pronunciation fluently

Speaking at length

Speaking without hesitation

Speaking independently

2.Examine the following lesson plan. Change the post reading stage of the lesson from
accuracy, and from writing to speaking.

Grade 9 – Unit 9 Travelling In London P68-69

Aim
By the end of the lesson, pupils will have learnt transport vocabulary and be able to understand the
reading text

Pre- teach vocabulary

A suburb, a commuter, to park, the rush-hour, a traffic jam, the underground, a double-decker (bus).

Pre-reading

T/F prediction
Answer-key
Jack’s father travels by car F
Mary commuters go by underground. T
Jack’s travels by bus. T
Tourists go by taxi. T
Don’t go by car during the rush-hour. T

While – reading (With Answer Key):

Read silently. Fill in the table. Compare answers in groups.

Advantages Disadvantages
The underground Quick, cheap
Buses Popular Slow, full
Cars Slower, expensive, no parking

42
Taxis Convenient Not good in rush-hour
Post-reading:
Use the table above to write sentences with ‘because’
E.g.
The underground is good because it’s quick.
Cars are no good because there’s no parking

Homework
P.70 Comprehension questions a - k

PART 2: LESSON PLANNING

43
Topic 1

INTRODUCTION TO LESSON PLANNING

Aim
To raise awareness of different teachers’ attitudes towards lessons and lesson planning.

Your idea of a lesson

Instructions
Decide which of the items below best express the essence of a lesson, and say why

A lesson can be generally compared to:

a musical performance a wedding visiting a doctor

doing the shopping climbing a mountain a menu
a football game eating a meal a conversation

Your idea and comments: use these questions to help you

Which metaphors emphasize:
- teacher- centered approach?
- learner – centredness?
- the ‘steps’ of the lesson?
- problem solving?
- competition?
- natural communication?
( Adapted from UnP 1996 A Course in Language Teaching Cambridge: Cambridge University
Press p.213)

44
Topic 2.

PROBLEMS INVOLVED IN LESSON PLANNING

Aim
To help you solve some of the problems you have with lesson planning and to give you some guidelin
writing effective lesson plans

Problems involved in lesson planning

A. List the problems you have in writing lesson plans

preparation time
what to include and what to leave out
timing for each activity
anticipating problems
covering the textbook
B. Write your group’s list of problems in order of importance in the table below
C. Write solutions to the problems in the right hand column of the table bellow
Problems Your suggested solutions

What should be in a Lesson Plan?

Instructions
A. Discuss the following questions
 Should lesson plans follow a particular formal?

45
 Should all lesson plans have the same components?
 What components should be included in a lesson plan?
B. Write your list of components in the table below.

Components

C. Read the text and complete the grid with the lesson components mentioned in each
paragraph.

A lesson plan may be simple or detailed depending on each language teacher and his/her
own teaching situation.

The first thing such a lesson plan needs to detail is who the students are. How many are
there in the class? What ages? What sexes? What are they like? Co-operative? Quiet?
Difficult to control?
Experienced teacher have all this information in their heads when they plan.

The next thing the plan has to contain is what the teacher/ students want to do: study a
piece of grammar, write a narrative, listen to interview, read a passage, etc.

The third aspect of a plan will say how the teacher/students is/are going to do it. Will they
work in pairs? Will the teacher just put on a tape or will the class start by discussing
dangerous sports, for example. For each activity, the teacher will usually indicate how long
s/he expects it to take and what classroom materials or aids she is going to use. The plan
will say what is going to used for the activities: a tape, recorder? Photocopies? etc.

Lastly, the plan will talk about what might go wrong (and how it can be dealt with) and
how the lesson fits in with lessons before and after it. Bear in mind that a reserved activity
is always necessary for your lesson planning

Paragraphs Components

46
2

D. Do you think the order of these headings could be improved? Reorder them in a way that
would be most useful to you

47
Topic 3

Variety and flexibility in a lesson plan

Aims
To get you to compare different components of lesson plans
To help you to be more flexible in lesson planning

Evaluating Sample Lesson Plans

Instructions
Examine the three lesson plans below and answer the questions:

a) What are the strengths and weaknesses of each lesson plan?

b) Which lesson plan do you find more practical, realistic and useful? And why?

c) Are the activities included in the lesson plan varied?

d) Does the lesson plan allow for flexibility?

e) What improvements can be made to the fist and third samples?

Lesson Plan 1:

New Tieng Anh 6: Unit 7 Lesson 2 B1-2 p. 76 - 77

Your house
1. Translate into Vietnamese

2. Questions:

a. Does Ba live in town? Yes, he does.

b. Does he live in a house? No, he doesn’t
c. Is it noisy? Yes, it is.
d. Does Chi live in town? No, she doesn’t
e. Are there any stores? No, there aren’t
f. Is it quiet? Yes, it is.

3. Reading aloud.

4. Writing. Write sentences about Chi’s house.

Lesson Plan 2:

48
New Tieng Anh 6: Unit 7 Lesson 2 A 1, 3 - 5 P. 72 - 75
Your house
Teaching Points
Facilitates vocabulary with “Is there a…/Are there any…?” and short answers to describe
the town.

Presentation
Pre teach
a bank a clinic a post office a supermarket shops

Crossword Puzzle Answer Key

s f l o w e r s
u a u
p k s h o p s
c e e c
r y a r d s l
m m o u n t a i n s
a a o n
r r r i
k b a n k e c
e e
t p o s t o f f i c e

Lues
Across Down Chain Game
1. hoa 1. hå S1: In my town, there’s a bank.
2. cöa hiÖu 2. siªu thÞ S2: In my town there’s a bank and a
supermarket
3. s©n 3. cöa hµng S3: In my town…etc.
4. nói 4. phßng kh¸m
5. ng©n hµng
6. bu ®iÖn

Presentation Dialogue Moded Sentences

A 1 P. 72 - Is there a yard? - Are there any flowers?
well?
trees?
Practice - Yes, there is/No, there isn’t - Yes, there are/ No,
there aren’t

Picture Drill Example Exchanges

A 3 b) 72 S1: Is there [a house] near your house?
8 pictures S2: Yes, there is/ No, there isn’t.
S1: Are there any [shops] near your house?
S2: Yes, there are/No, there aren’t.
Further Practice
Matching
A 5 P. 75
A 4 P. 74 or Listen and Draw

49
Lesson Plan 3:
Unit 2 C (New Tieng Anh 6 , Sach Giao Vien ,Nxb Giao Duc,2001.pp.26-27)
My School
I. Mục tiêu
Sau khi hoàn thành bài học, học sinh sẽ có khả năng:
Giới thiệu đồ vât
Hỏi đap vê người và đô vât

II Nội dung ngôn ngữ

1.Cấu trúc
That is my school. what’s this/that?
That’s my class. It’s a book.

2. Từ vựng
This desk door
that board window
class basket pen
classroom school bag eraser
student pencil waste
teacher ruler clock

III Hướng dẫn giảng dạy

1. Listen and repeat. Then practice the dialogue with a partner.
• Giáo viên dùng tranh để giới thiệu chủ đề School.
• Giới thiệu tình hống bài luyện tập 1,cho học sinh nghe va nhắc lại theo
băng ba tranh đầu tiên.
• Giải thích sư khác nhau giữ this va that.
• Cho hoc sinh nghe băng và sau đó nhắc lại phần hội thoại một lần nữa
nếu cần thiết.
• Goị một vại học sinh đóng vai Ba, nói lại phần hội thoại vừa giới thiệu
• Cho học sinh nhìn 2 tranh tiếp theo, nghe và nhăc lại theo băng.Lưu ý
đến ngữ điệu lên của câu hỏi.
• Giới thiệu cho hoc sinh cấu trúc câu hỏi: is this…/ís that…?
• Cho học sinh nhắc lại đoạn hội thoai cuối và thưc hành nói theo căp.

2. Listen and repeat.

• Giáo viên cho học sinh nhìn vào tranh, nghe và nhắc lại theo băng.

• Giáo viên chỉ vào môt bức tranh bất kì nào và học sinh đọc to từ gọi tên
đồ vật đó.Giáo viên có thể dùng vât thật hay tranh lớn gắn lên bảng,hỏi
tên các đồ vật trong tranh đó để giúp học sinh ghi nhớ các từ mới.
• lưu ý học sinh sự khác nhau giữa a va an.

3.Practice with a partner .

Giới thiệu nhanh nội dung, chức năng câu hỏi: what is this?/what is that?.
Giáo viên lấy một tranh để giối thiệu mẫu và làm mẫu với một vài học sinh.
Cho học sinh thưc hành hỏi_ trả lời về đồ vật trong tranh theo cặp.
Giáo viên có thể hỏi học sinh hoăc cho hoc sinh hỏi nhau về các đồ vật hiện

50
 có trong lớp.

4.Remember
(Xem phần hướng dẫn chung).

51
 Learning to provide variety and Flexibility
Instructions
Read this text and answer the questions.

Lesson planning principles

The two overriding principles behind good lesson planning are variety and flexibility. Variety
means involving students in a number of activities of different type and where possible
introducing them to a wide selection of maenads; it means planning so that learning is
interesting and never monotonous for the students. Flexibility comes into play when dealing
with the plan in the classroom, for a number of reasons, what the teacher has planned may not
be appropriate for that class on that particular day. The flexible teacher will be able to change
the plan in such a situation. Flexibility is the characteristic we would expect from the
genuinely adaptable teacher.

We have already commended on the danger of routine and monotony and how students may
become demodulated if they are always faced with the same type of class. This danger can
only be avoided if the teacher believes that the learning experience should be permanently
stimulating and understanding. This is difficult to achieve but at least if the activities the
students are faced with are vane there will be the interest of doing different things. If new
language is always introduced in the same way, then introduction stage of the class will
become gradually less and less challenging. If all activities always concentrate on extracting
specific information and never ask the students to do anything else. Reading will become less
interesting. Our aim must be to provide a variety of different learning activities which will
help individual students to get to gyps with the language. And this means giving the students
a purpose and telling them what the purpose is. Students need to know why they are doing
something and what it is supposed they will achieve.

In any one class there will be a number of different personalities with different ways of
looking at the world and different learning styles. The activity that is particularly appropriate
for one student may not be ideal for another. But teachers who vary their teaching approach
may be able to satisfy most of their students at different times.

Good lesson planning is the art of mixing techniques, activities and materials in such a way
that an ideal balance is created for the class. If teachers have a large variety of techniques and
activities that they can use with students they can then apply themselves to the central
question of lesson planning. What is it that my students will feel, know, or be able to do at the
end of the class (or classes) that they did not feel or know or were not able to do at the
beginning of the class (or classes)?

(Adapted from: Harmer, J 1991 The Practice of English Language Teaching Harlow:
Longman pp 258-260 New Edition)

a) List three ways the teacher can provide variety in his/her lessons.

1.

2.

52
3

b ) List five reasons why the teachers should provide variety.

1.

2.

3.

4.

5.

c) List one way the teacher can be flexible in his/her lessons.

1.

d) Say why flexibility is important.

Instructions
Discuss the following question. Note down your answers . Give reasons and suggestions .
To what extent can a teacher in Vietnam lower secondary school context :

a) provide “ a wide selection of materials”?

b) provide a wide selection of techniques and learning activities?

c) be flexible about the lesson plan ?

d) cater for the different learning needs of students in a mixed ability class?

53
Practising Writing a Lesson Plan for Teaching Reading
Instructions
Read the following text and simplify the main ideas into six guidelines for preparing
reading lesson for English 8 and 9.
When you plan reading lessons from the English 8 and 9 textbooks, there are certain
basic steps which will make it easier for you.

First identify the reading text and decide if you will include the dialogue text as part of
the reading (sometimes there is no dialogue) or if you will limit the reading text to the
continuous prose selection .Write down the page numbers of the text and of any following
exercises in the unit (regardless of what order they come in ), e.g, the comprehension exercise
and the vocabulary gap-fill exercise.

Then, write a simplified version of the text. Your simplified version should use structures
and vocabulary at a lower level than the text, and the key vocabulary and concepts should be
paraphrased with different easier vocabulary, so that students can’t just ‘match’ phrases in the
simplified version without understanding the meaning. The simplified version should be
between 5 to 8 statement long, and each statement should be a simple sentence, containing
only the main ideas of the text .Avoid subordinate ideas in the text and subordinate clauses in
your simplified version.

Next, use the simplified version to create the pre-reading task .This can be ordering
statements or ordering pictures if the text is a story or has a clear sequence with a beginning, a
middle and an end .But remember ordering activities do not work well with factual texts! The
simplified text can also help you prepare other pre-reading activities: T/F prediction
statements, gap-fill exercises, and pre-question as well as while-reading activities such as
matching the statement with the correct paragraph.

Having prepared the pre-reading activity from the simplified text, add the while reading
activities from the text book. In the Grade 9 book these immediately follow the text ; in the
Grade 8 book you will find them in the Further Practice A2 exercise of each unit . Get
students to prepare these questions in pairs first , so that during the lesson , all students get to
practise reading . Then choose a team game like Noughts and Crossed or Lucky Numbers or
a group works activity like a pyramid brainstorm to check their answer . Make sure the
technique requires each team or group member to listen to the other, to make this a useful
activity.

After you’ve done that, return to the beginning of the lesson plan and choose not more than
6 key words to pre-teach. Use your own judgment about which words are really necessary for
understanding the text .You can collect a second list of ‘passive’ vocabulary- often the
vocabulary words suggested in the exercises in the textbook .Be prepared to deal with these
passive words through a quick translation or by telling students to look them up in the black
of the book while they are reading.

Finally, decide on the aim of the lesson and set the vocabulary gap-fill exercise in the book
as homework .Note that you will mainly find that there is no time in a 45 minute lesson to do
a post-reading activity. Also , the textbook writers sole idea of post-reading is grammar , so
the post-reading stage usually becomes the next grammar lesson.

54
 Guidelines
Preparing reading lesson from English 8 & 9
1.

2.

3.

4.

5.

6.
Instructions:
Prepare a simplified text( 5-8 lines) for one of the lessons listed below. Then developed it into
a complete plan using the suggested activities

55
Appendix: SAMPLE LESSON PLAN

56
 LESSON PLAN

UNIT 12: WATER SPORTS

PART D- WRITING
Time allowance: 45 mins
I. Aim and Objectives:
- By the end of the lesson, Ss will know the instructions for warm-up exercises before
playing sports.
- Ss learn how to give instructions for warm-up exercise.
II. Methods
- Integrated; mainly communicative.
III. Teaching Aids:
- Posters
- Board and chalks
- Textbook and handouts
IV. Procedure:

Stages Teacher’s activity Ss’ activity

- Greeting. - Greeting
- Ask Ss to close the books - Close books
- Use Network activity - Work individually
- Get Ss to give some names of water sports that
they leant in last lesson.
- Call some Ss to answer
I. Warm- up - Suggested answers:
(5’) + scuba-diving
+ rowing
+ windsurfing
+ water polo
+ swimming
+ synchronized swimming

Scuba-
diving
- Give the answer

Swim
rowing ming
Water
sports

Wind- Water - Answer questions

surfing polo

- Then ask Ss:” What do you often do before

practicing sports?”
57
 - Call a S to answer
- Suggested answer: “We often do warm-up
exercise before practicing”
- Lead in the new lesson: “Our lesson today is
about writing the instructions for warming-up
exercise before playing sports”

 Introduce new vocabulary: - Work

+ vertical(a): thang dung individually
(using picture)
+ horizontally(adv): theo chieu ngang
(elicit)
+ push(v): day, xo
(action)
II. Before you + raise(v): nang, gio len
write (action)
(10’) + bend(v): cui xuong, gap nguoi
(using picture)
+ touch(v): cham, tiep xuc
(using picture) - Listen and repeat
- Read the new words
- Ask Ss to listen and repeat
- Ask Ss to copy into their books - Copy into books
- Ask Ss to close their books - Close their books
- Use technique” Matching” to check - Follow T
- Give some
 Teach structure examples
Imperative sentence(Cau manh lenh)
V (bare) + O…
Example: Raise your hand
- Ask Ss to give more sentences

 Task 1:
- Ask a S to read aloud the requirement - Whole class
- Get Ss to work individually to match each
sentence with one appropriate action - Read aloud the
- Go round to provide help requirement
- Call some Ss to give the answers
- Give comments and answers - Work
- Suggested answers: individually

a b c d - Present answer
2 4 1 3
III. While you - Ask Ss to copy answer into their books - Copy into their
Write books
(10’)

 Task 2:
- Ask a S to read aloud the requirement
- Ask Ss to look at the pictures in task 2 - Whole class
- Use some useful expressions in the box to
write the instructions for warm-up exercise

58
 before playing water polo - Work
- Ask Ss to do individually individually
- Go round to provide help
- Then ask Ss to work in pairs - Work in pairs
- Get Ss to exchange their paper with their
partner to edit each other. - Give answer
- Call on 2 Ss to write their answers on the
board
- Comment and mark

- Suggested answer :
2. Stand with your feet apart, raise your hands
above your head
3. Bend forward, fingertips touch the ground
4. Then, bend again, fingertips touch the ground
between the feet
5. Finally, put each arm back to the first position
- Ask Ss to copy answer to their books

- Copy into their

books

- Use handouts
Using these word to fill in the blanks: - Whole class
Next with up straight forward

“Before swimming, sit on the ground... (1)...the

soles of your feet touching each other. Then, hold
your feet and push your knees to the ground. …
(2)… stand… (3)… with your body at the waist
on each side. Again stand… (4)… and bend your
body … (5)… and push your hands back.”
IV. After you
write - Explain the requirement
(7’) - Ask Ss to work in group of four
- Call 2 Ss to write the answers on the board - Follow T’s guide
- Give comments and check

- Suggested answer: - Work in groups

1. with
2. next
3. up - Present answer
4. straight
5. forward - Listen to T
- Summarize the main points
- Give homework - Whole class
- Deliver handouts
Complete the sentences - Copy the excise
1. Set/vertical/position into books
2. put out/ arms/ the sides/horizontally
3. raise/hands/above - Do homework
4. put out/again/ the sides

59
V. Wrapping- 5. put/arms/back/first/position
up
(5’) - Ask Ss to do this exercise at home

60