Câu hỏi cuối khóa: (Micro 45p)

How many ways to correct learners’ mistakes? (advantages &

disadvantages of pair - group work)

Advantages:
- Help students exchange and help each other to complete the tasks
- Save time, get more opinions
- Let students exchange ideas (learn independently)
- Collaboration (develop team work)

Disadvantages:
- Some students are passive
- Teacher can give different/unfair feedback to students

Provide some kinds of classroom seating if you want the students to

compete against each other -> Use Panel/ 64
Discussion -> u turn
Only four common kinds of eating: traditional, u-turn, a circle, divide into
two sides

(p. 64) Organize sits: 8 types

- pairs
- enemy corners
- opposing teams
- face to face (or back to back)
- panel
- public meeting
- buzz groups (students can change group occasionally)
- wheels (the outer con move round, changing pairs)

How many kinds of mistake correction are there:

⁃ self correction: with a kind of controlled practice or guided
practice at a low level
⁃ Peer correction: used only with checklist or signals (free
writing or abstract work in big class -> checklist: provide concrete and
clear criteria
◦ When should we use teacher correction: after practice or post
teaching stage
◦ How many ways to give feedback:
⁃ for low levels-> show learners the key answers with
explanation/ use symbols (available marking programs)
⁃ Give scores
⁃ Provide comments
 ⁃
⁃ show them the results / links?-> students correct mistakes
themselves
◦ BEHAVIOR NORMS:
⁃ how do we control learner's behavior (how can you ... if the
students come late or complete the task late?):
A. Accept but minus
B. ignore (better late than never)
C. Minus+give regulations (use a different kind of assignment)
D. Don't accept them to submit, give a zero
-> We should combine A and C (establish critera (if late for an hour then
how many points we detract from the total score, but late for a few days
we will minus 2 -3 points or half of the point)
Buổi 1: 14/02/2025

Unit 1: Greeting - Small talk

How to motivate students?

- External sources of motivation:

+ The goal
+ The society we live in
+ The people around us
+ Curiosity

- Motivation: patience, persistence (you refuse to let go/give up on

something) and perspiration (the act or process of perspiring) make an
unbeatable combination for success

- Sources of motivational needs

+ Behavioral/external
+ Biological
+ Affective
+ Cognitive
+ Conative
+ Spiritual

--> Motivation is a desire to achieve a goal, combined with the energy to

work towards that goal
--> Students who are motivated have a desire to undertake their study and
complete the requirements of their course

Task: use flashcards and write words on the board (10 minutes each
section)
Level of learners: young learners (5-6 years old)
Learning style: visual, audibility, drilling
Language proficiency: A1-A2
When you apply: During and after the lesson to learn and review
vocabulary at the same time
Buổi 2: 21/2/2025

CLASSROOM MANAGEMENT (CHAP 8, 9, 10)

1. Problems with a large class
- Difficult to divide into groups
- Difficult to lead students’ attention, check their tasks
- Take long tiem to give remarks
- Different levels
- Too noisy
- Too passive

2. When students are too noisy

- Provide rules (quy định), principles (nguyên tắc), regulations
(agreement between teacher - students) to avoid students making noise
- Give punishment
- Ask students to stand up, use behaviors (clap hands) to get students’
attention
- Give bad marks
- Don’t pay much attention
- Give them a test
- Ask students to observe a specific picture

3. When students are too passive

- Let students listen to a piece of music with fast rhythm
- Don’t show all the information on board
- Give them tasks in competition (matching)
- Tell a funny story, show a funny picture
- Give some riddles (hỏi chơi chữ, đố vui)
- Encourage students to use E, don’t mention correct/incorrect answers

4. Appraise students’ work

- Pair work: change, different level, preferable
- Group work: task among individuals (group of 6, ask students to count
themselves from 1-6, then call the number related to one of the students)
- Individual: music (song’s name, word, melody), sport (rules of...),
mathematics (riddles), literature (recite, books)

TTT (teacher talking time)

- Provide students instruction (what, how, why they need to do)
- The contents: length, word choice, grammar
STT (student talking time)
How to evaluate the process of teaching and learning?
- Correct immediately
- Give feedback
- Peer-correction
- Give marks (point, mark, score, grade)
- Assessment/exam

Test: dạng quiz nhỏ (có thể báo trước hoặc không)
Examine: thi cử (phải báo trước)
Assess: check progress assessment
Evaluate: dạng tổng hợp (not certain number but necessitate critcism and
remarks and comment and feedback)

Formative assessment: for learning

Achievement test: of learning

Conclusion:
1. Make students happy
- Give suitable games, sóng
- Simplify the tasks
- Give funny pictures, stories

2. Help students slef-study:

- Give clear instructions
- Make sure all the students can hear
- Let students work in pairs - groups

3. Appraise students’ work

- Encourage students with certain disciplines
- Lead students give their own comments, opinions
- Pay much attention to students interests
Team vs group

Team: competitive to find winners

Group: equal in number, fulfill tasks, form to participate in activities

Activity: có thể bao gồm cả task

Task: nhiệm vụ phải làm

Warm up: break the ice and grab attention (say hello, how is the
weather...)
Lead in: contents which in4 must directly relevant to the topic
Pre-teaching: students need to know the answers after the lesson
Buổi 3: 28/02/2025

- Approaches/methods

+ Approach: an act or means of coming near approaching as in the

expression “made an approach”

1. Traditional approach:

- Focus: explicit teaching of rules and structures

- Methods: GMT
- Deductive approach: present rules first, then examples
- Advantages: clear & structured learning
- Disadvantages: boring, disengaging, lacks of real life application

2. Communicative approach:

- Focus: use language in real life contexts

- Methods: CLT, TBL
- Inductive approach: present examples first, then rules
- Ad: practical use of language
- Dis: neglect explicit grammar instruction, challenging to implement
effectively

3. Functional approach:

- Focus: use language fuctions (ex: request, apologize)

- Methods: teach grammar as it relates to specific functions
- Ad: emphasize purpose and context of language use, integrate grammar
into meaningful activities
- Dis: require careful planning to cover all necessary grammar points,
may be less systematic

4. Integrative approach:

- Focus: blending grammar instruction with other language skills

- Methods: CBI --> teach grammar through content subjects
- Integrated skills approach: combine reading, writing, listening, speaking
with grammar teaching
- Ad: holistic language learning, contextualized grammar practice
- Dis: require well-designed materials, can be difficult to balance skill
integration
+ Method: a word meaning “a way” or “ a process”. It refers to the
manner in which a work is executed

1. Professional terms: approaches/methods, procedures/stages,

aims/objectives, inductive/deductive

2. Grammar-translation

- Students were given explanation of individual points of grammar/were

given sentences to practice
- Sentences are translated from L2 to L1
- Students learn by heart the grammar rules
- Assessment evaluation
- What: explain, when: provide learners first time of knowledge, whom:
whoever why: give the basic of knowledge?

3. Direct-method

- Reaction by imitating
- Substitution drills
- Structures & vocab can be got out from objects & pictures

4. Audio-lingual method

- Base on habits
- Drills, substitutions
- Students listen and repeat
- Evaluate how well the students remember and use language
automatically, mechanically

5. Silent way

- Learners discover or create

- Learning is made easier by the use of physical objects
- Learning is made easier by problem-solving using the target language
--> teachers should be as silent as possible to encourage students to speak

6. Structural - situation

- Materials were sequenced in order of increased difficulty of

grammatical and lexical forms
- The same materials were presented in the form of meaningful dialogues,
sequence did not depend upon the relative difficult of grammatical and
lexical items
- Use inductive approach (đến từ real life)
- Ex: based on behavioristic background, analyze structure S+V+V-ing
--> pratice

7. Desugestopedia

- “humanistic approaches”
- help students eliminate the feeling that they cannot be successful --> to
overcome the negative association
- memorization in learning through this approach would be accelerated by
up to 25 times over that in conventional learning methods

8. CLL (community language learning)

- recognize

9. PPP, CLT, TBL

- presentation, practice, production: versions of GMT & ALT

- communicative language teaching: interaction b/w teacher and students
- task-based language teaching: pre-task (introduction to topic), task cycle
(task planning, report), language focus (analysis, practice)

10. Project-based learning

- Apply when students discover the knowledge, they may fail at first time
but they can be successful later
- Drive teaching and learning in accordance with skills, engage learners
into the learning process, motivate and develop learners’ creativity
- For intermediate, upper; require teacher time and fund to conduct the
activities

The differences between approaches and methods: approach is based on

“tackling” things whereas the word “method” is based on solving
problems
- Procedures/stages

+ Procedures:

+ Stages: apart of/a period of procedure

- Aims/objectives

- Inductive/deductive

+ Inductive:

+ Deductive: