Name: Ngô Thị Mỹ An

Date of course: From 14th of November to 29th of November

2020
City: Ho Chi Minh City 
- English has become more and more popular in modern days. This fact may be the result of
the need to have one common language in order to facilitate communication in many areas
especially trading and education.
- The wide spread of English around the world has brought about many positive effects
However, the globalization of English also has
some negative effects
Realia is real objects that teachers use in classroom settings to best deliver the target
language, they can be physical or virtual
For example: backpack, ball, clothes, song, poem, etc.

Boost vocabulary retention:

when learners can see, hear,
They appeal to learners: smell, feel and touch a thing, and
learners with visual and tell what that is in the target
kinaesthetic learning style language, the words will remain
prefer to learn with realia, longer
since it provides a more
dynamic learning
environment
Learners can better
understand the meaning of
new words: it is much more
useful to use real objects rather
than pictures
- Recreating a realia: students work in group to design their own
products such as a menu, a concert ticket
- Scavenger hunt: this activity can be done in class or outside the
class. Teacher gives them a topic , such as animals, students find that
animal and take a picture by themselves to have a collection of
animal in their workbook. In class topic may be “ school supplies” ,
in 1 minute they have to find a number of supplies required by the
teacher
- Prepositions game: teacher gives command, students use the objects
they have to follow the instruction. For example: put the pencil next
to the eraser
- Price guessing game: students challenge their partner to guess the
price of their possessions
- Acting out: give students a scenario and characters, and realia to
make the conversation more animated and inspire them to work on
the conversation
- Correction table: teachers should write down the key criteria they want the students
to focus on, this helps the students know their weaknesses
- Peer check correction: students should involve in the correction process in order to
learn from other students’ mistakes, this technique will also increase the partner’s
attention
- Correction drill: teachers demonstrate how correction should be made, teacher calls
a confident student to stand up and tell a story. If there are mistakes teacher repeats the
sentence correctly and the rest of the class does the same after the teacher, the student
who is speaking listen carefully and correct himself/ herself and move on , teacher can
then call another student to speak, and one more student to replace the teacher
- Backchaining: For long utterences especially when the teacher wants to focus on
grammar and pronunciation, this technique may be useful. The language is in chunks
and it is drilled backwards.
e.g. While I was singing, my mom opened the door.
T: opened the door
Ss: opened the door.
T: my mom opened the door.
Ss: my mom opened the door.
T: singing, my mom opened the door.
Ss: singing, my mom opened the door
T: While I was singing, my mom opened the door.
  Ss: While I was singing, my mom opened the door.
Idioms and slang are integral part of almost every language, English is no exception. When
learning English is advisable that learners know a few common idioms and slang in order to
communicate better, particularly with native speakers who use idioms and slang
The Pareto Principle states that “20% of actions produce 80% of the
results.”” This principle is also known as the 80/20 rule. This rule can
be applied to most of the areas, including education.

In English learning, people can apply this rule to make their learning
easier, more fun and less time consuming

- Learning vocabulary and grammar: learners don’t have to learn

every single words in English to communicate with others, learners
should focus their time and effort in learning common words, which
helps them in the areas they are working in or need. This is also the
same case for grammatical structures, focus on the common tenses and
structures first, they can learn the others later on
- Self learning : students should spend the most alert and productive
time to learn the target vocabulary and structures of the lesson and
practise, they shouldn’t read and learn every single words written in the
book
- Practice time: in stead of investing most of the time listening and
reading the language, learners should be aware that the ultimate goal is
to use the language, they have to be able to communicate, their time
and effort should be allocated more for productive skills such as
speaking and writing
- Priorities: learners have to identify their weaknesses in learning
English and spend more time and effort in improving that one, in stead
of trying to improve everything at the same time
Explain the Students need to learn about the basics to get ready for the next
rationale of activities without confusion and frustration.
teamwork

Seating Teacher should think of how the students will sit together as a
group to ensure they can easier see the board and pay attention
to the lesson

Members in each Based on the activity, teachers ought to consider how they split
group the class and which students should or shouldn’t be in one
group so that no group is too strong, no group is too weak and
they can help each other
Time to get to In order for students to collaborate, ice breakers activities are
know each other recommended
Clear and It is vital that everyone understands what they are
specific supposed to do as a group, without a clear
instruction instruction, teamwork will be a waste of time
.
Challenging Teacher should think of tasks which are quite
tasks challenging to create chance for students to work
together and divide work equally
Rassias Method was created and developed in 1964 by Professor John Rassias of
Dartmouth College. It is also called the Dartmouth Intensive Language Model.

The method focus on creating a relaxing environment where learners can freely
express themselves , feel comfortable to use the target language in a short time,
maybe just after one session. Teachers using this method in teaching adults always
make use of creativity, they come up with exciting activities in which all the students
will get involved.

It is the dramatic teaching style that make this method stand out, the goal is to
eliminate the fear of speaking up and encourage students to get involved in dialogues

Teachers make language learning a lot of fun, creativity, lively and animated

The role of the teachers is not only to deliver the lesson, they need to show a lot of
enthusiasm, excitement and their passion for teaching, the point is to connect with the
students “heart to heart”
ACTIVITY DESCRIPTION
Running dictation Students are divided into pairs, 1 student from each pair has to read a
sentence then remember and run back to their seats, dictate for student A to
write down, the first pair to finish win or they may be required to read texts
 The texts could include blanks which they need to fill in or they could be
asked to put them in order.
Speaking cards Split the class into small groups, each group is given a set of card, each
card has a question and a number on it, student take turns answering the
question and the number will be their point. In the end, the student with the
most points wins
Bingo Students are given different bingo cards, with words written on them.
Student take turns pick up one word from a box, and make a sentence with
that word, other students mark the word on their card. The one who get 1
complete row, column or line says “BINGO”
PechaKucha Students work in pairs or in small groups to prepare presentation slides as
their visual aid, they will then talk about a given topic, each student is
allowed to present 10 slides and 10 seconds for each slide (the timing and
transition will be controlled by the software, by doing this students learn to
focus on the main ideas and speak rather read
ACTIVITY DESCRIPTION

Sentence auction Teacher creates a list of sentences, some of them are correct, some have errors.
Next to the list of sentences draw three columns: bid, win, lose.
Students are given an amount of money to spend

If they think the sentence is correct they can bet 10 out of 10 dollars in the bid
column, if they think it is incorrect, they bet 0. Finally, students swap the paper for
marking, for correct sentences, the bid amount is written in the “win” column. For
incorrect sentences, it’s written in the “lose” column.

Both columns are totaled, and the “lose” total is subtracted from the “win” total.
That is the final result

Typhoon Draw a grid of boxes on the board, each box contain a question, student answer the
question and get the point, which was prepared by the teacher, in some boxes there
should be letters in stead of points, such as, “T” for typhoon, they can choose
another group whose score they want to “blow away” to zero
some other options are

S: swap: they must swap their score with another team’s score, even if they have
more points.
S: steal. They can steal a score
D: double. Their score will be doubled
Basic steps for teaching pronunciation for adults:
1)Introducing the sounds in the IPA chart (usually, 1 minimal
pair or 2 pairs in one session)
2)Modeling and explaining the correct positioning of the
mouth, lips, tongue and teeth to produce that sound
3)Practise reading examples with a partner
4)Teacher’s correction
5)Practice tasks:
-Listen to a conversation and role – play
-Listen and choose the correct sound
 TEACHING KEY POINTS
Beginning level : stress, voiced and voiceless consonants, silent letters
Intermediate level: minimal pairs, word stress, intonation, IPA
Advanced level: IPA, stress and intonation

TIPS FOR TEACHING PRONUNCIATION:

-Teach listening first : let the students hear and distinguish the sounds
first
-Teach IPA: students above beginner level should know the phonetic
alphabet which help them to know exactly what sound they should
produce
-Teach minimal pairs: learners get better result if they learn the sound in
pairs to see the differences and distinguish one from the other
Basic steps for teaching listening:
1) Pre-listening:
-Teacher arouses the interest of students by asking basic questions relating to the
listening topic.
-Videos and pictures at this stage are recommended
2) Listening:
-Pre-teach vocabulary: Teacher pick ups some new words which students should
know to complete tasks or to get the gist, then drills meaning and pronunciation
-Drill techniques for listening based on the tasks or activities
-Students listen to the recording and complete tasks assigned by the teacher, tasks
can be book exercises, games or activities which are engaging
3) Post-listening:
-Teacher’s correction
-Review some techniques for doing tasks and vocabulary learned
-Speaking tasks relating to the listening topic
Stages of a speaking lesson:
1. Introduce the lesson and the objectives: clearly state what
speaking topic and activities they are taking part in
2. Provide the input and/or guide planning: pre-teach
vocabulary, useful speaking functions to prepare students for the
speaking activity
3. Practice: students work in pairs or in groups to make a
conversation applying the target vocabulary and structures
4. Focus students on other features of the tasks:
pronunciation, grammar points, etc.
5. Repetition (optional): students practise the task again
6. Feedback: error corrections and reminders for better
performance
Activity DESCRIPTION
Conversation Students work in groups of 3/ 4, each group will be given a set of
cards cards with questions the point students will get written on it
Put the cards face down, students take turns pick the card and
answer the question, they will get the point if they answer the
questions correctly

Board Game Students roll the dice to answer the questions written in the
square, the student who can reach the “finish” square first wins
Role plays Students work in pairs or groups, take one role to carry out a
conversation, for example: a customer and a waiter
Art Gallery Teacher put up posters on the wall around the class room,
students work in pairs go around and describe the posters with
their partner
Missing Questions 1 student has one half of the correct question,
go find the others, practise asking and answering)
1) Choose an appropriate materials and appealing regarding
learner’s age, level and common interests
2) Introduce topic, objectives of the lesson
3) Pre-teach vocabulary, difficult structures and techniques
to be used
4) Read and complete given tasks
Tips:
- Activities while reading are highly recommended
- Communicative approach should be applied
- Integrate reading skill with other skills
- Pair reading or Group reading will make it less boring
- Teaching reading techniques for intermediate and
advanced levels is required
Activity DESCRIPTION
“Popcorn” reading This activity works well in small-sized class, one student reads one
sentence or line and call another student to continue by saying
“popcorn+name”

Reading Games Students read the text once and are divided into teams to answer
questions, if their answer is correct, they get the point
Running dictation Students work in pairs, one student read ad memorize, the other sits and
writes. The “Reading” student has to run and find the piece of paper the
teacher assigned, read and remember, then run back to dictate for the
“writing” student
Strip story Sentences of a text are written on different strips of paper, students work
in group to make it a complete one. Then answer the questions together

Newspaper reading Teacher uses newspapers or other realia such as menus, travel brochures
to practise reading and combine it other tasks
1) Context setting:
- Using pictures, videos, lead-in activities
2) Examining the sample: focus on
- Format
- Content
- Language
3) Planning: assisting students in writing
- Brainstorm ideas
- Plan ideas
- Draft (peer check)
4) Writing
- Using writing guide (designed by teacher)
- The writing can be done in class or at home
5) Feedback
- Teacher points out common mistakes and correct
- Tips for better performance
Approaches for teaching Grammar: Inductive, communicative, task-
based and student centred approach

1)Context setting: Using illustrations, examples or a reading text

2)Eliciting: help the students discover the grammar points
3)Confirming/ teaching: apply “PUTE” process
-Present
-Usage
-Timeline (if possible)
-Example
4) Concept check: students make examples by themselves or answer
teacher’s questions
5) Practice: students do exercises
6) Speaking activities
Activity DESCRIPTION
Micrologue Students are given a set of flashcards, they work with a partner to make
up a story using the target tense in the lesson

Matching game Teacher prepares 2 sets of paper strips, one set has the first half of
sentences in the other set, each student takes one strip, in one minute
they have to find the other half of their sentence to win the game
Team quizzes Use Kahoot or Bamboozle to create quizzes

Oral interview Students practise asking and answering questions using the target
structures

Tennis Students stand in 2 lines, teachers write down a set of vocabulary and 1
grammar point they’ve learned
Student in line 1 makes a sentence with one of given words with the
structure, then throws the ball to another student in line 2, that student
has to make another sentence quickly and correctly
 A carefully constructed lesson plan will surely gives teachers more
confidence when entering the class and makes everything runs smoothly.
Some notes for lesson planning
- The activities should be in line with the learning objectives, they
should be fun but more importantly, they make sense
- Consider characteristics of the class before planning
Teaching philosophy is the explanation of core beliefs
and values of education that a teacher nurtures.

The philosophy is a combination of methods which

are believed to bring the best to the students, teaching
philosophy may be derived from the individual
teaching experience or education background

Teaching philosophy is flexible, the teacher can

adjust their philosophy to be in line with students’
level age and needs
A teacher’s role involves but not restricted to
teaching, she/ he has to help them nurture their
self-learning ability and facilitate the
improvement of other skills such as teamwork,
critical thinking and problem solving skills
since learners at this age need those soft skills
for their work and future career.

Teachers should always be flexible to tailor their

approaches to suit different learners.
The use of music and songs in the classroom in a right way will make learners enjoy the
lesson much more, particularly those with auditory learning styles, music and songs can
be used in:
Drama is any activity, in which the students imagine themselves in another situation or
they play the roles of other characters. Drama requires the participants to use their
imagination and creativity
Act out the dialogue: students work in pairs to practise dialogues in the
textbook

Reader’s theater: Students read the a text as a whole class but each of them
will have to choose one different voice to read

Give “Voice” to an Inanimate Object: write a monologue to tell what

inanimate object would say if it could talk

Mime: Working in pairs or small groups, students are given a situation to

work on (an argument, a misunderstanding). Each student is given a card with
a specific role. Five minutes are allowed for preparing and rehearsing,
students perform their mimes in tum, and after each performance the teacher
asks the class to interpret what has happened

Create a character: students work in group, each student thinks of their own
character and their own script, then act out in the group
PPP stands for Presentation, Practice and Production. PPP can be understood as a
paradigm, a lesson structure involving stages that a teacher should follow
Learners are often afraid of making mistakes in class, thus they
are shy to speak up.

MMT is a good ice breaker and warm up activity that teacher

should try to encourage students to feel free making mistakes and
it is totally normal to make mistakes

Some MMT activities:

Free talk: students are given some common questions to ask
another partner, 2 students pair up and start talking, the mistakes
can be corrected at the end of the class, so that students won’t
feel discouraged
Tense free activities: students are asked to make sentences with
tense errors, the errors will be recorded and corrected later
Adult learners have one special characteristic that make them so different from the
other groups, they have their own history of education and their life experiences.
They prefer personalized lessons in which they can apply what they have learned
to share their own opinions

Approaches:

- Self-directed learning: Teachers should be aware that the learners are of

different generations, and teachers should explain a concept from different
viewpoints
- Communicative approach: Let the students practise speaking more, at that age
their purpose of learning mostly lie on communication objective
- Student-centered approach: Teacher knows the learner’s goals and needs to
choose appropriate materials, topic and activities
- Audio Visual Lingual Approach: some learners learn better with visual aids or
songs
- Collaborative learning: it is recommended that students
work in pairs or in group to help each other and to let their
opinions be heard
- Hands on method: students should be put in an imaginative
context relating to their work life and daily life to practise the
language
- MMT activities: these activities will help minimize the fear
of making mistakes and make speaking less intimidating
- Realia: learners will get involved more with the realia
- Feedback and practice: learners learn and improve via
teacher’s feedback, adult are more aware of their learning, they
will take it seriously and work on it
Each student has a different purpose of learning
English, some learn English to find a better job, to
perform well at school, to travel/ live abroad, some go
to class because they are forced to do so understanding
their needs and goals helps teacher plan their lesson
appropriately and interestingly
Talk to the students: building rapport with students in the class is
necessary, which not only helps the teacher get to know the students
but also partly affect their class participation and sense of belonging
and commitment.

Observing your students: teachers can observe their interaction

with other students to know more about their personalities
past school records: this will help teachers know about the students’
mental ability and academic performance

Survey: this way students will feel more comfortable to share

1) Bingo
Lesson: Pronunciation (vowels)
- Students work in pairs or individually
- Teacher prepares a box of pieces of paper with vowels
- students take turns picking up one piece and say one word from
the box containing that vowel
- students tick the word in their “bingo” sheet
- students who have 1 line of words say “ BINGO”

EACH COME SHEEP PEEL ARTIST

   

ILL FILM PILL HILL ORANGE

PEN PAN CHEESE UNCLE MONEY

WATCH HEART JOURNEY REACH DISH

 

KNOWLE FURNITU HANG PARK MEASURE

   
DGE RE
 
2) Tennis
Lesson: Vocabulary: Things in the house
- Students are divided into 2 teams and stand in 2 lines,
face to face
- The topic is “things in the house:
-Student A in line 1 holds the ball and say 1 word, then
throws it to another student in line 2, that student has to
say another word
-Those who drop the ball or cannot come up with a word
within 3 seconds will give 1 point to another team
3) Capture the flag
Lesson: Grammar
•2 teams, each member has a card with a correct/
incorrect sentence, each team has the same set of
cards
•Look at the sentence on the screen
•Run to the blue flag / red flag and take it.
•Run back to your team.
•If it is incorrect, correct it
•1 correct noun = 100pts
4) Write instructions of a recipe
Lesson: Adverbs of order
-Students work in pairs to write an instruction for a
recipe
-They have to use adverbs they learned in the lesson
-Illustrate using pictures or drawing
- Then present in front of the whole class
5) Micrologue
Lesson: grammar: past tenses, when and while
- teacher gives students a hand out with pictures
- students work in groups of 3 or 4, brainstorm to make a story
- ask them to use past simple and past continuous, “when” and
“while” in the story
- ask them to follow the writing guide to make sure they have all
the factors needed in a story
- students in one group take turns telling the story (one student
one/ two sentence(s) in front of the class
 LESSON PLAN 1
Topic: Months and dates  
Level: Upper Beginner Age: Adults from 18 to 23
Length: 45 minutes.  
Language Skills: speaking, TESOL Methodology: Natural approach,
listening Communicative approach, Audio Visual
Lingual

Lesson By the end of the lesson, students will be able to :

Objectives:
- Remember and know how to use the vocabulary to talk about the dates and their
birthdays

- Know the structure of how to say and write the dates and months in BrE and
AmE

Resources: handouts, markers, mini boards, text book, power point slides, fly swatter for Esl
classroom
Stage Activity Description Resource Timing

Warm Game:  Teacher asks students to work in pairs,  handout, 5-6

up each pair is given a sheet of paper slides minutes
The
with name of countries written in all
“sharp
directions
eyes”
game  Students look at the screen, when a
flag appears they have to say and
circle the name of that country

 In the end, students with more correct

and faster answer in the paper win
Stage Activity Description Resource Timing

Pre task Lesson  Introducing the lesson: Months and   1

Introducing dates minute

Stage Activity Description Resource Timing

Teachin Teaching  Students work in groups, do the exercise in Text- 8

g1 vocabulary their text book – write down the missing minutes
books  
months and dates

 Teacher checks the answer with all the

students

 Teacher drills pronunciation and meaning of

the words

 Peer check, students work in pairs, point at

the number and say the month
 Stage Activity Description Resour Timing
ce
- Students will be divided into 3/ 4 groups, each
Task 1 Mini Power 4 Min
group have 1 mini board
board point utes
- The students in each group take turns writing
down the correct word for the picture shown on slides,
game
the slide
mini
- For example: if they see number 1, they write
boards,
January
markers
- The faster team to raise the board wins 1 point

- Teacher give some examples on the slides

8
Teaching Teaching - Students work in pairs to find out the rule – In
Textboo min
2 grammar what way they say the dates and months and
how to write k utes
- Call some students to tell the dates and months
correctly for some special events
- Teacher identifies and corrects mistakes (if any)
Stage Activity Description Resource Timing

Task 2 Slap the  Students stand in 2 lines Fly 4

board swatter  minutes

 Teacher prepares some dates and months
written in numbers on the board

 Student listen carefully and run to the

board to slap the correct answer with a fly
swatter

For example: Teacher: the first of April

Student: slap “1/4”

 Stage Activity Description Resourc Timing
e

Follow up Role play  Students watch a video of 2 people asking and Handout 13
answering about birthdays minute

 Students will be given handouts, they practise

the dialogue they have just watched, then they
will take turn asking and answering questions
about themselves

 Teacher calls a pair to stand in front of the class

and practise, then teacher corrects mistakes

 Do exercise 1, 2 in workbook 2
Homework
- Split the class into 3 groups, each student from minute
Back-up Rolling the
each group comes and rolls the dice, the one
dice
who rolls the biggest number has to say when
their birthday is
HANDOUT FOR WARM UP ACTIVITY
 LESSON PLAN 2
Topic: Music  
Level: Pre Intermediate Age: Adults from 18 years old
Length: 60 minutes.  
Language Skills: Grammar TESOL Methodology: Communicative
and speaking approach, Audio Visual Lingual, Grammar
Translation
Lesson By the end of the lesson, students will be able to :
Objectives:
-Use passive voice to talk about their favorite song

-Paraphrase sentences using passive voice

Resources: handout, mini boards, markers, text book, power point slides, bamboozle
games
 Stage Activity Description Resource Timing

 Teacher asks students to stand up and make a

Warm Game:   5 minutes
circle
up
Hot chairs  Teacher turns on the music, students move around,
when the music stops, they have to find a chair to
sit down
 The number of chairs available should be 1 or 2 less
than the number of students
 Student who cannot find a chair to sit, stand in the
middle to answer questions from other students
 Other students ask 2 or 3 questions they have
Stage Activity learned Description Resour Timing
ce
Pre task Lesson Ask students to look at 2 pictures, picture 1 is the Power 5

Introducing opposite of picture 2, ask them to describe the action point minutes
slide  
Introducing the lesson: Passive voice
 Stage Activity Description Resource Timing

Teaching Teach  Students work in groups, look at the Textboooks 15

examples and think of the structures
1 grammar   minutes
used in passive voice
 Teacher checks the answer with all the
students
 Teacher explain the grammar points in
details
 Concept check: ask students questions
to check their understanding
 Students do some exercise in their
books
 Peer check
 Stage Activity Description Resource Timing

- Students close their books, and they are split

Task 1 Bamboozle Bamboozle 5m
into 3/ 4 groups
- Groups take turn choose a number on the
screen and transforming the sentences into
passive voice
- In the end, the group with more points win
the game

Teaching - Teacher lets students listen to a short text

Teaching
2 about a person’s favorite song Textbook
speaking 10 m
- Drill new words and useful structures to talk
about a favorite singer
- Peer check
Stage Activity Description Resource Timing
 Each student write down 1 famous song
Task 2 Guessing   10
 Students work in groups of 3, one student
game minutes
stands up to answer questions of the
other students about the secret song,
after 5 questions, the other members in
the group has to guess which song it is

 students work in pair, talk to each other

about one song they hate or like 5
Follow Pair work
 Use passive voice as much as they can minutes
up
 Stage Activity Description Resource Timing

Wrap up  Do exercise in workbook 5

and minutes
Homework

Rolling the  Split the class into 3 groups, each

Back-up
dice student from each group comes and
rolls the dice, the one who rolls the
biggest number has to describe one
person in class