ĐỀ BÀI ĐÁNH GIÁ

B3/C3: TỔ CHỨC DẠY HỌC MÔN TIẾNG ANH Ở TRƯỜNG

THCS/THPT

Đề bài
Task 1:
The National Curriculum 2018 emphasizes the importance of the communicative
language teaching and competence-based teaching approaches in English
language teaching.
Write an essay of around 500 words to express your understanding of this focus
and explain your plan to adapt this in your current/future teaching. Use relevant
examples to support your points.

Task 2:
Applying the Presentation-Practice-Production (PPP) model, develop a lesson
plan to teach the following textbook extract.
Requirements:
- Use font Times New Roman, font 13, and 1.5 spacing.
- Add a cover page to your work.
 BÀI LÀM
Task 1:
The National Curriculum 2018 emphasizes the importance of the communicative
language teaching and competence-based teaching approaches in English
language teaching.
Write an essay of around 500 words to express your understanding of this focus
and explain your plan to adapt this in your current/future teaching. Use relevant
examples to support your points.

The field of second world language teaching has undergone many shifts and trends
over the last few decades. Numerous methods have cme and gone. We have seen the
audiolingual Method, Cognitive-based approaches, the Total Physical Response
(TPR),
Communicative language learning (CLT) and Competence-based teaching (CBT), and
many others. It is also generally believed that there is no one single best method that
meets the goals and needs of all learners and programs. What has emerged from this
time is a variety of communicative language teaching (CLT) methodologies and
competence-based teaching approach. Communicative language teaching (CTL) and
competence-based teaching (CBT) are two important approaches to English teaching
that emphasize the development of communicative competence in learners. CLT
focuses on the use of language in real-world situations, while CVT focuses on the
development of specific language skills and knowledge. Both approaches have been
shown to be effective in improving learners’ English proficiency.

Communicative Language Teaching is a learner-centered approach to language

teaching that emphasizes the development of communicative competence.
Communicative competence is the ability to use language effectively in real-world
situations. It involves not only knowing the grammar and vocabulary of a language,
but also being able to use it to communicate effectively in different contexts. CTL
lessons are typically designed around communicative tasks, which are activities that
require learners to use language to communicate with others. These tasks can be
anything from simple conversations to more complex to develop the skills they need
to communicate effectively in real-world situations.
Competence-Based Teaching is a teaching approach that focuses on the development
of specific language skills and knowledge. CBT lessons are typically designed around
specific learning objectives, which are statements of what learners should be able to
do by the end of the lesson. These objectives can be anything from being able to
identify the parts of speech in a sentence to being able to write a persuasive essay.
CBT lessons are typically more structured than CLT lessons, and they often involve a
lot of practice and repetition. The focus of CBT is on helping learners to develop the
specific skills and knowledge they need to be successful in English.

Both CLT and CBT have been shown to be effective in improving learners’ English
proficiency. CLT has been shown to be particularly effective in helping learners to
develop communicative competence, while CBT has been shown to be useful in
aiding learners to promote their specific language skills and knowledge.

CLT and CBT can be used together to create a well-rounded English teaching program
that meets the needs of all learners. CLT can be used to provide learners with
opportunities to practice using language in real-world situations, while CBT can be
utilized to develop the specific skills and knowledge they need to be successful in
English.

In my future teaching, I plan to adapt CLT and CBT approaches in the following
ways:
+ Use authentic materials: I will use real-world texts, such as news articles, videos,
and songs, to expose students to authentic language and provide them with
opportunities to practice using language in meaningful contexts.
+ Focus on communicative tasks: I will design tasks that require students to use
language to communicate with others, such as role-play, simulations, and group
discussions.
+ Provide opportunities for feedback: I will provide students feedback on their
language use, both in terms of accuracy and fluency.
+ Set clear learning goals: I will set clearing goals for each lesson and unit, and I will
align my instruction with these goals.
+ Use a variety of assessment methods: I will use a variety of assessment methods to
measure students’ progress, including formative assessments, such as quizzes and
class participation, and summative assessments, such as tests and projects.

Here are some specific examples of how I have used CLT and CBT approaches in my
own teaching:
+ In a unit on travel, I had students create travel brochures for specific destinations.
This task required students to use language to describe the destination, plan an
itinerary, and provide information about local customs and culture.
+ In a unit of persuasive writing, I had students write letters to their local newspaper
arguing for or against a particular issue. This task required students to use language to
present their arguments effectively and persuade others to their point of view.
+ In a unit on grammar, I used a variety of games and activities to help students
practice using specific grammar structures. These activities were designed to be fun
and engaging, and they provide students with opportunities to use grammar in a
meaningful context.

Task 2:
Applying the Presentation-Practice-Production (PPP) model, develop a lesson
plan to teach the following textbook extract.
Requirements:
- Use font Times New Roman, font 13, and 1.5 spacing.
- Add a cover page to your work.
 LESSON PLAN TEMPLATE
UNIT 3: CITIES OF THE FUTURE
Lesson 1: GETTING STARTED
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic “Cities of the future”;
- Gain vocabulary to talk about cities and smart living;
- Get to know the language aspects; stative verbs in the continuous form and linking
verbs.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Arouse interests in life cities of the future;
- Develop self-study skills

II. MATERIALS
- Unit 3/ Lesson 1: Getting Started
- Computer connected to the Internet
- Projector/ TV/ picture and cards

Language analysis

Form Pronunciation Meaning Vietnamese

Equivalent

1. impact (n) the effects of ảnh hưởng

2. public transport buses, trains, etc that are phương tiện công
available for everyone to cộng
use

3. infrastructure the basic systems and cơ sở hạ tầng

structures that a country or
organization needs in order
to work properly, for
example roads, railways,
banks, etc…

4. traffic jam (n) a long line of vehicles on a tắc nghẽn giao

road that cannot move or thông
can only move very slowly

5. carbon footprint (n)
the amount of carbon dấu chân các bon
dioxide that a person or
organization produces by
the things they do, used as
way of measuring the
amount of harm they do to
the environment

Assumption
Anticipated difficulties
Students are reluctant to work in
groups
Students may lack vocabulary to
deliver a speech
Solutions
- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity)
- Provide vocabulary and useful language before
assigning tasks.
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP ( 5 mins)
a. Objectives:
- To stir up the atmosphere and active students’ knowledge on the topic of an
exhibition of future cities;
- To set context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hot potato (Revise some of the target words learnt in Unit 2)
c. Expected outcomes:
- Students can revise some target words learnt in Unit 2
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Game: Hot potato Target words in Unit 2
- Students stand in a circle or two rows facing (Generation gap, conflict, extended
each other and set a time limit for the game. family, nuclear family, characteristic,
digital native, argument…)
- T throws the ball to one student and has him/
her call out one target word or phrase from Unit
2. Then he/ she throws the ball to another
student, who has to say another target word.
- The game continues until the time is up or all
Ss have had a chance to say a word or phrase
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

2. PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Teaching point: Vocabulary pre - teaching
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. impact (n)
vocabulary by pictures.
2. public transport (n)
- Teacher checks students’ understanding with
3. infrastructure (n)
the “Rub out and remember” technique.
4. traffic jam (n)
- Teacher reveals that these five words will
appear in the reading text and asks students to 5. carbon footprint (n)
open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. PRACTICE ( 20 mins)
a. Objectives:
- To check Ss’ comprehension of the conversation.
- To introduce words and phrases related to healthy lifestyles.
b. Content:
- Task 1: Listen and read (p.28)
- Task 2: Read the conversation again and complete the notes. Use no more than TWO
words for each blank. (p.29)
-Task 3: Match the words to make phrases mentioned in 1. (p.29)
- Task 4: Complete the sentences with the phrases from 1 (p.29)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Listen and read (5 mins)
- Teacher asks Ss to look at the pictures in the Answer key:
book as well as the dialogue and answer the
Questions:
questions.
- What can you see in the future?
- Ss answer the questions in pairs.
- How is the city different from that
- Teacher plays the recording twice. Ss listen
now?
and read.
- WHat do you benefit from living in this
- Teacher checks Ss’ prediction. T calls 2 Ss to
city?
read the conversation aloud.

Suggested Answers:
- Tall buildings, roads in the air, flying
private vehicles.
- People travel by flying objects instead
of going by car or bus…
- Life will be more convenient without
pollution.
-.....
Task 2: Read the conversation again and complete the notes. Use no more than TWO
words for each blank (5 mins)
- Teacher tells Ss to read the conversation Answer key:
again and work independently to find the
1. green areas
answers.
2. traffic jams
- Ss work independently to find the answers.
3. technology
- Teacher has Ss compare the answers in pairs
before checking with the whole class. 4. housing
- Teacher checks the answers as a class and
gives feedback.
Task 3 Match the words to make phrases mentioned in 1 (5 mins)
- Teacher has Ss look at task 3, and ask Ss to Answer key:
do the matching.
1. public transport
- Teacher asks Ss to read out the phrases they
2. private vehicles
have found and explain the meaning of them.
3. modern infrastructure
- Check answers as a class.
4. high-rise buildings
 5. smart city
Task 4: Complete the sentences with phrases from 1 (5 mins)
- Teacher asks Ss to read the three statements. Answer key:
- Teacher asks Ss to complete the sentences, 1. seems a good solution
using the correct phrases from the text.
2. looks beautiful
- Check the answer as a class.
3. ‘m thinking of
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills;
- To help Ss imagine their cities of the future.
b. Content:
- Interview
c. Expected outcomes:
- Students can give a short talk about their cities of the future.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 5: (10 mins)
- Teacher asks Ss to work in pairs. Ask them to Answer key: Students’ own creativity.
draw their city of the future. Then, look at the
picture and ask each other.
- Teacher invites 1 or 2 pairs to come to the
stage and do the interview.
- Teacher asks other students to listen and give
comments.
- Teacher gives feedback and gives marks to
the students with a good performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how cities of the future look like.
- Prepare for the project in Lesson 2

Board Plan

Date of teaching: 20/3/2023

Unit 3: Cities of the future
Lesson 1: Getting Started
* Warm-up:
Hot potato

* Vocabulary
1. impact (n)
2. public transport (n)
3. infrastructure (n)
4. traffic jam (n)
5. carbon footprint (n)

- Task 1: Listen and read

- Task 2: Read the conversation again and complete the notes
- Task 3: Match the words to make phrases mentioned in 1.
- Task 4: Complete the sentences with phrases from 1.
- Task 5: Interview

* Homework