TEACHING VOCABULARY
A. What needs to be taught (The form - The meaning - The use)
- Denotation (e.g house)
- Connotation (e.g dragon)
- Formality (e.g bike-bicycle)
- Derivation (e.g train->trainee/ diversity-> biodiversity/ extreme -> extremely)
- Inflection (e.g life -> lives)
- Pronunciation (e.g harbour /ˈhɑːbə(r)/)
- Spelling (e.g c-o-m-p-u-t-e-r)
- Synonym (e.g spacious = roomy)
- Antonyms (e.g: decrease # increase)
- Homonyms (e.g: Facebook, Google, Twitter)
- Co-hyponyms (e.g: oil, coal, and natural gas -> fossil fuels)
- Super-ordinates (e.g: fruit: apple, banana, orange)
- Collocation (e.g: It is raining cats and dogs)
- Compound words (e.g: background, freestyle)
GỘP LẠI:
1. Form: Pronunciation, Spelling
2. Grammar
3. Collocation
4. Aspects of meaning (a): denotation, connotation, appropriateness/formality
5. Aspects of meaning (b): meaning relationships (synonyms, antonyms, hyponyms,
co-hyponyms or co-ordinates, superordinates, translation)
6. Word formation
B. Step for eliciting/presenting vocabulary
1. Eliciting the new word using a picture
2. Modelling
3. Choral drilling (repetition)
4. Individual drilling (repetition)
5. Direct correcting Choral & Individual drilling
6. Presenting the spelling (form) & checking the Vietnamese equivalent of the word
7. Checking the stress syllable (stress pattern) in the word
8. Checking the form of the word (spelling & pronunciation)
C. Techniques
1. Eliciting/ Presenting a new word
- Visuals
- Mime
- Realia
- Situation/Explanation
- Example/Listing
- Synonym/Antonym
- Translation
2. Checking vocabulary
- Rub out and remember
- Slap the board
- What and where
- Matching
- Guess the picture
- Ordering
- Bingo
- Noughts & Crosses
- Jumbled words
- Networks
- Word square
- Word storm
3. Integrating new words to work
- Identifying
- Selecting
- Matching
- Sorting
- Ranking & sequencing
- Sentence & text completion
- Sentence & text creation
TEACHING GRAMMAR
A. What needs to be taught
The form - The meaning - The use - Potential problems
B. Stages of 2 typical grammar lessons
1. The presentation, Practice, and Production Model
PRESENTATION => PRACTICE => PRODUCTION
Similarities
- The teacher is in charge of setting up activities & providing examples.
- The teacher must consider learners’ level to choose suitable interaction
patterns (pair or group work).
- Both are more important than presentation.
Differences
PRACTICE PRODUCTION
Control More controlled Free/Communicative practice
Correction Direct Indirect
Cues More Less/No
Accuracy/Fluency Accuracy Fluency
Teacher’s role Prompter Facilitator/ Analyzer
Language items Isolated items, model Adding structures, vocabulary
learners should use sentences & functions
2. The Task- Teach- Task Model
TASK => TEACH => TASK
B1: Tc introduces the theme
B2: Tc invites one or two learners to recount related experience
B3: Tc organizes the pair of learners into groups of 4, asking them to try out their
questions on each other. Tc monitors the interactions, noting down examples of Ss’s
productions
B4: Tc asks the class to listen to a recording of some fluent English speakers on the
same theme
B5: Ss study the transcript to figure out which one is useful in the survey task
B6: Ss return to their survey task, also are given a chance to redraft and refine their
questions
B7: Tc asks learners, working in their original pairs to prepare a report on their
findings
C. Techniques
Technique Explanation Example
Presentation Stage
Showing meaning visually
Using picture & Situations
Referring to local building
Contrastive Analysis
Practice Stage (Controlled)
Repetition Ss have to do nothing
themselves
Substitution Ss have to “fit in” the
structure
Single word prompts Ss have to add the verb
Picture prompts Ss have to think of the
whole sentence
Free Substitution Ss have to invent a sentence
Practice Stage (Less - Controlled)
Chain story
Find someone who…
Guessing adjectives
Noughts & Crosses
Production Stage
Surveys
Role play
Problem-solving (Desert
island equipment)
Write it up (Reporting
interviews)
D. CHECK ACTIVITIES
Activities Accuracy Fluency Both
Chain story X
Find someone who X
Guessing pictures X
Noughts & Crosses X
Surveys X
Role play X
Problem-solving X
Write-it-up X
TEACHING READING
A. What needs to be taught
(Sub)skills & ways of Definitions
reading
Extensive Reading Reading long pieces of text for pleasure
Understanding text structure Reading for understanding how texts develop
Skimming Reading for global understanding
Inferring Working out the writer’s opinion or feeling on a topic
Intensive Reading Working out how language is used in a text
Scanning Reading for specific information
Deducing meaning from the Reading the words around an unknown word and trying
text to work out its meaning
Reading for detail Getting the meaning out of every word and out of the
links between words and between sentences
Predicting Using clues before reading to guess what a text is about
Understanding text type Reading and focusing on lengths, layouts, topics and
language in a text
B. Stages of reading skills lesson
Stages Explanation Examples
1. The pre-reading Preparing Ss by getting them to - Tc asks the Ss “Have you ever
stage think about the topic/situation been invited to a meal in a Thai
before asking them to read a family?”
text - Ss brainstorm words connected
with different eating customs.
- Tc writes 4 statements about
the traditional way of eating in
Thailand on the board + asks Ss
to guess which are T/F
2. The while Giving Ss a “guide” or - Ss read the text to find out if
reading stage framework to help them their predictions are right or
practice the target skill of the wrong.
lesson - Ss read the text again & answer
comprehension questions on
major details of the text (Wh-
ques)
3. The post reading The follow-up stage - Ss work in pairs to write 2 lists:
stage Ss do an extension activity (1) things that are the same in
which helps them take Thailand & in Vietnam, and (2)
information they’ve learned in a things that are different in TL &
text VN. Do you think you would
enjoy Thai food? Why/Why not?
C. Techniques
Technique Explanation Example
Pre-Reading Stage
Open-Prediction - Tc establishes a context to
introduce the topic of a RText.
- Ss are required to guess what
they’re going to read.
- Ss are asked to read the text to
check if things they predict are
correct/not.
T/F statements for - Tc writes 5-10 statements
prediction about the main points of RT. 50
True/50 False.
- Ss are asked to work in pairs
& decide if the statements are
T/F.
- Tc writes Ss’ predictions on
the board.
- Ss are asked to read the
reading text to check their
answers.
Ordering pictures - Tc prepares some simple
pictures to describe a story/text,
& sticks them on board
randomly.
- Ss work in groups to rearrange
the pictures & think of a story
based on their picture order (can
check ideas learners have read)
Pre-questions - Tc writes a few questions on
the board (focus on the main
ideas of RT)
- Tc gives Ss a few mins to
think about these questions.
- Ss are asked to read & answer
the questions (doesn’t matter if
Ss can’t guess correctly)
Ordering - Tc writes 6/8 statements on the
Statements main points of a RT (but the
statements are jumbled).
- Ss are asked to work in
groups/pairs to predict the order
of the statements.
- Can also use for while-
techniques to check ideas Ss
have read about.
Network - Using for Ss to brainstorm in
the pre-reading stage. Tc writes
a network on the board.
- Ss are required to work
individually to find ideas related
to the topic & compare answers,
and then Tc collect the ideas
from the learners.
While Reading Stage
Answer given - Tc writes several answers on
the board
- Ss are asked to read a text &
make questions based on the
answers given
Comprehension - T/F statements, multiple
questions choice ques, Wh/Yes No ques
- Related to main ideas, details
of a reading text to check Ss’
comprehension.
- Ss work individually/pairs to
answer ques from Tc/textbook.
- Ss are encouraged to check &
compare their answers before
Tc gives feedback.
Gap-fill - Tc writes a short paragraph
with several blanks in it (lexical
items, content words).
- Ss are required to work in
pairs, & compare their answers.
Grids - Tc draws a grid on the
board/prints handout. The grids
contain specific
information/details of RT.
- Ss are asked to read the text &
fill in the gaps with information
taken from the text.
Matching - Tc writes the main ideas of
paragraphs from the reading text
on the board/prints handout. Ss
read the text & match each main
idea with the correct number of
each paragraph.
- OR: Tc writes/prints handout
the main ideas from the RT &
several details related to the
main ideas. Ss read the text &
connect the main ideas with the
details.
Post Reading Stage
Discussion
Role play
Write-it-up
TEACHING LISTENING
A. What needs to be taught
(Sub)skills & ways of Definitions
listening
Listen for gist/global Listening for getting the general idea of what is being
understanding said
Listen extensively Listening to a song for pleasure at home
Listen for deducing meaning Using background music and speaker’s body language to
from context know his/her ideas
Listen for inferring Listen to a speaker’s intonation to guess his/her attitude
toward what s/he is talking about
Listen for specific Focusing on the needed or necessary information and
information ignoring unnecessary details while listening
Listen for understanding Trying to make sense every word while listening in order
details to find out exactly what happened and why it happened
Listen intensively Listening takes place in the classroom, and learners must
work on listening skills and study how language is
spoken
Predicting Using clues (pictures in the textbook) to guess what the
speaker is going to talk about before listening
B. Stages of reading skills lesson
Stages Explanation Examples
1. The pre- 1. Arouse interest and set the - Ss brainstorm some words or
listening stage scene before a listening activity expressions that might be in a
2. Teach key words/phrases song about a journey.
before listening - Ss look at the jumbled lines
from the song and predict the
correct sequence.
2. The while First listening: - Ss follow the route on the map
listening stage 1. Set a task to help focus on - Ss read the words and sing
overall understanding along.
2. Give the listening text for the
first time (either play the
recording or read the text)
3. Feedback
Second listening:
1. Set a task to focus on more
detailed understanding
2. Give the listening text for the
second time
3. Feedback
3. The post - Follow-up stage - Ss decide together whether they
listening stage - Ss do an extension activity would buy the song or who they
which helps them take would buy it for
information they have learned - Ss discuss the mood of the song
in text and do something - Ss act out the role play as an
meaningful with it extension task
C. Techniques
Technique Aim Example
The pre - and while listening stage
Ordering pictures
T/F statements for Prediction/Listen for details
prediction
Pre-questions
Open prediction Listening for specific
information
The while listening stage
Grids Listening for specific
words/information
Comprehension Listening for the main idea, for
questions (Multiple details/for inferring
choice questions)
Comprehension
questions (T/F
statements) Listening for details
Comprehension
questions (Wh-
Yes/No questions)
Ordering & Gap Listening for details & listening
Filling for specific words
The post listening stage
Recall the story Telling a short story orally (oral
fluency)
Write it up Writing a short story
Group discussion
Oral fluency
Role play
TEACHING SPEAKING
A. What needs to be taught
(Sub)skills & ways of Definitions
speaking
Appropriacy A way of keeping listeners involved by using language
which is suitable in a particular situation
Oral fluency Being able to speak at a natural speed without stopping,
with little hesitation, repetition or self-correct, and with
smooth use of connected speech
Features of connected speech Intonation, word and sentence stress, accurate individual
sounds, linking and contractions
Turn-taking Speaking and then allowing another person to speak in
reply
Register The formality and informality of language used in a
particular situation
Function (or speech act) The reason or purpose for using language, e.g. greeting,
giving advice
Accuracy This aspect involves the correct use of vocabulary,
grammar and pronunciation
Asking for clarification This is an interactive strategy that a listener uses to ask
for an explanation of what a speaker means
Paraphrasing Using other words to say the same thing in order to get
message across
Interactive strategies Ways of keeping people interested and involved in what
we are saying
B. Stages of reading skills lesson
Stages Explanation Examples
Lead-in An introduction to the topic of
the lesson plus activities
including a focus on the new
language
Practice activities Where Ss have opportunities to
or tasks use the new language. These
activities may move from
controlled to freer activities or
the teacher may choose to do
them in the opposite order,
depending on the Ss Levels and
learning context
Post-task activities Where Ss do free speaking
activities on the topic and/or
work on the language used in
the tasks.
C. Techniques
Technique Aim Example
For speaking Practice
Controlled Ss are required to repeatedly use
practices activities the language that they have been E.g: Guessing games (guess the
just taught picture, sentence) - Mime
Guided activities Modeling dialogues where ss E.g: Chain story/ Exchanging
can change to talk about personal information
themselves and to communicate
their own needs and ideas.
Creative or freer Ss are allowed to choose the E.g: Role play, Solving a
communicative language they use to speak problem, Giving directions,
activities (including information-gap Project work, Storytelling and
activities, problem solving, memory game
project work, discussion,
explaining solutions)
For correcting oral mistakes
Finger correction This is a way of drawing
attention to where ss has made a
mistake. Tc counts out the
words a student has said on her
fingers. The fingers represent
words and tc can show clearly
in which word (finger) the
mistake was made. Tc may use
her fingers to show that a
mistake has been made with
word or sentence stress, word
order, grammar, pronunciation,
etc.
Peer correction This is when tc asks ss to
correct each other, rather than
correcting them herself.
Delayed correction In fluency activities, tc may
decide not to correct ss at the
time that the mistake is made,
but may prefer to leave the
correction till later in the lesson
Reformulation A method used when tc corrects
what a student has said by
repeating the sentence correctly,
but without drawing the
ss’attention to their mistake.
This is usually the way parents
“correct” their young children’s
language mistakes.
Echo correction A method used when ss make a
mistake and teacher repeats the
mistake with rising intonation,
encouraging ss to correct
themselves;
Ss: He don’t like it
Tc: Don’t?
Ss: He doesn’t like it
Immediate When tc corrects the error as
correction soon as it is made. This is
usually in activities where the
focus is on accuracy.
Self-correction When ss are able to correct
language mistakes they have
made, perhaps with some help
from the teacher.
Timeline A diagram that shows the
relationship between tense and
time. It is often used in language
teaching to correct ss when they
use tense wrongly
D. Types of feedback
Types of feedback on oral work Ways of giving and getting feedback
- Peer feedback - Class discussions
- Giving a grade - Tutorials
- Echo-correction - Learner diaries
- Using facial expression - Peer feedback
- Praise
TEACHING WRITING
A. What needs to be taught
(Sub)skills & ways of Definitions
writing
Paragraph A part of a long piece of writing, which starts on a new
line and usually focuses on one idea
Topic sentence A sentence that gives the main points or subject of a
paragraph
Genre A type of writing which members of a discourse
community would instantly recognize for what it was
Unity All sentences supporting one main idea stated in the topic
sentence
Cohesion Using linking words and phrases appropriately to make
the organization of the text clear to readers (or the way
written texts are joined together with grammar and lexis)
Layout The way in which a text is organized and presented on a
page
Coherence When ideas in a text fit together clearly, logically and
smoothly, it makes sense to readers.
Register Using structure and vocabulary appropriate to the
formality and style of the text
B. Stages of reading skills lesson
Stages Explanation Examples
A product approach: Traditional, mimic a model text
1 Model texts are read, and then
features of the genre are
highlighted.
2 This consists of controlled
practice of the highlighted
features, usually in isolation
3 Organization of ideas is very
important
4 The end result of the learning
process. Ss choose from a
choice of comparable writing
tasks.
A process approach: More classroom activities (brainstorming, discussion,...)
1 Generating ideas by
brainstorming & discussion.
2 Ss extend ideas into note form,
and judge quality & usefulness
of ideas.
3 Ss organize ideas into a
mindmap, spidergram, or linear
form.
4 Ss write the first draft. This is
done in class and frequently in
pairs or groups
5 Drafts are exchanged so that ss
become the readers of each
other’s work.
6 Draft are returned and
improvements are made based
upon peer feedback
7 A final draft is written
8 Ss once again exchange and
read each other’s work and
perhaps even write a response
or reply
C. Techniques
Technique Aim Example
For controlled-writing activities
Substitution box Tc pút a box full of words on
the board. The words fit
together to either make one long
sentence or lots of short
sentences. Divided class into 2
teams, the group with the most
sentences that are grammatically
correct and meaningful is the
winner
Transformation Tc gives ss handouts with a
writing short paragraph or a letter. Ss
write the paragraph or letter as
required by the teacher. Tc can
ask ss to change information in
the paragraph or letter in 3
different ways
Questions and Tc gives ss a series of questions.
answers Ss answer the questions in full
sentences. Ss have to, where
possible, combine 2 sentences
into one and then put the
sentences together to form a
coherent paragraph
Write-it-up Ss write notes or fill in grids
using the information from
speaking, listening or reading
activities. Then they “write it
up” in full sentences, or as a
paragraph
Recall This technique is used in the
final stage of a receptive skill
lesson. After listening
to/reading a story, ss are asked
to write it, using their own
language.
For guided and freer writing
Introducing a Tc can stimulate ss’ interest
writing task through a listening or reading
activity, then create a situation
where a piêc of writing is
required.
Working with Note down ideas, develop ideas,
ideas choose ideas to be kept and
those to be rejected, other ideas
Planning Remind ss of the typical Letter of complaint:
features and structure of the text - Layout of the letter
type they are writing, so a - Introducing the subject
model text is very useful here. and giving any
background
- Making the complaint
- Stating what you want
done
Drafting Ss write the first draft from their - Reviewing/editing
notes/plans. They may need to - Re-drafting
refer to dictionaries, grammar
reference books and model text
for some conventions such as
the salutations and standard
phrases used in formal letters.
For correcting written errors
Teacher correction Tc corrects ss’ mistakes by
writing the correct words on
ss’work
Peer correction Ss read each other's written
work, in a draft or final version
and give feedback. Ss can also
correct each other’s work or
discuss possible corrections
with each other
Self-correction Ss usually with the help of
guidance sheet on what types of
mistakes to look for, find and
correct mistakes in their own
work
Ignoring mistakes Sometimes tc choose to ignore
mistakes that ss make in their
written work
Using correction Tc also use correction - sp: incorrect spelling
codes/symbols codes/symbols to indicate the - w.f: word form
types of mistakes that the ss has - ^: sth is missing
made