CHAPTER 1. LESSON 1.
THE GRAMMAR TRANSLATION METHOD (GTM)
Task A. Multiple Choice Questions Analyze the pedagogical principles of GTM and
choose the best answer.
1. Which of the following best explains why the native language is the primary
medium of instruction in a GTM classroom?
a) To ensure students clearly understand abstract grammatical rules and complex
instructions.
b) To create an immersion environment that forces students to develop quick
mental reflexes.
c) To minimize the need for students to engage with authentic literary texts.
d) To encourage students to discover linguistic patterns through subconscious
acquisition.
2. In GTM, the process of vocabulary acquisition is primarily characterized by
which activity?
a) Inferring meanings from context within modern communicative dialogues.
b) Memorizing bilingual word lists with their target language equivalents.
c) Associating new words with physical objects and real-life visual aids.
d) Engaging in spontaneous oral drills with native-speaking facilitators.
3. When a teacher provides a grammatical rule first and then asks students to apply it
to new sentences, which cognitive process is being utilized?
a) Inductive reasoning.
b) Communicative competence.
c) Deductive reasoning.
d) Lexical chunking.
4. Why does GTM place a high priority on the study of classical literature?
a) To prepare students for daily oral communication in business settings.
b) To help students master the informal idioms used by modern speakers.
c) To simplify the language structure for young beginners.
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d) To provide mental discipline and foster appreciation for the target culture.
Task B. Indicate If the Following Statement Are True or False
1. __FALSE____ The ultimate goal of GTM is to enable learners to achieve high
levels of oral fluency.
2. _FALSE_____ In GTM, grammar is typically taught inductively, where students
notice patterns from examples.
3. ___TRUE___ Translation is viewed as both a learning goal and the primary tool
for clarifying meaning.
4. ___ TRUE ___ GTM perceives language learning as an academic exercise for
intellectual growth.
5. ___ TRUE ___ Literacy skills (reading and writing) are strictly prioritized over
spoken discourse.
Task C. Choose the Correct Option to Complete Each Sentence.
1. In a GTM classroom, the most common way to clarify the meaning of a new
abstract word is __________.
a) translating it directly into the students' native language.
b) using a series of pictures and flashcards.
c) acting out the word through mime and gestures.
d) providing a definition in the target language only.
2. Success in a GTM-based curriculum is traditionally measured by a student's ability
to __________.
a) react spontaneously to questions from native speakers.
b) translate complex literary passages with high accuracy.
c) use non-verbal cues to communicate abstract ideas.
d) compose original, creative dialogues for everyday use.
3. Unlike communicative approaches, GTM regards the teacher as __________.
a) a co-communicator who interacts on equal footing with students.
b) a silent observer who allows students to direct the lesson flow.
c) the absolute authority and the primary source of all knowledge.
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d) a facilitator who focuses on group dynamics and classroom games.
4. One of the specific pedagogical objectives of GTM is to enable students to
__________.
a) improve their listening comprehension of native dialects.
b) develop native-like pronunciation through constant drilling.
c) engage in social functions like apologizing or inviting.
d) read and appreciate "Great Works" of literature in the original language.
Task D. Why Do You Agree or Disagree with Each of the Following Opinions?
1. "GTM is the most effective method for students whose sole objective is to read
foreign academic journals." - Agree
2. "Heavy reliance on the native language prevents the brain from developing direct
target-language reflexes." - Agree
3. "The concept of 'mental discipline' in GTM is outdated and holds no value in
modern education." - Disagree
4. "GTM is the most practical method for large classes with zero access to
technological resources." - Agree
Task E. Match the Following Situations with their Correct Techniques.
Techniques
a) Memorization; b) Translation into L1; c) Grammar explanation in L1; d) Literary
analysis; e) Rigorous Situations
1. A teacher wants to verify if a student understands the subtle nuances of a classical
poem. - d
2. A student asks why a specific verb ending changed in a translated sentence. -c
3. The syllabus requires students to learn 50 new terms related to "Metaphysics." -a
4. A teacher aims to develop the students' cognitive focus and attention to detail.-e
5. The lesson objective is to connect students with the historical values of the target
culture. -d
translation exercises.
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CHAPTER 1. LESSON 2. THE DIRECT METHOD (DM)
Task A. Analyze the core pedagogical focus of each paragraph and match it with the
correct heading (i-v).
Headings:
i. Cognitive Goals: Thinking in the Target Language
ii. Instructional Medium: The Exclusion of L1
iii. Historical Context: Reaction to Formalism
iv. Oral Proficiency and Accuracy Standards
v. Contextual and Situational Pedagogy
Paragraphs:
1. The Direct Method emerged as a radical departure from the Grammar Translation
Method. It posits that language learning should mimic natural first-language
acquisition, where meaning is connected directly to the target language without the
interference of the student’s native tongue. – iii
2. In this method, the teacher acts as a demonstrator, not a translator. Instruction is
conducted exclusively in the target language. Abstract vocabulary is taught through
the association of ideas, while concrete words are introduced using "realia,"
pictures, or physical pantomime. – ii
3. High standards are set for the phonetic aspect of the language. Unlike methods that
overlook speaking, the Direct Method demands correct pronunciation from the
very first lesson. Students are not just passive listeners; they are active participants
in a constant oral exchange. - iv
4. Rather than analyzing linguistic structures in a vacuum, students encounter
language in meaningful contexts. Lessons are organized around situational topics
—such as "at the bank" or "in the kitchen"—utilizing interactive activities like map
drawing or situational role-play. - v
5. The ultimate psychological aim of the Direct Method is to eliminate the
"translation bottleneck" in the learner's mind. By immersing the student in the
target language, the method encourages them to bypass their mother tongue and
develop an intuitive "feel" for the new language. - i
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Task B. Choose the correct term (A-D) that best completes the pedagogical analysis of
the Direct Method.
A. Inductive Reasoning
B. Oral Communication & Phonetics
C. Everyday/Functional Vocabulary
D. Mental Direct Association
1. To prevent students from relying on their native language, the Direct Method
prioritizes ____D______, linking target words directly to concepts or objects.
2. Unlike GTM, which focuses on literary or archaic words, the Direct Method syllabus
is built upon ____C______.
3. The Direct Method insists that students "discover" grammar rules through practice and
exposure, a process known as _____A_____.
4. Because the method was designed for practical use, it places an intense focus on
_____B_____, ensuring students can be understood by native speakers.
Task C. Complete the professional passage regarding DM principles. Use the specific
terminology of the method.
The Direct Method (DM) operates on the principle that translation is a barrier to fluency.
Therefore, the (1)___ target language_______ is the only medium used for classroom
management and instruction. A hallmark of this method is (2)____ inductive______
grammar, where students are presented with examples and figure out the underlying
patterns themselves, rather than being given a rule to memorize.
Teachers facilitate this by using (3)____ realia______ (real-life objects) and visual aids
to bridge the gap between word and meaning. Because DM mimics natural acquisition,
(4)_____ speaking_____ and listening are taught before reading and writing.
Furthermore, to ensure students can function in real-world settings, the syllabus is
organized (5)____ around situational topics______ rather than around a list of
grammatical structures. Ultimately, the method strives for (6)_____ mental direct
association_____, where the learner no longer translates in their head but responds
instinctively.
Task D. Provide a brief pedagogical critique (Agree/) based on your understanding of
the Direct Method. Disagree
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1. "The Direct Method is superior to GTM for a student who needs to move to a
foreign country within 3 months." - Agree
2. "The total exclusion of the native language is an inefficient use of time when
explaining abstract concepts like 'freedom' or 'justice'." Disagree
3. "The Direct Method requires a teacher with near-native fluency, making it difficult
to implement in many global contexts." - Agree
4. "Learning grammar through exposure (inductively) is more effective for long-term
retention than memorizing rules." - Agree
CHAPTER 1. LESSON 3. THE AUDIO-LINGUAL METHOD (ALM)
Task A. Fill in the blanks with the most appropriate pedagogical terms from the box
below.
Đáp án:
1. behavioral
2. habit formation
3. native language
4. structural
5. drills
6. positive reinforcement
7. sequence
8. analogy
9. substitution
10. immediate
11. error-free
12. orchestra leader
Word Box:
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behavioral – habit formation – orchestra leader – substitution – positive reinforcement
– analogy – native language – drills – sequence – structural – error-free – immediate –
audio-visual aids – mother tongue – mimicry
1. The Audio-Lingual Method (ALM) is deeply rooted in (1)_______psychology,
which views language learning as a process of mechanical (2)__________.
2. To ensure students do not rely on translation, ALM strictly prohibits the use of the
(3)__________ in the classroom.
3. Language is viewed as a (4)__________ system of patterns; therefore, the syllabus
is organized by grammatical complexity.
4. The primary technique used to reinforce these patterns is the use of repetitive
(5)__________.
5. When a student provides a correct response, the teacher provides (6)__________ to
strengthen the linguistic habit.
6. Teachers must (7)__________ the linguistic models from simple to complex to
ensure students can make a successful (8)__________ between structures.
7. In a (9)__________ drill, the teacher provides a cue, and the student must change
one part of the sentence while keeping the rest intact.
8. To prevent the formation of "bad habits," the teacher provides (10)__________
correction of any mistakes.
9. Students are expected to produce (11)__________ utterances, as the method
believes that practice only makes perfect if it is accurate.
[Link] teacher's role is described as an (12)__________, who directs the pace,
volume, and rhythm of the students' responses.
Task B. Select the best instructional decision based on ALM principles.
1. If a student consistently makes the same grammatical error during a dialogue, what is
the most appropriate ALM response?
a) Provide immediate corrective feedback and have the student repeat the correct model.
b) Ignore the error to encourage the student's creative flow and confidence.
c) Ask the student to explain the grammatical rule behind their mistake in their native
language.
d) Assign a long reading passage for the student to find the correct form themselves.
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2. You want to increase the difficulty of a "Substitution Drill" for an advanced group.
Which modification fits ALM principles?
a) Allow students to ignore the teacher's cues and talk about any topic they like.
b) Use "Multiple-slot Substitution Drills" where students must change several parts of the
sentence.
c) Switch the entire lesson to a written translation exercise from L1 to L2.
d) Stop the drill and start an open-ended debate about world politics.
3. Which assessment method is most consistent with the ALM goal of "automaticity"?
a) Writing a 500-word creative essay without any time limit.
b) Translating a complex literary text using a bilingual dictionary.
c) An oral "Pattern Check" where students respond to cues at a rapid, constant pace.
d) A group project where students build a model house and label the rooms.
4. How should cultural information be integrated into an ALM curriculum?
a) By having students read history books about the target culture in their native language.
b) By teaching students how to translate their own cultural idioms into the target
language.
c) By dedicating every Friday to watching movies without any linguistic follow-up.
d) By embedding cultural behaviors and social patterns directly into the dialogue drills.
5. To solve the problem of "boredom" in repetitive drills while staying true to ALM, a
teacher should:
a) Vary the pace and use choral, small group, and individual response patterns like a
conductor.
b) Stop the drills and let students play video games in the target language.
c) Explain the abstract psychological theory of behaviorism to the students in L1.
d) Allow students to use their mother tongue to joke around during the session.
Task C. State your position (Agree/Disagree) and provide a pedagogical justification for
each.
1. "ALM emphasizes the 'Natural Order' of skills: Listening, Speaking, Reading, and
then Writing. This sequence is vital to the method." - Agree
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2. "The student's mind is a 'tabula rasa' (blank slate) regarding the target language, and
only the teacher's input matters." - Agree
3. "The use of a 'Language Laboratory' (audio booths) is essential for developing perfect
pronunciation in ALM." - Disagree
CHAPTER 1. LESSON 4:COMMUNICATIVE LANGUAGE TEACHING
Task A. Choose the correct answer for each of the questions below.
1. Which of the following best describes the teacher's role as a "Facilitator" in a CLT
classroom?
a) Establishing situations that promote communication and managing classroom
activities.
b) Providing immediate and constant correction of every grammatical error.
c) Acting as the primary source of all linguistic knowledge and absolute authority.
d) Translating all authentic materials into the students' native language for clarity.
2. In CLT, how are students expected to act as "Managers" of their own learning?
a) By memorizing long lists of vocabulary provided in the textbook.
b) By taking responsibility for their own communication and negotiating meaning with
peers.
c) By strictly following the teacher's model during repetitive sentence drills.
d) By focusing only on linguistic accuracy and avoiding all social interaction.
3. Why is the study of "Everyday Lifestyle" (culture) considered essential in CLT?
a) To help students pass formal history exams about the target country.
b) To memorize the names of famous classical artists and authors.
c) To understand the social context and non-verbal behaviors necessary for appropriate
communication.
d) To replace all language learning with general knowledge about foreign traditions.
4. When evaluating errors in a fluency-based activity, a CLT teacher typically:
a) Interrupts the student immediately to prevent "bad habits" from forming.
b) Demands that the student explain the grammar rule they just violated.
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c) Ignores the error permanently and never provides any feedback.
d) Notes the error to address later, prioritizing the successful exchange of meaning.
Task B. Match the CLT feature (1-5) with its practical classroom application (a-e).
Features:
1. Linguistic Competence -d
2. Strategic Competence -e
3. Discourse Competence -b
4. Sociolinguistic Competence -c
5. Affective Factor (Feelings) -a
Applications:
a) Encouraging students to share personal opinions to express their individuality.
b) Knowing how to use "cohesion and coherence" to link ideas in a long conversation.
c) Understanding the social role of the person you are talking to (interlocutor).
d) Knowing the basic grammar forms, meanings, and functions of the language.
e) Using gestures or paraphrasing khi không biết từ vựng chính xác.
Task C. Complete the sentences with the correct options below.
1. CLT prioritizes the "Suprasentential level" of language, which means students learn
to:
a) Work with language at the discourse level, beyond isolated sentences.
b) Break down every word into its smallest phonetic parts.
c) Translate word-for-word from their native language.
d) Focus exclusively on simple Subject-Verb-Object structures.
2. Regarding the "Four Skills", CLT's approach is to:
a) Teach only speaking and listening for the first two years of study.
b) Work with oral communication, reading, and writing from the very beginning.
c) Prioritize reading classical literature over any form of oral interaction.
d) Teach writing only after students have achieved perfect native-like pronunciation.
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3. When selecting "Authentic Materials", a CLT teacher should prioritize:
a) Simplified texts written specifically for language learners by the teacher.
b) Grammar workbooks that focus on one specific rule at a time.
c) Materials like menus, timetables, or broadcasts created for native speakers.
d) Lists of bilingual vocabulary terms for students to memorize at home.
4. An "Integrative Test" in a CLT curriculum is designed to:
a) Measure only the student's knowledge of irregular verb conjugations.
b) Test the student's ability to repeat a dialogue exactly as it was memorized.
c) Evaluate the student's speed in translating abstract vocabulary.
d) Assess multiple skills together through a real communicative function.
Task D. Select the most effective CLT-aligned response for each scenario.
1. You want to adapt a traditional "PPP" textbook. How do you make the "Practice"
stage more communicative?
a) Add an Information Gap where students must talk to each other to get missing data.
b) Make the students repeat the same sentence 20 times to ensure perfect accuracy.
c) Have the students translate the entire exercise into their native language.
d) Require the students to complete the practice exercises in silence.
2. A student feels frustrated because they don't understand every word in a live radio
broadcast. What is the most CLT-aligned advice?
a) "You should stop listening until your vocabulary is large enough to understand 100%."
b) "Focus on the main idea and use context to guess the meaning of unknown words."
c) "We will go back to the textbook and only use simplified dialogues from now on."
d) "It is more important to analyze the grammar of each sentence than to understand the
message."
3. You are observing a role-play. A student says "I go-ed to the park" instead of "I went."
What do you do?
a) Stop the role-play immediately and lecture the class on irregular verbs.
b) Give the student an 'F' for the activity because of the grammatical error.
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c) Note the error for a later feedback session and let the student continue the
conversation.
d) Ask the other students to laugh at the mistake so the student won't do it again.
4. You are planning a project where students must produce a travel brochure. How do
you ensure it is communicative?
a) Give everyone the same text and ask them to copy it onto a piece of paper.
b) Ask students to ignore the audience and just list 50 verbs from the textbook.
c) Have students work alone and forbid them from asking questions.
d) Have students negotiate with partners to plan the content and design for a specific
audience.
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