BÀI TẬP 1

HƯỚNG DẪN TỰ HỌC

Chuyên đề: Tổ chức dạy học tiếng Anh ở trường THCS/THPT

1. What is the sequence of a lesson? What are some popular sequences that
can be used to plan a lesson?
Lesson sequencing is a holistic approach to lesson planning. It clusters lessons
together to make transitions between them as smooth and simple as possible.
Lesson sequencing uses the ‘Learning Arc’ concept to create a plan that gives
students exactly what they need to learn effectively at different stages of the learning
process.
Lesson sequencing positions lessons along this learning arc (i.e. having a lesson
devoted only to the introduction stage, then two lessons devoted to the exploration
stage and another for the Consolidation stage.) This makes it easier to plan a
sequence as a full arc, then break the arc down into lessons and homework tasks.
Properly sequenced lessons improve communication and the learning environment
of the class as a whole whilst saving teachers time and effort that is usually
expended writing long, lesson-by-lesson plans.
This provides a combination of guidance and independent learning at every step of
the process. The addition of well-positioned homework tasks that give students value
can progress their development even further. By ensuring that homework is set for a
reason and is genuinely valuable, we give students the tools and knowledge they
need to progress along the arc.
Some popular sequences that can be used to plan a lesson: Structural Sequence,
Integrated skills sequence, project work

2. Read the following lesson plan (See appendix 1). Which procedure is used
for planning the lesson: Task-based learning or PPP?

PPP is used to focus on specific language elements like vocabulary, pronunciation,

and grammar, and prepare the lesson. In supervised practice sessions, students are
required to put their newly acquired language skills to use.
Presentation techniques are commonly used by the teacher to present new language
items.
Presentation, PPP:
- The lesson has a language aim
- Teacher first contextualizes the new language
- Teacher then makes students remember previously studied language needed
to practice the new language by eliciting and by doing a choral drill
- Teacher next presents new language and students just listen
- Students then say sentences including new language in a controlled or
restricted practise activity
- Teacher tells students about grammatical use
- The teacher asks students concept questions to check understanding
 - Students carry out another controlled activity
- Students do less controlled or freer practise
Task-based:
- The aim is for students to complete a task
- Teacher starts by holding a discussion
- Teacher then gives the students tasks to do
- Teacher and students then discuss any new or problematic language they
needed for the task
- Students do an exercise on the new language

3. What approach is commonly used to present new language items (new

grammar, new vocabulary, new pronunciation feature)?
PPP and TBL approach
4. Explain the stages of each approach (The aim and types of activity for
each stage)
* PPP approach

1. The ‘Presentation’ Stage

In this stage the teacher presents the new grammar concept or vocabulary in a
meaningful context or situation to their learners. Building up stories on the board,
using realia (e.g newspaper cuttings, household items, hobby materials), flashcards
and miming are fun ways to present the language. Short audio or film clips can also
be highly effective.

The aim of this stage is to ensure that the students understand the context you are
presenting and to get them to start thinking about it. Always try to get their thoughts
on the context you’ve presented – ask them if they have been in this situation, has a
family member? How did it make them feel and what happened next? This helps
students to bring the situation to life and helps them remember previous scaffolding
on the topic (i.e grammar and vocab that they already know).

2. The ‘Practice’ Stage

In this stage, students begin to use the elements of the target language that they
learnt previously through activities developed by the educator. The stage is usually
controlled by the teacher and learners practice saying or writing the language
structure or vocabulary correctly. Teachers should certainly model and correct if
mistakes occur.
Typical practice stage activities include:
Drill sentences / sounds – individually, in pairs or whole class
Multiple-choice exercises
Gap fill tasks
Directed, paired conversation practice
The aim of these practice activities is building students’ accurate use of target
language. If common errors persistently occur, then a specific exercise or recap
session might be useful.
3. The ‘Production’ Stage
Once learners have demonstrated that they fully understand the key learning points
and are able to demonstrate this without mistakes in controlled exercises, they can
move onto the (free) production stage. In this stage, students are encouraged to use
the target language as fluently and naturally as possible to replicate use outside of
the language classroom.
Typical production stage activities include
Role-plays
Communication tasks (e.g presentations, speeches, debates, articles)
Collaborative tasks
Discussion activities
In this stage the teacher should not intervene or correct whilst students are
“producing” language. Rather if mistakes have been made, it is better to address
them after the exercise has been completed.
Advantages and disadvantages of the PPP lessons in language teaching
As with all language teaching strategies and lesson structures, the PPP approach is
not 100% guaranteed to work brilliantly in all classrooms and with all students. A
review of the literature relating to the PPP approach identifies a number of
advantages and disadvantages which we summarise below.

Advantages
The PPP method is easy to adopt and is good for new language teachers
The approach is widely applicable and can be used very flexibly
It’s easy to plan a lesson around and has a clear, logical structure for students (and
educators) to follow
Evidence suggests that teachers trained on this method are more likely to use new
teaching methods than those who do not.
Disadvantages
It encourages and prioritises accuracy over fluency
The presentation stage is too teacher-focused and has limited student engagement
It can become boring to students if used repeatedly, particularly for higher language
proficiency students
Research suggests that it might not be the most effective way to teach or learn a
language
As always, our recommendation would be to test it and try it in your setting and then
tailor it to your specific circumstances. Maybe see how some form of learner-focused
guided discovery could be incorporated into the presentation stage. Collaborative
learning activities could, for example, also be included in the practice stage and a
task, such as you might find in a task based learning approach would also fit well into
the final stage.
PRESENTATION – Educators can create distinctive contexts and situations in
Sanako Connect using a wide variety of easily uploadable stimulus materials
including text files, PDFs, presentations, audio clips, video, and web pages.
PRACTICE – Test students’ understanding of grammar concepts and key vocabulary
by creating exercises and questions for them to answer through gap-fill and multiple-
choice quizzes.
PRODUCE – Students can be easily divided into pairs or group discussions and be
assigned role play and discussion activities. Outputs and deliverables can be
collected, and reviewed on the same platform.
*TBL approach
A Task-based approach
Task -based learning offers an alternative for language teachers. In a task-based
lesson the teacher doesn't pre-determine what language will be studied, the lesson is
based around the completion of a central task and the language studied is
determined by what happens as the students complete it. The lesson follows certain
stages.

Pre-task
The teacher introduces the topic and gives the students clear instructions on what
they will have to do at the task stage and might help the students to recall some
language that may be useful for the task. The pre-task stage can also often include
playing a recording of people doing the task. This gives the students a clear model of
what will be expected of them. The students can take notes and spend time
preparing for the task.

Task
The students complete a task in pairs or groups using the language resources that
they have as the teacher monitors and offers encouragement.

Planning
Students prepare a short oral or written report to tell the class what happened during
their task. They then practise what they are going to say in their groups. Meanwhile
the teacher is available for the students to ask for advice to clear up any language
questions they may have.

Report
Students then report back to the class orally or read the written report. The teacher
chooses the order of when students will present their reports and may give the
students some quick feedback on the content. At this stage the teacher may also
play a recording of others doing the same task for the students to compare.

Analysis
The teacher then highlights relevant parts from the text of the recording for the
students to analyse. They may ask students to notice interesting features within this
text. The teacher can also highlight the language that the students used during the
report phase for analysis.

Practice
Finally, the teacher selects language areas to practise based upon the needs of the
students and what emerged from the task and report phases. The students then do
practice activities to increase their confidence and make a note of useful language.

The advantages of TBL

Task-based learning has some clear advantages

Unlike a PPP approach, the students are free of language control. In all three stages
they must use all their language resources rather than just practising one pre-
selected item.
A natural context is developed from the students' experiences with the language that
is personalised and relevant to them. With PPP it is necessary to create contexts in
which to present the language and sometimes they can be very unnatural.
The students will have a much more varied exposure to language with TBL. They will
be exposed to a whole range of lexical phrases, collocations and patterns as well as
language forms.
The language explored arises from the students' needs. This need dictates what will
be covered in the lesson rather than a decision made by the teacher or the
coursebook.
It is a strong communicative approach where students spend a lot of time
communicating. PPP lessons seem very teacher-centred by comparison. Just watch
how much time the students spend communicating during a task-based lesson.
It is enjoyable and motivating.

5. What is the difference between ‘Task’ and ‘Exercise’? Why do we

distinguish between “task” and “exercise”?

Tasked- based PPP

- Contextualizing new language means - Giving students a task that calls for
supplying it only after it has been put to
them to collaborate and work toward a
use in a practical situation, as determined
practical objective.
by the teacher or students. - Encouraging children to practice their
new language in environments with and
- Tough and thrilling, but more coaching without restrictions.
is needed. - Offering a safe space for practical
learning.
- Motivating pupils to be adaptable and - Raising pupils' self-esteem.
 realistic. - Motivating students to learn about
linguistic subjects in which they may not
- Letting pupils select and narrow down have an interest.
the new language they want to learn. - Reducing the opportunity for
communication.
- Encouraging students to pick up new
languages at any time in order to engage
in real-world communication

APPENDIX 1
UNIT 5: INVENTIONS
Lesson: Language
I. Objectives: By the end of the lesson, Ss will be able to:
1. Competences:
- Identify the stress in three-syllable nouns and pronounce them accurately
(O1)
- Identify the spelling and meanings of the vocabulary items: experiment,
devices, laboratory, hardware, software, equipment. (O2)
- Identify the meaning and form of some verbs when they follow a main verb or
an adjective phrase. (O3)
- Distinguish the use and forms of the past tense and the present perfect tense
(O4)
2. Attitudes:
- Be aware of the importance of inventions and use the inventions for the right
purposes (O5)
II. Materials
- Handouts (See Appendix)
- Technological tools: PowerPoint, Sachmem (track 36, 37)
- Picture: 6 (See Appendix)
III. Time: 45 minutes
IV. Procedure:

Activities Materials Classroom

management

Warm-up

Activity 1: Crossword Game

Objective:
Identify the spelling of words: “invention, afternoon, media, smartphone, advantage”
Take notice of the topic of the lesson

Content: Circle all the words in the crossword

Product: The list of words

Time: 7 minutes

Procedure:
- Shows the crossword to the students and T-Whole
introduce the game. class
- Divides Ss into groups of 4.
- Explains the game's rules:
"You will do the crossword in 2 minutes. If
finishing, please raise your hand to let me know.
The fastest team with correct answers will be In pairs
the winner." T-Whole
- Gives Ss 2 minutes to do the crossword. class
- Invites the 2 fastest teams to list the words.
- Finalizes the list and asks Ss some questions
to review the knowledge.
"Can you name some inventions you know?"
"Is smartphone a wonderful invention?"
…
- Points to each word and pronounce the words
with wrong stress (pretend) and ask students to
give comments on the teacher’s pronunciation.
What do you think about my pronunication? Is it
strange? Is it correct?
- Links the list of words to the first part of the
new lesson: "Do you remember the rules to
mark the stress of these words?
OK, let's recall together in today's lesson."

Pronunciation

Activity 2: Listen and repeat

Objective: O1

Content: Listen and repeat, pay attention to the stressed syllable in each word

Product: Ss’ pronunciation

Time: 3 minutes

Procedure: T - whole
- Ask students to look at 4 words and ask: class
What type of word are they? Are they nouns,
adjectives or verbs? How many syllables are
there in each word?
- Ask students to listen and pay attention to the
way the speaker put the word stress.
- Play the audio (1st time)
- Ask students to give comments on the
syllables which are stressed (has a longer,
louder, and higher sound than the other
syllables)
- Play the audio (2nd time) and ask students to
repeat
- Ask students to give the stress rule for 3-
syllable nouns.

Activity 2: Connect the word

Objective: O1

Content: Connect all the words with the stress pattern (the stressed in the second syllable) to cross the
river (the picture in handout). Then listen and check the answer.

Product: Words with stress in the second syllable connected and Ss’ pronunciation

Time: 5 minutes

Procedure:
- T gives instruction for Ss: find the words which In pairs
have stress on the second syllable 🡪 connect
all of them by drawing lines or arrows 🡪 Say the
words.
- Ss work in pair for 2 minutes to complete the
task.
- Ss share their answers with other students T - whole
- T turns on the audio and ask students to listen class
to check their answers.
- T gives feedback and ends the activity
Answer:
Advantage - invention - computer - tradition
Vocabulary

Activity 3: Unscramble it

Objective: O2, O5

Content: Unscramble the underlined letters in these words. Use the pictures below and the glossary (page
127) for help

Product: Students’ spelling of the words.

Time: 7 minutes

Procedure: T - whole
- T show the activity and ask students: How class
many words are there?
- T give instructions: Look at the pictures and
rewrite the words (use pencil to write on the Ss- Individual
book)
- Ss have 2 minutes to do exercise.
- T calls 2 Ss to write answers on the broad
- T gives feedback.
- Ss listen to the teacher saying the words and T - whole
repeat class
- T points at the pictures of the software/
devices and ask: What do you use Internet
Explore for? What do you use Skype for?What
devices do you have?What do you use them
for?....

Activity 4: Matching

Objective: O2

Content: Match words with sentences.

Product: Students’ answers

Time: 7 minutes
Procedure: T - whole
- Shows the exercise on the slide class
- Gives instructions for Ss: What can you
see in the first colum? What can you see Ss- Individual
in the second colum? What do you have
to do?
- Deliver the handouts and gives Ss 2 T - whole
minutes to do exercise. class
- Ask some Ss to say their answers.
- Evaluates and gives feedback

Grammar

Activity 5: Sentence completion

Objective: O3

Content: Complete the sentences using the gerund or the to-infinitive of the verb in brackets.

Product: Answer of the students

Time: 7 minutes

Procedure:
- Teacher gives the students some
examples:
+ Peter likes playing badminton in
their free time.
+ Lisa wants to be a doctor.
- Then, the teacher asks students to pay
attention to the form of verbs that follow
the verb “likes” and “wants"
- Teacher gives a table to help students
distinguish the verbs that use the gerund
or the to-infinitive and some special
cases.
- Students take notes in the notebook
- Teacher picks 2-3 students to give some
example sentences including the gerund
or the to-infinitive of the verb.
- Teacher asks students to do the task in
the book at home
Activity 6: Choose the correct answer

Objective: O4

Content: Choose the correct tense ( simple past/ present perfect tense)

Product: Students’ answers

Time: 7 minutes

Procedure: T - whole
- The teacher reminds Ss of the uses of the past class
simple and present perfect
- Students draw the structure of the past simple
and present perfect
- Students apply to do the exercise
- The teacher checks and give feedback

Homework: Make a conversation including simple past tense and present perfect
tense.
V. Appendix