IMPROVING

IMPROVING TEACHING
TEACHING PROFICIENCY
PROFICIENCY
FOR
FOR PRIMARY
PRIMARY SCHOOL
SCHOOL TEACHERS
TEACHERS
OF
OF ENGLISH
ENGLISH

September,
September, 2012
2012

Nguyen
Nguyen Quoc
Quoc Tuan
Tuan (MEd/MA)
(MEd/MA)
Vietnam
Vietnam National
National Institute
Institute for
for Educational
Educational Sciences
Sciences
Phone
Phone :: 0912
0912 144
144 655
655
Email
Email :: [email protected]
[email protected]

1
Topic 1: TEACHING ENGLISH FOR YOUNG LEARNERS

1. Characteristics of young learners

Imaginative (somtime more than adults)

Active (physically)
Curious
Playful
Talkative
Sensitive
Sense of humour/fun
Easy to remember/easy to forget
Difficult in concentrate/focus for long time
Good at immitating (action/pronunciation)
Lack of self-motivation

2
2. Learning styles

Visual Learner learns best through seeing.

Auditory Learner learns best through hearing

Kinaesthetic Learner learns best through using the body

Group Learner learns best through working with others

Individual Learner learns best through working alone

Reflective Learner learns best when given time to consider

choices.
Impulsive Learner learns best when able to respond
immediately

3
3. Advice (1)

Pick up the language naturally (by chance)

Be interested in meaning, not grammar/words
Chunks/phrases (How are you? Fine, thank you. And you?,
shut up, point to the door)
Learn effectively through chants, songs, activities, games,
stories.
Auditory-visual
Having fun
Making mistakes

4
3. Advice (2)

Change activities/pace/focus reguilarly

Stir and settle alternatively
Copying and drawing/colouring
Organisation and routine/rules
Develop study skills
Movement – physical tasks
Be kind but firm
Be encouraging

5
TOPIC 2: CURRICULUM, TEXTBOOKS, TEACHER’S GUIDE, WORKBOOKS,
TEACHING-LEARNING AIDS

I. CURRICULUM

Four main approaches

Objectives: Communicative approach

Contents: Thematic approach

Methodology: Learning-centered approach

Outcomes: A1 of CEFR (Common European

Framework of Reference for Languages:
Learning, Teaching, Assessement)

6
1. Objectives

Spoken LISTENING - SPEAKING

LISTENING SPEAKING
(Dicisive) (Interactive)

Written
READING - WRITING
(Supportive)

Language
(Conditional) PHONETICS, VOCABULARY, GRAMMAR

7
2. Contents

Themes: 4 Me and my friends

Me and my school
Me and my family
Me and the world around

Topics: 5 topics per theme – unit

Core content: Communicative Competences

Language Phonics
elements: Vocabulary
Sentence patterns/grammar

8
Communicative competence
involves at least 4 components:

--Linguistic
Linguisticcompetence:
competence:the theknowledge
knowledgeofofthe therules
rulesofofthe
the
language
languageand andability
abilitytotoproduce
producecorrect
correctutterances;
utterances;
--Sociolinguistic:
Sociolinguistic:the
theknowledge
knowledgeand andability
abilitytotounderstand
understandand and
use
uselanguage
languageappropriately
appropriatelyininvaried
variedsettings;
settings;
--Discourse:
Discourse:the
theknowledge
knowledgeand andability
abilitytotoproduce
produceandand
understand
understandaavariety
varietyofofdifferent
differenttypes
typesofoftext
textused
usedfor
for
different
different communicative
communicativepurposes
purposes
--Strategic:
Strategic:the
theability
abilitytotomaintain
maintaincommunication
communicationthroughthrough
using
usingdifferent
differentkinds
kindsofofstrategies
strategies

9
3. Methodology: Learning-centered approach

Methods: methods + procedure + techques/activities

Methods of teaching-learning (the language skills and
language elements)
Procedures
Techniques/activities

Modes: Interactions
Interactions between teachers/students, among students
(pairs/groups),
Interaction with textbooks/materials
Learning through playing, singing, chanting

10
10
 Learning strategies: Learning how to learn
There are two main classes of language learning strategies, direct and
indirect, further subdivided into six groups:

Memory (Ghi nhớ): helping students store and retrieve information;

Cognitive (Nhận thức): enabling learners to understand and produce new
language by many different means;
Compensation (Bù đắp): allowing learners to use the language despite their
often large gaps in knowledge;

Meta-cognitive (Siêu nhận thức): allowing learners to control their own

cognition;
Affective (Tình cảm): helping to regulate emotions, motivations and
attitudes;
Social strategies (Chiến lược giao tiếp): involving learning by interaction
with others

These groups can be subdivided into a total of 19 strategy sets, with the
whole strategy system incorporating 62 strategies.
11
4. Learning outcomes

5 skills: Spoken interaction

Spoken production
Listening
Reading
Wriitng
4 domains: Me and my Friends, Me and my School, Me
and my Family, Me and the World Around
Standards: A1 of CEFR:
Grade 3: A1.1
Grade 4: A1.2
Grade 5: A1.3

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II. TEXTBOOKS

1. Approaches:

Communicative: Spoken interaction, spoken production,

listening, reading, writing

Language Involved in the texts when needed

elements:
Integration: Among language, artwork and recording

Cooperation: Among Vietnamese authors + Vietnam

EPH + Macmillan Pubishing House +
British Council

13
2. Structure

Book maps: Competences

Sentence Patterns
Vocabulary
Phonics

Units: Lesson 1, Lesson 2, Lesson 3

Reviews: Vocabulary + Listening + Reading, +

Writing + Speaking
Glossary:

14
 3. Contents of the units

Lesson 1 Lesson 2 Lesson 3

Language competence 1 L C 1+ 2 Language competence

2
1. Look, listen & repeat 1. Listen and repeat 1. Listen and repeat

2. Look and say 2. Listen and … 2. Look and say

3. Talk 3. Read and … 3. Write

4. Chant/Song/Game 4. Chant/Song/Game 4. Chant/Song/Game

15
4. Teaching plan
UNIT:
Lesson 1:
Period 1 1. Look, listen and repeat
2. Look and say
Period 2 3. Talk
4. Chant or Song or Game
Lesson 2:
Period 3 1. Listen and repeat
2. Listen and …(complete/ tick/ match, answer, ..)
Period 4 3. Read and …. (complete/ tick/ match, answer, ..)
4. Game or Song or Chant
Lesson 3:
Period 5 1. Listen and repeat
2. Look and say
Period 6 3. Write
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4. Game or Song or Chant
 III. TEACHER’S GUIDE

1. Approaches

2 versions: English and Vietnamese

Procedures: G.I.P.O = Goal→Input→Procedure→ Outcome
Goal: Competences
Input: New languages
Procedure: following the contents of the
student’s books
Outcone: Answer keys
Mode: wholeclass→individual→pairs→groups
→wholeclass

17
2. Contents

PART I: SKILLS and LANGUAGE TEACHING

Teaching listening/ Teaching speaking/ Teaching

reading/ Teaching writing/ Teaching pronunciation/
Teaching voicabulary/ Teaching grammar/ Optional
activities (TPR, chants, rhymes, songs,
pair/groupwork)

PART II: TEACHING INDIVIDUAL UNITS

General view
Procedure

18
IV. WORKBOOKS

1. Approaches: Revision, Practice, Enhance

2. Contents

A. PHONICS 1. Sounds in words

2. Words with sounds in sentences
B. VOCABULARY 1. Words
2. 2. Words in sentences
C. SENTENEC 1. Functions
PATTERN 2. 2. Functions in contexts
D. READING 1. Dialogue
2. 2. Passage
E. WRITING Writing about topics with guidence/
suggestions
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V. TEACHING-LEARNING AIDS

1. Approaches

Focussing on audio-visual seneses

Stressing direct learning
Increasing intensive learning
Enhancing activeness, creactiveness, self-confidence/independence

2. Contents: Five minimum teaching-learning aids

The recording (CD/DVD)

Posters (one poster/unit)
Pupptets (Main characters)
Word Cards (about 80/grade
Letters (English alphabets and numbers

20
TOPIC 3: METHODS OF TEACHING AND LEARNING

I. METHODS OF TEACHING-LEARNING LANGUAGUE SKILLS

1.Method of teaching-learning spoken interaction

2.Method of teaching-learning spoken production
3.Method of teaching-learning listening
4.Method of teaching-learning reading
5.Method of teaching-learning writing

Or 3 groups:

1.Method of teaching-learning spoken interaction

2.Method of teaching-learning listening / reading
3.Method of teaching-learning spoken production / writing

21
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I. Method of teaching-learning spoken interaction

1. Characteristics

Spoken interaction means conversations or dialogues:

direct exchanges of information between speakers &
listeners

The quality of spoken interactions depends on:

• How to start, sustain and end the conversations /
dialogues
• The number of exchanges
• The quality of the questions and answers

22
 2. Procedure:

Initiation → Core activity → Follow-up (I.C.F)

Procedures Tasks

Initiation:  Introducing the topic (who, what, where, when, ..)

 Explaining the competence (sentence patternces/
language function)
 Listen to the dialogue
Core Activity:  Listen and repeat the dialogue
 Practicing the dialogue (sentence patterns, new
words)
Follow-up:  Applyiing the sentences patterns/new words in
different contexts/ situations

23
3. Examples: Lesson 1, Unit 11, English 4/Part 2

Initiation: Whole class

•Pupils look at the picture (P6). Help them to identify that Peter and
his father are at home, talking about the time.
•Explain the phrase go for a walk.
•Pupils listen through the recording once of twice

Core activities: Whole class

•Pupils repeat the recording, line by line
•Pupils listen to the recording and repeat the dialogue.
•Divide class into pairs/groups. Pupils repeat Peter’s and the dad’s
parts.

Follow-up: Pair/goupswork
•Repeat the step, but swap the roles.
•Check to make sure pupils can repeat and understand the
dialogue.
24
4. Tips of teaching spoken interactions

Introduce some humour into dialogues

Keep dialogues simple. Shorten long sentences.
Create clear context and the purpose for dialogues should be
easy to work out
Turn the dialogue into role-plays
Demonstrate the activity the first time you use it
Have the students do the role-play in pairs /small groups first
Role-play in front of the class
Create a non-threatening climate
Substitute key words
Get the students to make the dialogue longer by adding two or
more lines.

25
II. Method of teaching-learning listening/reading

1. Characteristics

Short attention span

They need time
Individual words are not clear
Can’t remember and recall everything`
Unfamiliar vocabulary
No visual context
No lips/ face to help understanding
Children are active

26
 2. Procedure:

Pre-task  Task cycle  Language analysis (P.T.L)

Procedure Way/Mode Tasks

Pre-task: Whole  Introducing the topic (who, what,

class where, when, ..)
 Setting the task (what to do)

Task cycle: Individually  Doing the task (first round)

Pairwork/  Planning report (second round)
Groupwork

Language Whole  Reporting the task

focus: class  Analyzing the language (if
necessary) 27
3. Example: Unit 11, Lesson 2, Part 3, Page 18
Pre-task: Whole class
• Elicit pupils to identify the relationship of the people in the picture.
• Pupils read the text about a family and complete the missing
words.
Task cycle:
Individually: Pupils read the text silently and do the task.
Pairwork / Groupwork: Have pupils trade their answers in pairs.
Language focus: Whole class
• Call on some pupils to report the answers. The rest of the class
observe and give comments.
• Ask pupils some questions to check their comprehension.
• Explain the language if necessary.

28
4. Types of listening

• Listen & do: Listen and draw/ colour / match/ choose

/ order the pictures / mime / follow instructions /
make somethins
• Listen & repeat: Sing a song / Say a chant / Say a
rhyme / Follow/ join in with the story
• Listen for information: Filling in information /
complete a grid (chart, table) / Spot the difference /
Discriminating nonsense / order the dialogue / check
thrue or false

29
5. Tips for listening

• Use short texts ... or play chunks and pause

• Set tasks that focus on what they can understand
• Make listening interactive (more like real life)
• Check understanding not memory
• Set the scene and check understanding
• Task not test
• Give children a purpose for listening /reading

30
6. Tips for teaching

Always set a task – listening with a purpose

Always tap into students’ background knowledge
Provide contextual ‘support’
Practice detailed listening and general listening
Let students compare answers in pairs before group
feedback to increase confidence
Ensure learners give diagnostic feedback
Praise the students for their efforts
Balance the level of support and challenge

31
7. Types of reading

Types of texts
Dialogues
Texts
Songs
Chants
Stories

Tyes of comprehension
Read and complete the sentences / passage
Read and tick true / false
Read and colour / draw
Read and match
Read and fill in the form / table / grid / chart

32
III. Method of teaching-learning spoken production/writing
1. Procedure:

Pre-stage  Through/While-stage  Post- stage (P.T.P)

Procedure Way/Mode Tasks

Pre-stage: Whole class  Introducing the topic (who, what,
where, when, ..)
 Explaining the new language
 Setting the task (what to do)

Through/While- Individually  Doing the task

stage: Pair/Groupwork  Exchanging the task →

Post- stage: Whole class  Reporting the task

 Applying the language in new
situations (If necessary)
33
 2. Types of spoken production
Guided topics
Suggestion model more controlled less controlled  free
Variation in how much support provided for writing
Songs and chants
• Learners imitate/mimic the model from the recordings
• Master the sounds, rhythms, and intonation of the English
language
Games and stories
• Manipulate the language by presenting them with a certain
amount of choice, within a fairly controlled situation.

34
3. Tips for spoken production

• Speak as much English as possible

• Don’t interfere into speaking / not correct mistakes
• Need instructions and models to follow
• Respond to music / rhythm
• Done in pairs / groups (everyone is included)
• Need to have an end-product
• Need to build-up to longer chunks
• More able to adapt language when older
• Check understanding often
• Visual stimulus
• Silly and fun

35
4. Tips for teaching
• Generate interest in the topic
• Introduce the ‘stimulus’ (e.g. picture, characters,
situation, topic, list of items, etc.)
• Students understand the goal, the task and the process
• Give students thinking/preparation time
• Elicit an example, model the activity, get students to
demonstrate
• Students DO the activity
• Give/take feedback on content/ performance/ language

36
5. Example of writing as a procedure
Unit 11, Lesson 3, Part 3, Page 19, T’G

Pre-stage: Whole class

Get pupils identify the characters in the picture and their
relationship.
Tell pupils to get the information to complete the missing
word(s).
Explain the words: Mr and Mrs If necessary.
Through/While stage:
Individually: Pupils read and complete the sentences.
Pairwork / Groupwork: Pupils trade their answers within
pairs/groups.
Post-stage:
Whole class: Ask some pupils to read their corrected work to
the class. Other pupils give comments. Ask a few questions to
check pupils’ comprehension.

37
6. Types of writing

• Basic level:
Handwriting
Spelling: words, chunks/phrases, sentences
Constructing language functions
Punctuating

• Higher level:
Guided writing about a topic

38
7. Tips for writing

Know the aim – why they are writing

Know the audience – who they are writing to
Know the genre – what type of text they are writing
Have enough time for
- thinking about the topic
- thinking of the guidence/cues/suggestions
- brainstorming ideas
- drafting as many times as they can
Have constant feedback from teachers / partners
during the writing process
Provide more support for writing tasks

39
TOPIC 4: METHODS OF TEACHING-LEARNING LANGUAGE ELEMENTS

1. Phonics

Presentation Practice Production/Performance (P.P.P)

Procedure Way/Mode Tasks

Presentation: Whole class  Introducing the topic (what,

where, ..)
 Introducing new language

Practice: Individually  Controlled practice

Pairwork/  Freer practice
groupwork
Production: Whole class  Applying new language
40
2. Vocabulary

Presentation Practice Production/Performance (P.P.P)

Procedure Way/Mode Tasks

Presentation: Whole class  Introducing the topic (what,

where, ..)
 Introducing new language

Practice: Individually  Controlled practice

Pairwork/  Freer practice
groupwork
Production: Whole class  Applying new language

41
3. grammar

Presentation Practice Production/Performance (P.P.P)

Procedure Way/Mode Tasks

Presentation: Whole class  Introducing the topic (what,

where, ..)
 Introducing new language
Practice: Individually  Controlled practice
Pairwork/groupwork  Freer practice
Production: Whole class  Applying new language

42
 TOPIC 5: TECHNIQUES OF TEACHING-LEARNING

1. TPR (Total Physical Response)

Steps What you do What the children do

1. Say the text or play the CD Watch and listen only
Demonstrate the actions
associated with the text

2. Repeat Step 1 above Copy your actions. Do not

peak/repeat the text
3. Say the text. Do not Do the actions in response to the
demonstrate the actions spoken text.
May speak/repeat the text
Correct or accurate language is not
priority

43
Example:

Type Speaking Action

Câu mệnh Stand up. Đứng dậy.
lệnh dùng Sit down. Ngồi xuống.
trong giờ học Open/Close the books. Mở/đóng sách.
Put up your hands. Giơ tay.

Cơ thể Head and shoulder Đặt tay lên đầu.

Knee and toes. Chạm tay vào mũi.
Put your hand on your head. Xòe 7 ngón tay.
Touch your nose.
Hold up seven fingers.

Động từ Eat an orange. Làm động tác ăn.

thường dùng Drink the milk. Làm động tác uống.
Swim in the swimming pool. Làm động tác bơi.

44
Example:

Chỉ khả năng If you can swim, clap one. Vỗ tay một cái.
Ij you can play football, stand up. Đứng dậy.
If you can sing, sit down. Ngồi xuống.

Giới từ Put you pen on the table. Để bút lên bàn.

Put your pen under the chair. Đặt bút chì dưới
ghế.
Thích/không If you like banana, put up your hand. Giơ tay lên.
thích If you don’t like ice-cream, make a face. Nhăn mặt.

Kiến thức If London is the capital of England, nod Gật đầu.

thường thức your head. Lắc đầu.
If a dog has five legs, shake your head.

45
2. Songs

English song

This is the way we go to school This is the way we __________

Go to school, go to school. __________, ___________.
This is the way we go to school This is the way we ________
Go to school every morning. ______________________.

46
Vietnamese songs

One and one is two

Two and two is four
Four and one is five
Five and five is ten.

There comes, there comes a frog

With round and round small eyes.
Has dome homework already
He jogs around the pond.
Singing lovely songs
Dancing with his friends
Come around about all little animals.

47
3. Chants

Monkey Noun
Funny Adjective
Verb
Swings Adverb
Slowly

Big lion Adjective - noun

Hungry lion Adjective – noun
Verb
Run.

Elephant Noun
Heavy and noisy Adjective and adjective
Verb and adverb
Walks slowly.

48
 AT THE SEASIDE

I can see the sea I can see the blue sea

and the sky and the grey sky
I can hear the wind I can hear the strong wind
and the waves and the high waves
I can smell the sea I can smell the sweet sea
I can taste the salt I can taste the bitter salt
I can touch the I can touch the soft
sand. and yellow sand.

49
 A PEACH

A peach What is it?

From a tree Where is it?
In Autumn When do you find it?
On the ground
Round and green What size/shape/colour is it?
Soft and shiny
The winter is coming
I feel cold and sad. How does it feel when you touch it?
What do you think of it?
What does it make you feel?

50
4. games

1 M
Y 4
S
C
H
O
O 3
2 L

ACROSS
1. My school is __________.
2. I read books in the school __________ in the afternoon.
DOWN
3. Thang Long is a ________ primary school in Hanoi.
4. She is in the ________ now.

51
Others:

What and where

• Slap the board

• Pyramid

• Rub out and remember

• Kim’s games

• Network

52
5. Quiz

You can see me.

You can hear me.
You can touch me.
What am I?
I am big and strong.
I have a long trunk.
I have two tusks.
What am I?

53
6. Story

The Rabbit and the Tortoise

One day, a rabbit asked a tortoise to race with him.

The rabbit ran very fast. The tortoise was left far behind.

The rabbit felt tired. It stopped and slept under a tree.

Suddenly, the rabbit woke up. The tortoise was far ahead.

The rabbit ran very quickly but it lost the race.

54
7. About teachers

1. The language

Good pronuncitaion
Natural rhythm
Natural intonation
Natural speed

55
 2. The techniques

Try the activity out yourself before trying it with the children
Before starting, set a clear time frame for the activity
Modelling: Do the activity yourself or with some children
Give the children as much responsibility as possible for the
management of the task
Show your value to the children’s work by praising what they
are doing and displaying their results

56
TOPIC 6: LESSON PLANS

I. Characteristics

Ovewview:
Clear objectives
Focused incomes/outcomes
Suitable teaching –learning aids

Procedure:
Appropriate procedures (introducing, practice, application,
reinforcement, homelink)
Effective managements (individual, pair/group work, wholeclass)
Getting feedbacks
Homelink

57
II. Overview

1. Objectives:
Students will be able to:
Do (what skill), about (what topic), in order to do (what
task)

2. Incomes (language focus):

Functions
Phonics
Vocabulary
Sentence patterns

3. Resources:
Books/meaterials
Audio-visual aids
58
III. Procedures

1. For new textbooks

2. Modern model
3. G.I.P.O
4. P.P.P
5. Traditional lesson plan
6. Tasked-based lesson plan

59
Type 1: New textbooks

Lesson plan 1: LESSON 1 – PERIOD 1

1. LOOK, LISTEN AND REPEAT

2. LOOK AND SAY

Objectives: Ss will be able to: ….. (identify family members)

Language focus: Sentence patterns:

Vocabulary:
Resources: Student’s book, recording, fresh cards, posters,
puppets, …
PROCEDURES 1. Warm-up
2. Look, listen and repeat
3. Look and say
4. Reinforcement
5. Homelink 60
 Lesson plan 2: LESSON 1 – PERIOD 2

3. TALK
4. CHANT / SONG / GAME

Objectives: Ss will be able to: …

Language focus: Sentence patterns:
Vocabulary:
Resources: Student’s book, recording, fresh cards, puppets,
posters, ….
PROCEDUES 1. Warm-up
2. Talk
3. Chant/ song/ game
4. Reinforcement
5. Homelink

61
 Lesson plan 3: LESSON 2 – PERIOD 3

1. LISTEN AND REPEAT

2. LISTEN AND …..

Objectives: Ss will be able to: …

Language focus: Phonics:
Sentence patterns:
Vocabulary:
Resources: Student’s book, recording, fresh cards, puppets,
posters, ….
PROCEDURES 1. Warm-up
2. Listen and repeat
3. Listen and .. (complete/ tick/ match, ..)
4. Reinforcement
5. Homelink

62
 Lesson plan 4: LESSON 2 – PERIOD 4

3. READ AND …..

4. SONG / CHANT / PLAY

Objectives: Ss will be able to: …

Language focus: Sentence patterns:
Vocabulary:
Resources: Student’s book, recording, fresh cards, puppets,
posters, ….
PROCEDURES 1. Warm-up
2. Read and …. (complete/ tick/ answer, ..)
3. Game/ song/ chant
4. Reinforcement
5. Homelink

63
 Example:
At the end of the period, pupils will be able to:
Aims/Objectives
Read about … and …
Structure: …
Language focus:
Vocabulary: …
Resources: Posters, flashcards, puppets, ….
PROCEDURE
Song/ Chant/ Game/ Activity (that is learnt and suitable
Warm-up: Whole class
to the reading)
 Introducing the topic (who, what, where, when, ..)
Pre-task: Whole class
 Setting the task (what to do)

 Doing the task (read and ….. /first round) Individually

Task cycle:
 Planning report (second round) Pair/groupwork

 Reporting the task

Language focus: Whole class
 Analyzing the language (if necessary)
Follow-up: Song/ Chant/ Game/ Activity (Part 4, Lesson 2) Whole class

Homelink: Follow-up activity at home Individually

64
 Lesson plan 5: LESSON 3 – PERIOD 5

1. LISTEN AND REPEAT

2. LOOK AND SAY

Objectives: Ss will be able to: …

Language focus: Sentence patterns:
Vocabulary:
Resources: Student’s book, recording, fresh cards, puppets,
posters, ….

PROCEDURES 1. Warm-up
2. Listen and repeat
3. Look and say
4. Reinforcement
5. Homelink

65
 Lesson plan 6: LESSON 3 – PERIOD 6

3. WRITE
4. SONG / CHANT / PLAY

Objectives: Ss will be able to: …

Language focus: Sentence patterns:
Vocabulary:
Resources: Student’s book, recording, fresh cards, puppets,
posters, ….
PROCEDURES 1. Warm-up
2. Write
3. Game/ song/ chant
4. Reinforcement
5. Homelink

66
 Example:
At the end of the period, pupils will be able to: Write about
Aims/Objectives
….
Structure: …
Language focus:
Vocabulary: …
Teaching aids: Posters, flashcards, puppets, ….
PROCEDURE
Song/ Chant/ Game/ Activity (that is learnt and suitable to
Warm-up: Whole class
the writing)
 Introducing the topic (who, what, where, when..)
Pre-stage:  Explaining the language (function/focus/usage) Whole class
 Setting the task (what to do)

Through/ Individually
 Doing the task (Write/complete, …)
While-stage: Pair/Groupwork
 Reporting the task
Post- stage: Whole class
 Applying the language in new situations
Follow-up: Song/ Chant/ Game/ Activity (Part 4, Lesson 3) Whole class
Homelink: Follow-up activity at home Individually
COMMENTS Teacher(s)
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Type 2: Modern model

Warm-up – Review - Target language – Activities - Homelink

1.Warm-up
Make it fun and positive
Make it easy (students get into English-speaking mode
Song, chants games, activities

2. Review
Combined with the warm-up. Both should be fun.
Relevant to today’s lesson
No choral drills

3. Target languague (drill work)

Introducing the new language. Clear example
Refering to board
Give correct form
Using props, pictures, visual, realia 68
4. Activities (Controlled Semi-controlled Free)

Clear context
Modelling
Practice in pairs/groups
Controlled – free (80%-20%)
Fun
Reinforcement
Props, pictures, visual, lealia.
Demonstrate activities

5. Homelink
Write up on board, along with examples
Make sure what students can do
Take it up next lesson
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Type 3: G.I.P.O (Goal – Input – Procedure – Outcome)

1. Goals/Objectives
2. Language focus
Phonics
Lexical items/Vocabulary
Sentence patterns
Teaching/learning aids
3. Procedure
Warm-up/Review
Step 1: Introducing the topic, Setting the task, Modelling (Whole class)
Step 2: Speaking, Listening, reading, ... (individual)
Step 3: Doing the taks in pairs/groups (controlled/freer)
Step 4: Public (pairs/groups) report
Step 5: Language analysis/summary (if necessary)
Step 6: New suggestions (discussion, role-play ...)
4. Outcomes: songs, games, plays, chants, …
Homelink

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Type 4: P.P.P (Presentation – Practice – Production
1. Objectives
2. Language focus
Phonics
Lexical items/Vocabulary
Sentence patterns
3. Teaching/learning aids

Procedure
Warm-up/Review
1. Presentation
Introducing topic/situation
Introducing new language
2. Practice
Controlled practice
Freer practice
3. Production
Applying new language / Combining language components
Other activities: songs, games, plays, chants, …
Homework/Homelink
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Type 5: Traditional 5-step lesson plan

1. Objectives
2. Language focus
Phonics
Lexical items/Vocabulary
Sentence patterns
3. Teaching/learning aids

Procedure

Step 1: Reviewing and testing the previous lessons

Step 2: Introducing and explaining the new lesson
Step 3: Practicing
Step 4: Reviewing, strengthening, applying new lesson
Step 5: Guiding the homework

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TOPIC 7. CLASSROOM MANAGEMENT

1. Teaching innovation

Old methods Innovation

Goals •Teaching •Learning
•Language knowledge •Skills development
•Whole class •Personalisation
Lesson •Teacher’s activities •Students’ activities
plan •Teaching  Learning •Learning  Teaching
•Teacher  Student •Teacher  STS/STS  STS

Activities •Teacher’s •Studentss

•Instruction, monologe •Interaction (in pairs/ groups)
•Students: Passive •Students: Active, creative
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 2. The procedures
Whole class: Teach what children need to learn.
(1st round) Demonstrates the activities/ tasks
(individually or in pairs).
Individual work: Children do the tasks/activities individually.
(2nd round)
Pairwork: Children do the tasks/activities in pairs.
(3rd round)
Groupwork: Some pairs work in groups to demonstrate
(4th round) their tasks in the groups.
Whole class: Some pairs/groups perform the task/activity
(5th round) for the whole class to observe and give
comments.

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3. ACTIVITY MANAGEMENT

Stage Interaction Procedure Timing

Pre-task T→C T introduces activities, sets 2'
Whole class purposes and time
T modelling
Through-task C, C, C Individual imitation/work 3'
Individual work C → C (PW) In pairs, SS do activities 5'
Pairwork CC → CC Pairs join with pairs 5'
Groupwork (GW) New groups discussion
Post-task T → GG T encourages groups to report 3'
Whole class and compare their work
Other groups listen and
comment.
T→C T comments and summarises. 2'

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4. Pair/Group work

Characteristics
Learner responsibility
Encouragement of peer support
Learner engagement; teacher as facilitator, motivator (80/20%)
Communication, negotiation, socialization (listening
comprehension/talking)
Meaningful context for language use
Benefits
Increased use of target language for poorly motivated
students;
Increased interaction between teacher and students
Provision of instruction in accordance with different language
abilities
Creating a better environment for students to use target
language

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Four stages of pair/ group work

Forming  Storming  Norming  Performing

Effective pair/group work

Group size:
- whole group
- pairs
- small groups (3 or 4 students)

Grouping strategies:
- random grouping/by chance
- student-selected grouping
- teacher-formed grouping
- peer pair/group
- ability pair/group

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Problems
Learners’ dissatisfaction with grouping arrangement
Learners’ extensive use of native language
Individual domination
Learners’ lack of social skills
Noisy and chaotic classroom

Solutions
Explain why groups are arranged
Set the rules
Assigning a clearly defined role
Encouraging students to stay in group while giving them
some sort of isolation
Explaining and organizing activity at the beginning

78
TOPIC 8: TEACHING-LEARNING ENVIRONMENT:
INTERACTIVE, FRIENDLY AND EFFECTIVE

1. The teachers

Their roles: performer, controller, organiser, assevver,

prompter, participant, resource, observer, teaching aid,
singer, dancer, storyteller

Charateristics: Change activities/pace/focus reguilarly

Stir and settle alternatively
Be kind but firm
Be encouraging

79
79
The language

Good pronuncitaion
Natural rhythm
Natural intonation
Natural speed

80
2. The classroom space

Row:
•Whole class activities (introducing new materials, choral
work, formal testing, class pairwork, whole class working
individually on the same task)
U-shape:
•Role play, game playing, facilitating communicative activities
(flexible student to student interaction)
Circle:
•Teacher as part of the circle
•Whole class discussion, informal discussion of an activity
Groups around desks:
•Collaborative learning and social interaction, practical tasks
where peer support is needed
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 3. The teaching-learning aids

Five minimum teaching-learning aids

The recording
Posters
Pupptets
Word Cards
Letters

A number of materials
Vở tập viết
Vở bài tập
Thực hành kĩ năng
Kiểm tra, đánh giá kết quả học tập

Computer and the Internet

82
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 4. The school

The directors understand the subject and creat good

teaching-learning envirnment
Language classroom
Good library
Kind and effective/friendly environment

83
83
TOPIC 9: TESTING AND ASSESSMENT

1.Areas of tests

Proficiency test
Eveluate level of language proficiency
Place students into right class
Done by school director

Diagnostic test
Check student’s strenght or weakness
Figure out which area students need to improve or sexcelling in
Doner by teachers

Achievement test
Evaluate how well students can perform within a unit/program
Readjust learning/teaching
Done at the end of unit/ theme/ term
84
2. Points of views

Direct and indirect tests (trực tiếp & gián tiếp)

Direct test

Evaluate student’s most realistic situations

Mark student’s performance upon your own criteria

Indirect test

Test student’s particular skills (multiple choice test)

Not in realistic situation

85
Descriptive and objective test (tự luận, khách quan)

Subjective testing
• Giving an answer to a question/ a statement, description,
report that is based on / influenced by personal opinion,
understanding, experience
• Unfair
• Testing speaking and writing

Objective testing
• Giving an answer to a question/making a decision that is
based on facts (only one correct answer) rather than
personal understanding, feelings or beliefs
• Fair
• Testing listening, reading and language focus

86
3. Primary school outcomes: Level A1

Mục tiêu chung của dạy và học tiếng Anh ở tiểu học là
học sinh đạt trình độ tương đương với cấp dộ A1 của
Khung tham chiếu chung Châu Âu, đó là:

“hiểu và sử dụng các kiểu diễn đạt quen thuộc hằng ngày
và những cụm từ đơn giản nhằm thỏa mãn nhu cầu giao
tiếp cụ thể. Có thể tự giới thiệu mình hoặc người khác, có
thể hỏi và trả lời các câu hỏi về thông tin cá nhân như nơi
ở, những người mà mình biết và những thứ mình có. Có
thể giao tiếp một cách đơn giản với điều kiện người cùng
giao tiếp nói chậm, rõ ràng và sẵn sàng trợ giúp”.

87
4. Five skills and four themes

5 skills:  Spoken interaction 40%

 Spoken production 20%
 Listening 20%
 Reading 10%
 Writing 10%
4 themes  Me and my friends
 Me and my school
 Me and my family
 Me and the world around

88
 5. Tests in the classroom

Types Skills Modes

Daily tests Spoken interaction Every lesson

Listening or
15 minute tests Reading or After each topic / unit
Writing

35 minute tests Listening + Reading + Writing After each theme

Spoken interaction + Spoken

Term tests production + Listening + After two themes
Reading + Writing

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6. Types of tests

Spoken interaction, spoken production and listening

Skills Direct Indirect

Spoken interaction Daily speaking skills Reading aloud

Questions/answers Recitation
Role-play Reading a prepared
Debate dialogues aloud
Conversations

Spoken production Talking about topics

Listening Daily listening skills True/false test based

Comprehension of on a taped
recording, radio, dialogues/monologue
songs, stories
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 Reading, Writing

Skills Direct Indirect

Reading Reading Read a composition
comprehension from Read an inauthentic
lealistic texts texts
Grammar true/false
test

Writing Filling forms, tables, Short answer tests

grids Fill in grammar tests
Composition and Multiple choice tests
reports
Letter writing

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7. Matrix of testing and assessment

Skills Structures Marking Timing

Spoken Individual (2-3 mts) 15 points Time

interaction/ Pairs / groups (4-6 nts) appropriate
production Combined with formative tests

Listening 3 listening tests (3 tests x 5 15 points

items/test x point/item) 1 period
Reading 2 tests (2 tests x 5 items/test x 1 10 points
point/item)
Writing 2 test (2 test x 5 item/test) 10 points
Total: 50 points : 5 = 10 points

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 8. Matrix of testing and assessment levels

Levels Speaking Listening Reading Writing Language

focus
Knowledge

Comprehension

Application

93
 9. Tips:

Making questions for speaking tests

Making dialogues/conversation with

peers/partners/friends about related topics

Discussing with teachers about related topics

Talking about related topics

94
Making questions for objective tests (listening
+ reading + language focus)

Matching items (Dạng câu ghép đôi)

Tick True/False picture/statements (Tranh/câu
đúng/sai)
Number (picture, statements)
Supply items (Dạng điền khuyết)
Short answers (Dạng câu trả lời ngắn)
Fill in/ Complete the sentence /passage /table /form
(điền thông tin vào phiếu, biểu bảng)
Multiple Choice questions (MCQs) (Dạng câu hỏi đa
lựa chọn)

95
Making questions for writing tests

Writing a letter, paragraph on related topics, using

suggested picture/ word/ structure cues
guidelines /ideas
Writing a passage on related topics, using
suggested both word/structure cues or
guideline (frame)
Filling in a table, chart, graph
Free writing on related topics to meet the
communicative needs

96
 TOPIC 10: PROFESSIONAL PROFICIENCY

Professional proficiency = Language competences +

Teaching competences (PP = LC + TC)

1. Language competences = B2
2. Teaching competences:
Understading & using the curriculum + textbooks +
teaching aids
Understading the language & how to teaching
Understading learners and how to teach them
Understading and using methodologies
Life-long learning

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B2 in the CEFR

C C2: Thành thạo trong hầu hết mọi tình huống

(Sử dụng thành (Thuần thục)
thạo)
C1: Thành thạo trong nhiều tình huống Thành
thạo)
B B2: Giao tiếp độc lập trong tình huống quen
(Sử dụng độc thuộc (Nâng cao)
lập)
B1: Giao tiếp độc lập trong tình huống hạn
chế (Kiến thức nền – Ngưỡng)
A A 2: Chập chững (Waystage) – (Làm quen)
(Sử dụng cơ A 1: Xuất phát (Breathrough) – (Bắt đầu)
bản)

98
B2: OUTCOMES

Có thể hiểu ý chính của những văn bản phức tạp về những
chủ đề cụ thể và trừu tượng, kể cả những thảo luận mang tính
kỹ thuật trong lãnh vực chuyên môn của mình. Có thể tương
tác một cách tương đối trôi chảy và tự nhiên để có thể giao
tiếp thường xuyên với người bản ngữ mà không gây khó khăn
cho cả 2 bên. Có thể tạo ra những văn bản rõ ràng, chi tiết về
nhiều chủ đề khác nhau và trình bày quan điểm về các chủ đề
trong đó nêu được những điểm thuận lợi và trở ngại của các
lựa chọn khác nhau.

99
B2: EXAMPLE

Có thể xử lý được một chuyến viếng thăm bất ngờ.

Giới thiệu một cách tự nhiên về các đồng nghiệp.
Giới thiệu nơi làm việc của mình, cơ quan mình.
Hướng dẫn khách đi tham quan toàn bộ văn phòng
làm việc.

Timing: 500 – 600 hours

100
B2: Five skills and four domains
5 skills:
Spoken interaction
Spoken production
Listening
Reading
Wriitng

4 domains:

Personal
Occupational
Public
Educational
101
B2:
B2:EXAMINATIONS
EXAMINATIONS

General
Generallanguage
languageexamlination:
examlination:
EFC:
EFC:First
FirstCertificate
CertificateininEnglish
English

Academic
Academiclanguage
languageexaminations:
examinations:

IELTS:
IELTS:International
InternationalEnglish
EnglishLanguage
LanguageTesting
TestingSystem
System
TOEFL:
TOEFL: Test
TestofofEnglish
Englishas
asaaForeign
ForeignLanguage
Language

102
103