Question 1: How is “communicative language teaching” applied in the teaching of English at primary

level in Vietnam? (2 points)

Communicative Language Teaching (CLT) is an approach that emphasizes interaction and
communication as the primary goals of language learning. In Vietnam, CLT is applied in the teaching of
English at the primary level in the following ways:
1. Focus on Communication Skills
• Lessons prioritize developing listening and speaking skills over rote memorization of grammar
and vocabulary.
• Activities like role-plays, pair work, and group discussions are integrated to create opportunities
for students to use English in realistic contexts.
2. Use of Authentic Materials
• Teachers incorporate materials such as songs, stories, pictures, and videos to expose students to
natural language use.
• Contextualized learning helps students understand the cultural and situational use of English.
3. Interactive Classroom Environment
• Classrooms are student-centered, encouraging participation and reducing teacher dominance.
• Teachers facilitate rather than lecture, prompting students to express themselves and interact with
peers in English.
4. Integration of Games and Activities
• Games, puzzles, and interactive tasks are employed to engage young learners and make language
learning enjoyable.
• Activities such as "Find Someone Who," matching games, and storytelling foster communication
and collaboration.
5. Emphasis on Functional Language Use
• Teaching focuses on language functions (e.g., greeting, requesting, thanking) rather than solely
grammatical structures.
• Students practice real-life scenarios like shopping, asking for directions, and introducing
themselves.
Challenges in Implementation
Despite its benefits, applying CLT in Vietnam often faces challenges such as large class sizes, limited
resources, and teachers' insufficient proficiency or training in the approach. However, efforts to improve
teacher training and curriculum design are gradually addressing these issues.
Question 2: How is “task-based learning” applied in the teaching of English at primary level in
Vietnam? (2 points)

Task-Based Learning (TBL) is an approach to language teaching that emphasizes the use of meaningful
tasks to engage students in real communication. In Vietnam, TBL is applied in the teaching of English at
the primary level in the following ways:

1. Task-Oriented Activities

• Teachers design activities where the primary focus is completing tasks, such as solving a
problem, creating a project, or conducting a simple survey.
• For example, students might work together to create a poster about their favorite animals or
discuss what to pack for a trip.

2. Stages of Task-Based Learning

• Pre-task: Teachers introduce the topic, provide vocabulary or phrases, and set clear instructions
for the task.
• Task: Students work individually or in groups to complete the task using the target language.
This fosters collaboration and communication.
• Post-task: Teachers guide reflection on the task, highlighting key language points and
encouraging students to share their outcomes.

3. Focus on Real-Life Contexts

• Tasks are often designed to mimic real-life situations, such as ordering food, asking for
directions, or planning a birthday party.
• These scenarios help students see the practical use of English and build confidence in using it.

4. Student-Centered Learning

• TBL shifts the focus from teacher-led instruction to student-centered interaction, encouraging
learners to take responsibility for their language use.
• Students actively collaborate, negotiate meaning, and practice fluency while completing tasks.

5. Assessment Through Performance

• Assessment focuses on how effectively students communicate during the task rather than solely
on grammatical accuracy.
• Teachers observe and provide feedback on both task performance and language use.

Challenges in Implementation

TBL faces some difficulties in Vietnam, such as large class sizes, limited resources, and varying levels of
teacher expertise. However, ongoing teacher training and curriculum adjustments are helping to integrate
TBL more effectively at the primary level.
Question 3: How is “direct method” applied in the teaching of English at primary level in Vietnam? (2
points)

The Direct Method emphasizes teaching English through immersion and practical use, avoiding
translation or reliance on the students' native language. At the primary level in Vietnam, it is applied in the
following ways:
1. Exclusive Use of English in the Classroom
• Teachers communicate exclusively in English, ensuring that students are consistently exposed to
the language.
• Instructions, explanations, and activities are delivered in simple, clear English to facilitate
understanding without translation.
2. Emphasis on Listening and Speaking Skills
• Lessons focus on oral communication, helping students develop accurate pronunciation and
fluency.
• Activities like repetition drills, question-and-answer exercises, and conversational practice are
used frequently.
3. Learning Vocabulary in Context
• New words and phrases are taught through visual aids, gestures, and real-life contexts instead of
translating them into Vietnamese.
• For example, pictures, objects, or actions are used to demonstrate meanings.
4. Grammar Taught Inductively
• Students learn grammar through examples and practice rather than explicit rules or explanations.
• For instance, students might be exposed to various sentences using the past tense before deducing
the rule themselves.
5. Interactive and Participatory Activities
• Games, storytelling, and role-playing are integral parts of lessons, engaging students and
encouraging them to use English naturally.
• Teachers prompt students to speak and interact frequently, fostering confidence in using the
language.
Challenges in Implementation
While effective, the Direct Method can be difficult to implement in Vietnam due to large class sizes,
students' limited exposure to English outside the classroom, and some teachers' proficiency or lack of
familiarity with this method. However, with growing emphasis on communicative and immersive
teaching, the approach is gaining traction in primary education.
Question 4: How is “audio-lingual method” applied in the teaching of English at primary level in
Vietnam? (2 points)

The Audio-Lingual Method (ALM) is a language teaching approach based on behaviorist principles,
emphasizing habit formation through repetition and drills. In Vietnam, this method is applied in teaching
English at the primary level in the following ways:

1. Drills and Repetition

• Teachers use pattern drills, such as substitution, repetition, and transformation exercises, to help
students internalize language structures.
• Students repeat phrases and sentences multiple times to develop accurate pronunciation and
fluency.

2. Listening and Mimicry

• Lessons begin with listening activities where students hear native-like pronunciation and
intonation.
• Students mimic the teacher or audio recordings to practice speaking with correct accent and
rhythm.

3. Focus on Grammar Structures

• Grammar is taught implicitly through repetitive practice rather than explicit explanation.
• For example, students might practice “I am…” or “He is…” in various drills to internalize verb
conjugations and sentence patterns.

4. Dialogues for Real-Life Situations

• Students memorize and perform scripted dialogues that simulate everyday scenarios, such as
greetings, shopping, or asking for help.
• This helps them acquire practical communication skills.

5. Controlled Language Use

• Activities are teacher-directed, ensuring students use only the target language structures.
• Free conversation is limited to avoid errors and reinforce correct habits.

Challenges in Application

While the Audio-Lingual Method provides a solid foundation in pronunciation and sentence patterns, it
may lack opportunities for creativity and real-life communication. In Vietnam, its use is sometimes
supplemented with more communicative approaches to ensure students develop broader language skills.
Question 5: How is “total physical responses” applied in the teaching of English at primary level in
Vietnam? (2 points)

Total Physical Response (TPR) is a teaching method that integrates physical movement with language
learning, making it particularly suitable for young learners. In Vietnam, TPR is applied in the teaching of
English at the primary level in the following ways:

1. Action-Based Learning

• Teachers give simple commands in English (e.g., "Stand up," "Sit down," "Touch your head"),
and students respond by performing the corresponding actions.
• This approach helps students associate language with physical actions, aiding comprehension and
memory.

2. Learning Through Play

• Activities like Simon Says, role-playing, and action songs (e.g., "Head, Shoulders, Knees, and
Toes") are used to make learning engaging and interactive.
• These activities encourage participation and reduce anxiety about speaking English.

3. Multi-Sensory Engagement

• Teachers use gestures, facial expressions, and props to support language input and provide
context.
• By involving multiple senses, students are better able to understand and retain new vocabulary
and phrases.

4. Kinesthetic Emphasis

• Young learners, who are naturally active and energetic, benefit from the movement-based nature
of TPR.
• Activities like jumping, pointing, or miming words help students learn through doing rather than
passive listening.

5. Classroom Management Tool

• TPR helps maintain student focus and energy, especially in large or mixed-ability classrooms, by
breaking up periods of desk work with physical activity.
• Teachers use TPR to transition smoothly between activities while reinforcing language input.

Benefits

• Encourages active participation and reduces stress associated with language learning.
• Supports vocabulary retention through physical association.

Challenges

• Limited to teaching concrete vocabulary and simple sentences.

• Requires teacher creativity and adequate classroom space for movement.
In Vietnam, TPR is widely recognized as an effective method for teaching young learners, especially in
the early stages of English language acquisition.

Question 6: How is “the grammar translation method” applied in the teaching of English at primary
level in Vietnam? (2 points)

The Grammar Translation Method (GTM) is a traditional language teaching approach that emphasizes
the teaching of grammar rules and vocabulary through direct translation between the target language and
the native language. In Vietnam, the Grammar Translation Method is applied in the teaching of English at
the primary level in the following ways:

1. Focus on Grammar Rules

• Students are taught grammatical structures explicitly, often through detailed explanations in
Vietnamese.
• Rules are memorized and reinforced through written exercises and drills.

2. Translation Exercises

• English sentences are translated into Vietnamese and vice versa to build vocabulary and
understanding of syntax.
• These exercises aim to help students comprehend how English grammar aligns with or differs
from Vietnamese grammar.

3. Emphasis on Reading and Writing

• The method prioritizes reading comprehension and written accuracy over speaking and listening
skills.
• Texts are analyzed for grammatical patterns, and students answer questions to demonstrate
understanding.

4. Vocabulary Memorization

• Vocabulary is taught in isolation, often through bilingual word lists or flashcards.

• Students are required to memorize words and their meanings without significant emphasis on
contextual use.

5. Teacher-Centered Approach

• Lessons are predominantly teacher-led, with limited student interaction.

• The teacher provides explanations, assigns translations, and corrects errors directly.

Challenges in Implementation

While GTM is relatively easy to implement and aligns with traditional learning expectations in Vietnam,
its drawbacks include limited development of communicative skills and low student engagement. As a
result, the method is often supplemented with modern approaches like Communicative Language
Teaching (CLT) to address these limitations.