5512:

step 1: xác định vấn đề (with many task >> grading)

language skills: 4 skills
language areas / linguistic knowledge:

Process-oriented syllabus: no “by the end of” >> no focus on product

Prabhu: 3 types of tasks

-​ information gap
-​ reasoning gap
-​ opinion gap

Ellis: 2 distinctions
-​ distinction between focused and unfocused tasks
-​ distinction between input-providing and output-prompting tasks

Well-established figures
-​ pavlov: animal learning
-​ watson: human learning: stimulus-response
-​ skinner: stimulus - response - reinforcement

A principle for language learning and teaching

-​ comprehension precedes production.

Getting started: meaning (ở phần getting started chỉ sử dụng 2 kỹ năng Receptive để hiểu được thông điệp của bài), chứ
không dạy về Listening và Reading)
Objectives: students will be able to: (= can = competency development)
-​ Understand / comprehend the message (thông điệp ) in the conversation (listening & reading)
-​ Hear (or read) and attends to NEW LANGUAGE for its meaning (introduction of new language)
Video of Mr. Vu Hai Ha
-​ the teacher exposes learners to language input
-​ the teacher tries to make the input comprehensible
-​ the teacher checks the learners: now I really want to see if you understand well or not.
Presentation of the new dialogue: twice
time 1
time 2
Warm up: Ss use their actions / gestures / hands / fingers to show their understanding
Time 1:
Before:
After: Do you understand?(Teacher ask the students this question to draw their attention to
time 2
before: try to understand
after: do you understand better (REPEAT THE WORD “UNDERSTAND” TO FOCUS ON COMPREHENSION)
next activity

Old 2016 2018

Forward design Central design Backward design

Content of learning Process of learning Product of learning

(linguistic knowledge: (language skills: L, S, R and, R)

getting started and a
closer look 1 and 2 /
 language project (no
by the end of, no RSs: How many types of task?
lesson, no teaching
PSs: How many types of task?
methodology)

F: Task?

M: Task?

U: Task?

(4 types of tasks)

Input Process Output

language (language) learning (language) teaching

1. View Knowledge transfer Competency development

“Học xong CT, học sinh biết được gì” “Học xong CT, học sinh làm được những gì?” (Can) Do what?
(know what?)
Efficiency
2. Teacher’s activities Student’s activities Learner’s activities
Objectives
List 1: List 2: pedagogic tasks List 3: real-world tasks
— to complete the first ten units of The Cambridge English Students will take part in a role — Learners will obtain information on train departure times from a
Course play between a shopkeeper and a railway information office.
— to teach the difference between the present perfect and customer. — Learners will provide personal details to a government official in
the simple — Students will read a simplified
a formal interview.
past tenses version of a newspaper article
— Learners will listen to and comprehend the main points in a radio
— to provide learners with the opportunity of comprehending and
answer comprehension questions news bulletin.
authentic language
on the content.
— Students will complete the
pattern practice exercise on page
48 of
Elementary English Usage.

skills

(a specification of learning outputs)

-Receptive skills

(what are the learning outcomes for teaching

receptive skills?)

LOs: learning outcomes

-R/L for gist

- R/L for details

- productive skills

student will be able to by the end of the lesson, students will be able to
3. Syllabus quy định chi tiết về nội dung dạy học không quy định chi tiết về nội dung dạy học
(educational
content)

the specification of educational content No specification of content

The specification of the specification of learning outcomes

tasks and activities

what is syllabus design what is syllabus what is syllabus design?

design?
1.​ what linguistic elements / units to [Link]
select [Link] to present
2.​ Grade/ sequence / order linguistic language to facilitate [Link]? (presented)
elements the acquisition
3. Access knowledge and skills
3.​ Criteria for grading. process.

2. Roles of teacher and

students?

3. materials contribute
to the process of
language learning
 Đề xuất nội dung dạy học tương ứng

Structural / grammatical Functional-n Task-based Task-based (real-world tasks)

otional (pedagogic tasks) and
procedural syllabuses -Tasks for L/R for gist

- Tasks for L/R for details

Acquisition Process
3Ps
compound F Greeting Comprehension (=M): Receptive Skills:
sentences M Input-providing Tasks
U advising (“listen” and “do” tasks Input-providing Tasks
complex - người đọc không cần
sentences apologizing Productive Skills:
speak/write, chỉ cần
làm được là chứng Output-prompting + Unfocused tasks
simple
minh rằng mình hiểu)
sentences
Processing of input
(=F): Focused Tasks Consciousness-raising tasks for teaching skills

Production (=U): way 1: based on previous activity in post (stage 3

Output-prompting (receptive skills) / task cycle (productive skills))
Tasks (speaking and
writing meaningfully)
 Unfocused Tasks (=U) way 2: script (stage 2 (receptive skills) / phase 1
(on communicating (productive skills))
generally - use:
communicative) way 3: combine the 2 ways above

TBLT is the reverse version of CLT since TBLT focuses

on the form lastly but CLT introduces the function
(form) in the beginning

From frequency of According to the FILL THIS BLANK

simplicity to occurrence acquisition process:
complexity
INPUT

Comprehension (M)

Processing of input (F)

Production (U)

4. Language-centered Student-centered
Methodology
language learning learner

1 2 3 4 5 6
the earliest 17-19 Turn of 50s-6 70s-80s 90s - now
theories? 20th 0s
century
-Behaviorism
Teacher/Language-centered Learning-centered Learner-centered

GTM DM ALM CLT TBLT1 TBLT2

Beha
Monitor
No No vioris
theory
m

no no no
conside consid consi
Lower skills 1 (R and S)
ration eration derati
for for on for
Lower skills 2 (L and W)
feeling feeling feelin
s s gs

Early
theor Early theory
y

How 1. Acquisition takes

[Link]
learn place naturally and
learning
ers learners are not
learn aware of it; it
[Link]
the emerges at the same
 langu time when learners
age? [Link] interact in L2 and
order focus on the
learni meaning of
ng is [Link] communication. They
habit do not need
5. Affective
forma instruction nor the
filter
tion intention to learn.
(VanPatten &
patter
Williams, 2015)
n:
stimu 2. Focus on meaning
lus > first.
respo
nse > 3. Focus on form
reinfo next.
rcem
ent 4. Focus on use last.

natural reception
order:
before
L-S-R-
W production

(TEACHING) (TEACHING)

Starting with FORM (CLT - form > Starting with MEANING

function)

(LANGUAGE) (LANGUAGE)
 Linguistic competence Communicative competence

1. ALM (US)

2. Situational language teaching (=ALM;

UK)

3. Audiovisual (=ALM; France)

4. CLT

5. Content-based language teaching

Note: 1, 2, 3 là một thứ, gọi khác nhau ở

các nước khác nhau.

THREE = NỘI DUNG học tập = QUÁ TRÌNH học tập = SẢN PHẨM học tập
CONCERNS (=PROCESS of
(CONTENT of learning) learning) (PRODUCT of learning)

5. Summative assessment Formative assessment

Evaluation

Generally speaking, there are 3 concerns/approaches to teaching English.

Do not use Pre-task, while-task and post-task for receptive skills (LR)
​
Linguistic knowledge = Grammar, Vocabulary

Language:

How is language studied?

Multiple perspectives: Structural, Functional, Ideological and Sociocultural.
Studied through pedagogical frameworks that prioritize flexibility, empowerment, and contextual relevance

How many view / approaches

3 theories/ approaches (Kumar, 2006)
-​ Language as System
-​ Language as Discourse
-​ Language as Ideology
​ 2 theories/ approaches (McCathy)
-​ Language as abstract system
-​ Language as social phenomenon

Language as System vs Language as abstract system

Language as Discourse vs Language as social phenomenon

Language Language + CONTEXT

Structural View Functional View

Interactional View (Richard & Rodgers)

Language as an abstract system Language as a social phenomenon (Mc Carthy)

Language as system Language as discourse

Language as ideology (Kumar)

Active, discovery, experiential learning (learner)

Problem/Task-solving (teacher
The goal of the new curriculum
-​ Communicative competence: linguistic knowledge (pronunciation, vocabulary, grammar) + language skills (4 skills)
Global Success: ​

Structure of each Unit:

(Upper secondary)
1.​ Getting Started: linguistic knowledge
2.​ Language: linguistic knowledge
3.​ Communication and Culture (CLIL): language skills
4.​ Look back; linguistic knowledge

Lower secondary
1.​ Getting Started: V, G, P = meaning
2.​ A Closer Look 1 vocab + pronunciation = form and use
3.​ A Closer Look 2: grammar = form and use
4.​ Communication
5.​ Skill 1: reading + speaking = language skills
6.​ Skill 2: listening + writing = language skills
7.​ Looking back & Project

Cognitive operation required for students

Head: thoughts (cognitive operations) Teaching: Design Tasks: Consciousness-raising task /
Focused task (Ellis)

1.​ Attending to / Noticing / Recognizing the input; 1. Read the conversation in Getting Started again.
Underline the time expressions.

2. Write the time expressions into the following table.

2.​ Making sense of the input, e.g. how the language is 3. Tell the difference between at, on, and in.
organized and structured;

3.​ Processing information (e.g. hypothesizing, inferring); 4. Indicate whether the following sentences are grammatical
or ungrammatical.
Which of the following sentences are ungrammatical? Why?
 Hypothesize? Infer? (grounds to infer)

4.​ Transferring and generalizing what is learned. 5. (Try and) make up a rule ….

Intake = knowledge
(mentalism / constructivism/ cognitivism)

Behaviourism Mentalism / Constructivism / Cognitivism

Hands head and heart

behaviours thoughts and feelings

learning is habit formation Learning is hypothesis formation.

the acquisition process

Input = meaning
-​ Hypothesis formation = form
Use:
-​ Hypothesis testing Output-prompting task
-​ Automatization / Automatisation​ ​ Unfocused tasks

Learners first FORM a hypothesis about language

Next, they will test the hypothesis
Ellis
-​ distinction between focused and unfocused tasks
-​ distinction between input-providing and output-prompting

Activity 1:
Learners use new structures in writing or speaking => Output- prompting task
Create similar sentences in different contexts => Unfocused task

Activity 2: Grading
Listening and do task: Processing - Response - Physical - Non-verbal
Processing the FORM: Processing - response -
Personalization task: Productive - Response - Meaningful practice
Write an email task: Interactive - Real - Problem solving

●​ Input-providing task (processing): Processing - Response - Physical - Non-verbal

●​ Focused task (processing): Processing - Response - Non-physical - Verbal
●​ Output-prompting task (productive): Productive - Response - Meaningful practice
●​ Unfocused task (interactive): Interactive - Real - Problem solving

Activity 3: (teaching USE) How to design these two types of tasks in teaching?
Task 1: Ask students to write about themselves / Write true sentences about themselves (personalization)
Task 2: Write an email….

Task 1:
Task 2:
Input-providing task: receptive skills
output-prompting task: productive skills >> learners use new structures in writing / speaking: personalization

Your practice the 2018 curriculum

Acquisition process

Grammar Vocabulary
(4 strands) (nation)

Form [Link] vocabulary from

Comprehension (=M): Input-providing meaning-focused input (listening
Tasks (“listen” and “do” task - người đọc and reading)
không cần speak/write, chỉ cần làm
được là chứng minh rằng mình hiểu) 2. deliberate vocabulary learning
Meaning
Processing of input (=F): Focused 3. learning vocabulary from
Tasks meaning-focused output (speaking
and writing)
cognitive operation:
Use 4. developing fluency with
- noticing / attending to/ recognising
vocabulary across the four skills
the input

- making sense of the input

- processing the input (hypothesizing

and inferring)
- transferring and generalising what is
learned

Teaching: CR (consciousness-raising
tasks):

1.​ Read the conversation in

Getting Started again.
Highlight…
2.​ Write … into the following table.
3.​ Tell the difference between …
4.​ Indicate whether the following
sentences are grammatical or
ungrammatical
5.​ (Try and) make up / work out a
rule for / to explain

Production (=U): Output-prompting

Tasks (speaking and writing
meaningfully)

Unfocused Tasks (=U) (on

communicating generally - use:
communicative)
How many stages are there? What are they?
Warm-up
- Match the names of countries and their typical food
- Before listening:
+ Guess in group which food might be in the tape - how to prepare it
+ Explain some words in the tape that students might not know
- First listening:
+ Students listen to the tape and check their guessing
- Second listening:
+ The teacher writes questions: How do they prepare the food? - What it tastes like - On what occasion
+ Students listen for more specific information. Then the teacher conducts the feedback by listening to their
answers
- Post listening task (speaking task)
+ students talk to their partners about typical dish in their country using the prompt that teacher provides in the
“second listening”
+ Correction

What is(/are) the purpose(s) of each stage?

How many vấn đề, nhiệm vụ học tập are there? What are they?

What are the steps in each stage?

What are the implications for teaching this skill in the new curriculum?

Rối bời với giáo án 4 bước.

Dạy theo nhiệm vụ:
We don’t have just 1 task. We have any tasks

Old curriculum 2018 curriculum

Language/Content of learning Process of learning Product of learning

Grammatical or functional Dạy theo: acquisition process: Dạy theo: Yêu cầu cần đạt = Chuẩn
đầu ra = Learning outcomes
Input
-​ Comprehension: Task? 1.​ Pre-L/R
-​ Processing of input: Task? +​ nghe / đọc hiểu ý chính: A
-​ Production:​ pre-L/R task (M: General)
Task? ​ 2.​ While-L/R
Task? +​ nghe / đọc hiểu các ý chi tiết:
A while-L/R task (M: Details)
3.​ Post-L/R
+​ Reaction to content (U)
+​ Analysis of language (F)
(Focused Task)
CR task: focus on FORM/Linguistic Knowledge

How many ways are there for learners to focus on FORM?

What are they?

3 source:
Clip (listening lesson NS) + Framework +

1.​ Hand out the tapescript from the listening and ask the students to underline the useful words and phrases.
 2.​ Highlight any language you wish to draw attention to e.g. language for making suggestions, collocations etc.
3.​ Students write down any other language they wish to remember.

Khi dạy từ vựng không ghi IPA hoặc từ vựng lên bảng vì như vậy sẽ là Focus on the Form (written).

The teacher pre-teaches the vocabulary (elicitation: focus mainly on meaning) >> if it is listening task >> no need to
focus on form in advance to the listening stage since students need the sounds and meaning to do the tasks.

>> old curriculum focuses on the form of the vocabulary but the 2018 one focuses on the meaning.

PPP is for teaching Linguistic Knowledge only

Approaches to Teaching Writing

Content of learning Process of learning Product of learning

(7 bước) (Use)

Conventional Process of
learning

(Well-developed/Substantia Pre-writing [Link] 1. The Pre-task phase: Focus

l) on Meaning
1. Pre-writing
- T gives a model text
- Activity 1: Structure /
Outline (4 paragraphs: para
A? para B: appearance; para
C: personality; para D:)
- Activity 2: Vocabulary
- Activity 3: Paragraph B:
more vocabulary for
appearance
- Activity 4: Application for
Appearance related
vocabulary
- Activity 5: Paragraph C
(personality): More
vocabulary
- Activity 6: Paragraph C:
Structure
- Activity 7: Application of
vocabulary & structure

*dạy theo flow này học sinh

sẽ nắm được mỗi đoạn văn
cần viết gì
*trong bài mẫu có thể sẽ
không đủ từ vựng để học
viên sử dụng cho các bài tập
sau thì cần có các bài tập bổ
sung thêm từ vựng ngay
phía sau bài tập Modal
analysis

2. While-writing While-writing [Link] (Well-developed/Substantial

- Ss write in groups in class (Well-developed/ [Link] )
or individually at home Substantial) [Link] 2. The Task cycle phase: Focus
[Link] on USE
[Link] 2.1. The task stage
 2.2. The planning stage
2.3. The report stage

3. Post-writing Post-writing [Link]-writing 3. Language Focus phase:

- T gives feedback: good Focus on FORM
points and mistakes

>> teacher-centered (step by

step)