- Chào thôi, đừng hỏi

- Không cần cho HS đọc hết headings

- Match headings: Dẫn dắt: Do we need to read the whole paragraph?
- Động lệnh: What to do: Task 2/ Interaction patterns: Group/ time: 2 minutes
Time’s up. Now please share the answer with your partner in 1 minute
- SS: 48 – Please go to the board and write the answer – 1 em ghi đủ đáp án cho tất
cả câu hỏi
- Cách sửa bài: Trước khi show câu hỏi “Mình nhìn vô câu nào để tìm heading?
- True/ False + Trả lời câu hỏi: mới underline keyword
- Phải nộp giáo án trực tiếp + phải có handout, trên slide phải ghi bài nào, phần nào,
task mấy
- Dẫn nhập “We have finished task… and now… Please stand up reading the task
requirement…”
- Từng bước: How many sentences do we have here? – The kind of information you
need in order to complete the blank
- Bài đúng: tick – sai: cross – xài phấn màu
- Một bài đọc có nhiều tasks vẫn cho HS thời gian làm vì đối với mỗi dạng bài mình
đọc kiểu khác
*DIFFICULTIES IN TEACHING READING
- Vocab, Grammar
Types of reading
Reading classroom performance: Oral reading (evaluative check on bottom – up,
pronunciation check, highlight a certain short segment of a reading passge) + Silent
reading
Silent reading: Intensive (Linguistic, Content – về nhà, ngoài nguồn SGK – classroom –
oriented + students focus on linguistic) + Extensive (Scanning, Global, Skimming –
outside of class time)
-What is reading?
+ an interactive process
-Principles:
+ Encourage pupils to read as often and as much as possible
+ Students need to be engaged with what they are reading
+ Encourage pupils to respond to the content of a text, not just to concentrate on its
construction
+ Prediction is a major factor in reading
+ Exploit reading texts to the full
-Factors to pay attention to
+ Provide background knowledge for students and pre-teach some keywords before they
read.
+ Giving students a task before their actual reading
+ Choosing different kinds of text to train students’ different strategies
+ Focusing on silent reading to enhance students’ speed-reading aloud doesn’t help
improve reading skills, as it focuses on pronunciation
+ Designing different task types to help develop students’ reading skills: skimming,
scanning, word – attack, text – attack skills
-Interactive processing
+ Readers use bottom up & top down simultaneously
+ Higher & lower – level processes
STAGES OF TEACHING READING
- PRE READING: Create interest and motivate
+ Teaching vocab
+ Get SS familiar with the topic, activate the prior knowledge
+ Asking guiding questions
(Một vài hoạt động: predicting from words, illustration, story telling)
- WHILE: Guide reading and comprehension questions
- POST
+ Help to comprehend
+ Review what was read
(Một vài hoạt động khác: Story innovation, timelines, innovating on the ending,
readers’ theatre, questioning the task)
 TEACHING LISTENING
1. What is Listening?
Muốn dạy thông qua bài hát: Guess pictures  Xếp lyrics  Guiding questions
- As many opportunities to listen to spoken English as possible
2. Why is listening difficult to students?
- Different speakers
- Little control over the speed
- Heard only once
- Cannot pause
- Distorted by background noise
- Deal simultaneously with another task (note taking, writing answers, …)
3. Stages of Listening lesson
- PRE
+ Introducing the text (lead – in or warm up)
Purpose: prepare Ss for the task and familiarize themselves with the topic + create
expectation
How?
+ Introduce the general content
+ Use pictures & eliciting
+ Ask SS predict the content from the title/ vocab/ story/ illustrations
+ Setting the scene

+ New vocab: active vocab items, difficult sounds, proper names

+ Guiding questions
Plays the tap only once for Ss to get the general content
Ex: The listening passage mainly dicusses
a. Man’s experience
b. Shortage of water
c. Water pollution
- WHILE
+ respond verbally
+ respond physically
+ respond in writing
T provides clear instructions

Hay thiếu: pattern, Dư: “After that I will invite some of you coming to the board”
 -Sau khi nghe 1 lần  xem động thái của HS  Nghe lần 2: Dừng ở câu chứa
thông tin quan trọng  Compare with partners: Trên 60% nghe được thì kêu lên
bảng viết câu trả lời | Nếu không đủ 60%: Nghe lại, bấm dừng và tương tác bằng
cách đặt câu hỏi: “What number is it? What do they do to keep fit?”
- File MP3: Cắt file ra mp3cutter&joiner. Khi đưa vô bài cắt giới thiệu râu ria
- VD trong task có 5 câu hỏi thì cắt 5 khúc
CHỌN 1 TASK TRONG WHILE

Through video: Stop mot vai cho va hoi what happens next
1. Mute viewing
2. Blind listening
3. Freeze frame
4. Half class

WRITING

SPEAKING
- Task có tình huống: Set situation, đưa example trước  Đọc yêu cầu đề bài  HS
practice
- Basic lesson sequence
+ SET TASK
+ PLAN THE SPEAKING
+ REHEARSE THE SPEAKING: GV đặt câu hỏi – Bạn học giỏi trả lời
+ DO THE TASK: in pair (2-3 minutes)
Mời vài cặp lên hỏi đáp cho cả lớp ngồi nghe
+ FEEDBACK/ REVIEW THE SUCCESS
+ ADD/ CORRECT/ REVISE
+ REDO THE TASK: Hồi nãy nói với partner này thì giờ cho change partner
+ EXPOSURE TO EXAMPLES
 T gives example, Ss learn from example
 Examples can be given at any steps (flexible)
- Ordering steps
- Introduction
+ Speaking: productive skill
+ Interaction: two-way communication
+ Fluency: at normal speed without hesitation, repetition or self-correction and
with smooth use of connect speech
 + Accuracy: correct forms of grammar, vocabulary and pronunciation
- Elements of speaking:
1. Language feature
Connected speech
Expressive devices
Lexis and grammar
Negotiation language
2. Mental/ Social processing
Language processing
Interacting with others
- Characteristics of a successful speaking activity
1. Learners talk a lot
2. Participation is even
3. Motivation is high
4. Language is of an acceptable level
- Problems with speaking activities
1. Inhibition: afraid of losing face, making mistakes
2. Nothing to say: Lỗi của GV – chưa prepare đủ, chưa brainstorm
3. Low or uneven participation
4. Mother tongue use
- Solutions:
1. Use group work (HS sợ nói sai)
2. Base the activity on easy language
3. Make a careful choice of topic and task to stimulate interest
4. Give some instructions or training in discussion skill
5. Keep students speaking the target language
*Task 1:
Pre-task: đọc task requirement (3’)
While-task: Xác định cái nào ad, dis  compare  lên bảng ghi kết quả (4’)
Post: Cô giáo bắt đầu sửa bài (3’)
BÀI CUỐI KHÓA: 2.5đ – Thiết kế dạy 1 task
Hợp lý: 1,25
Giáo cụ trực quan, thời gian: 1,25 (ghi theo từng step nhỏ)
SPEAKING: PRESENTATION – PRACTICE – PRODUCTION
Không ép HS nghiêng về Dis/ Ad
Task có yêu cầu: Use the expressions below to help you:
Hoạt động nói trong phần ôn tập: Có thể cho HS chuẩn bị ở nhà
STAGES OF A SPEAKING ACTIVITY
A. Presentation
1. Introduce the activity
2. Justify the use of small groups for the activity
3. Model the activity
4. Give explicit detailed instruction, include:
+ A restaurant of the purpose
+ Rules they are to follow
+ Establish a time frame
+ Assign roles
5. Divide the class into groups, to ensure participation or control by accounting
for:
+ Native language
+ Proficiency level
+ Age/ gender difference
6. Check for clarification
7. Set the task in motion
ACTIVITIES THAT LEAD TO FLUENCY AND CONFIDENCE
1. Learners repeat sentences teacher says
2. At start  S chat with T about their weekend plan
3. S look at a list of hints and tips for making business presentations
4. S listen to a recording and practice repeating words with the same difficult sounds
5. S work in pairs and agree their list of their best 5 films of all time
6. S listen to and study a recording of a social conver
7. S prepare a monologue about their hobbies and then give a 5-min speech to the
whole class
8. S learn by heart a list useful chunks of lang they can use
SPEAKING ACTIVITIES IN CLASS
1. Role play
2. Information gap
+ Exchanging information
 + Finding the differences
+ Ordering
+ Strip story
TEACHING WRITING
1. Controlled writing: Various correction techniques
a. Correct work orally in class: Reduce the teacher’s workload, especially in
large classes
b. Correct work immediately in class (rather than returning it the next day):
draw Ss’ attention to problems while they are still fresh in their minds
c. Get S to correct each other’s work (before the T gives the correct answers):
Gives S useful practice in reading through what they have written and
noticing mistakes.

1.1 Mechanical writing

1.2 Meaningful writing
Free writing vs Guided writing (give a short text as a model/ oral preparation
for the writing)
VD: Your trip last summer: 5W-H, feelings, activities, etc
- Doing oral preparation for the writing
+ The teacher asks questions to elicit ideas from students.
+ S make suggestions and contribute ideas.
+ T builds up an outline or a list of key expressions on the board.
+ S use this as a basis for their writing
- Stages:
1.PRESENTATION
+ Lead-in
+Topic given with clear instructions
+ Present input (vocab/ structure/ ideas)
Give cues/ brainstorm for ideas/ give a model/ do oral preparation/ etc
2.PRACTICE
+ Write in groups or individually
+ T monitors and facilitates their writing
3.PRODUCTION
+ T marks papers and gives comments
+ T gives feedback pointing out good points and common mistakes
Khi chấm bài: gạch dưới
 FORMAT: END-OF-TERM TEST
Bài thi: 8 trang – hơn 2 trang để làm phần B nên phải tiết chế! Không được xin
thêm giấy
Time: 60 minutes
PART A: Theory (6 points)
I. Multiple choice (8 questions – 2 points)
Terms in English language teaching and learning
VD:
+ Drill
+ Role-play
Reading: Scan/ Skim/ Read for inference, reference/ Top down, Bottom up/ for
gist/ Word attach
Grammar: Deductive/ Inductive approach
Vocab: Lexical approach
Pron: Substitution drill
Lis: for details/ gist/ mood/ interactive/ intensive
Writing: Guided writing, free writing, Group reading,
Speaking: Role play, Personalization, discussion, miglebling, CLIL, GTM, PPP,
TPR, CLT, Guided discovery, process/ functional approach, Activity-based
learning
Overview: Integrated skills/ Errors/ Safe correction/ Mindmap/ brainstorming/
shadowing/ note-taking…
 Tìm giáo trình chuyên về Eng language teaching

II. Multiple choice (8 questions – 2 points)

Teaching steps/ Stages of teaching (định nghĩa/ mô tả)
VD:
+ Receptive skills: Pre – While – Post
+ Scanning/ Skimming là gì?
III. Matching (8 questions – 2 points)
Sub-skills/ Activities > < Definition/ Description
PART B: Practice (4 points)
(Ngữ liệu) ……………………………………….
Task 1:
Task 2:
 Task 3:
…………..
QUESTIONS:
1. Present the techniques to teach 6 words (1,5 points)
Căn cứ vào ngữ liệu để xác định từ lọai và định nghĩa
Nên kẻ khung: (phải có thước)
Words to be taught Techniques Definition (không
khuyến khích chọn do
phải đúng với từ điển)/
Explanation
Develop (v) Synonym Ex:
Chấm điểm:
Techniques cụ thể, phù hợp : 0,1 points
Giải thích phù hợp : 0,15 points
2. Plan teaching steps to teach a task in the given lesson (2,5 points)
Viết đầy đủ bước giảng dạy: 1,25 points
Phải có thời gian: 0,25 points (Pre/While/Post task bao nhiêu phút)
+ Pre-task (không phải Warm-up!)
+ While-task
+ Post-task: (không phải Consolidation & HW!)
*Đề bài yêu cầu chỉ giảng Task 3 thì chỉ giảng Task 3 (căn cứ vào giai đoạn)
Có teaching aids: 0,25 points (VD: cho HS làm survey rồi cuối giờ báo cáo 
table, điện tử: slide PPT, truyền thống: worksheet, flashcard)
T-S activities: 0,25 points
 Cô kêu HS read requirement – HS read requirement aloud – Content: ghi
yêu cầu đề bài
 GV đưa lời hướng dẫn “Các em có 1 phút xác định keyword” – Content:
Key word câu 1, 2, 3…
Answer key: 0,25 points
Language use: 0,25 points (không sai chính tả + văn phạm)
*Kẻ khung:
Steps/ Timing T’s activities Ss’ activities Content
Pre-task (…’) - Ask S to read - Read the - (Ghi lại
the requirement requirement requirement)
- GV hướng dẫn - HS nghe
-Lệnh “Do…” - HS làm bài Ghi câu từ
While (…) - HS làm bài - HS compare
 - Compare - Lên bảng viết
- Kêu lên bảng
viết answer
Post (…) -Công bố đáp án -HS check Suggested
(Listening: bấm answers:
máy để check
từng câu)
- Có thể chốt lại
nội dung quan
trọng
T/F: Underline keywords
Gap-filling: Identify the missing information

SỬA ĐỀ GK
- What is the problem in teaching how to pronounce the word “Three”? consonant
cluster
- Describe how you would help students to identify the sound and produce the
sound correctly?
+ How to identify: recognition phase
+ How to produce: production phase
Cho HS 1 list chứa từ có consonant clusters đó
- Techniques for teaching vocabulary: Phải gọi cụ thể
 Visual technique: video, picture, drawing, real objects, action
 Example/ Explanation: phải cụ thể
VD: “show a picture of natural disaster”  không cụ thể
Numeration: kh dung được cho chữ earthquake
 destroy: không giảng từ word form
 available : chỉ toilet có màu đỏ là không có sẵn chỗ
 Đề trước đó : survey
 shelter : con người cũng ẩn trú trong shelter được
- Giảng văn phạm: Câu cho sẵn
 Meaning: Set the situation (hội thoại nhỏ giữa 2 người) to lead-in
 Form: If + S + Vs/es/ies, S + will + V + O  Đẩy cách sử dụng: Prediction in the
future
 Mechanical activity (giai đoạn While/ Practice): gap-filling # fill in the blank; give
the correct form of the verb
*Không phải drill; từ vựng thì cho đọc còn câu thì không cho đọc đồng thanh
 Free practice: cho câu chỉ có 1 nửa, HS viết tiếp;
 KHÁI NIỆM:
- Tìm trong sách/ GG ví dụ “GTM in ELT”
- Approach of teaching: GTM, TPR, CLT, PPP, Guided discovery (Guided writing),
process/ functional/ inductive/ deductive/ eclectic/ lexical (từ vựng) approach;
activity/ content/ task based learning; content and language integrated learning
(CLIL approach)
- Vocab: drill (transformation, repetition, substitution, individual), elicit (nói thẳng),
illustrating meaning
- Pron: recognition/ production phase
- Reading & Lis: reading for gist/ global understanding, skimming/ scanning, work
a task
- Writing: controlled writing (mechanical & meaningful) writing; guided/ free
writing; proof reading (đọc để kiểm tra lỗi)
- Speaking: role play; personalization; discussion; survey; mingling (move around
and talk to other students)
- Overview: predicting; note-taking; modelling; eliciting; scaffolding; simplifying;
miming; prompting; personalizing; summarizing; eluting; paraphrasing; planning;
demonstrating; brainstorming; deducing meaning from context; setting the
context; mind map/ work map