COMPLETE THE FOLLOWING STATEMENTS

1. The ________________ hypothesis basically explains that language cannot be learned if a

learner is blocking the learning process.

2. Constructivism calls for the ________________ of grades and ________________ testing.

3. Ivan Pavlov discovered that concept of ________ ________ conditioning.

4. In a cognitive approach, the learner is seen as a/an _______ _________ participant in the
learning process.

5. Vygotsky’s theories stress the fundamental role of social _____ __________ in the
development of cognition.

6. ______ __________ is seen as conscious process, _______ _________ proceeds

unconsciously.

7. In CLT language ______ __________ might be emphasized over the forms.

8. Asking for a clarification, rephrasing and confirming what you have understood are all
strategies for the ________ ________ of meaning.

9. Baseline talk is the language that native speakers use when talking to ________________ .

10. In ALM, a small part of the foreign language, such as structural pattern, is presented as a
_____ _____, to which the learner ___ _______, for example, by _____ _____ or
substitution.

MATCH EACH OF THE FOLLOWING STATEMENTS WITH

THE CORRESPONDING METHOD.

1. Vocabulary is emphasized over all the grammar.

2. Errors are seen as a natural outcome of the learning process.

3. Cultural information is contextualized in the dialogs or presented by the teacher.

4. The syllabus is based on situations or topics, not usually on linguistic structures.

5. Tests of grammar rules are often used.

6. The studưents would have induced the grammar rule they need to fill in the blanks from
examples and practice with earlier parts of the lesson.

7. Beginning students are presented with only simple patterns.

8. A speaker has a choice not only about what to say but also how to say it.

9. The exercise is tightly controlled so that students can only say something in one way.

10. Students need to associate meaning with the target language directly.

11. Studying a foreign language provides students with a good mental exercise which helps
develop their minds.

12. The teacher is also responsible for providing her students with a good model for imitation.

13. Students are seen as more possible managers of their own learning.

14. Students are asked to use the language, not to demonstrate your knowledge of the language.

15. Students are asked to memorize grammatical paradigms such as verb conjugations.

16. Second language learning should be more like mother-tongue learning.

17. It is important for a student to learn about the form of the target language.

18. A contrastive analysis between the students’ native language and a target language will
reveal where a teacher should expect the most interference.

19. Students should be given an opportunity to develop strategies for understanding language as
it is actually used.

20. Students practice vocabulary by using new words in complete sentences.

21. Vocabulary and grammar is emphasized.

 IDENTIFY THE FORM AND THE FUNCTION
SENTENCE FORM FUNCTION
May we have the honor of your presence at
the dinner?
May I go out with my friends?
Would you mind if I stayed a few more
minutes?
Don’t worry. I am with you.
I know what you feel
I think things get better for you soon
Let’s just move on, shall we?
Let’s just move on.
Can I throw my 2 cents in?
Whatever you say!

COMPLETE THE FOLLOWING STATEMENTS

1. Behaviorism focuses only on observable ______ ________. It denies the importance of

_____ _________process that learners bring to the task of learning.
2. One of the messages conveyed by the the affective factors is that the teacher should
minimize _______ _______and enhance ______ ________security.
3. In the zone of proximal development is the term used to refer to the layer of skill on
knowledge which is just ______ ________that with which the learner is currently capable
of coping.
4. Michael Long proposed that ______________and ______________when combined
facilitates second language acquisition more efficiently than other alternatives.
5. ______________input is the language right at learner's level.
______________is the language beyond learners' level.
6. The ______________game is often used to helping students to practice a grammatical
structure within a context.
7. _____________refers to someone who has a higher ability level than the learner.
8. In _____ _________, ideas are constructed in individuals through a personal process, as opposed
to ______________, where ideas are constructed through interaction with someone.
9. Behavioirism saw the acquisition of language as the result of mechanical ____
__________(formation)
10. According to _______ _______learners are invited to analyse language, notice patterns.
11. If the behavior is _____ _________then the likelihood of that behavior occurring on the
subsequent occasions will be increased or decreased.
12. In _____ _________, the teacher's role is to develop ______ ________language habits in
learners.
13. The view of language in the ALM has been influenced by ______________.
14. According to constructivism, everyone constructs knowledge in their own _____
_________way.
15. The effective side is not in ______ ________to the cognitive side.
16. One of the major reasons for the dominance of Audiolingualism may have been that it is
underpinned by a coherent ______________, i.e. behavioirism
17. There is little ______________engagement in analyzing the language in ALM.
18. In a ______________approach, the learner is seen as a/an ______________receiver of
information.
19. In a ____ __________approach, the learner is seen as a/an ______ ________receiver (?)
of information.

TRUE – FALSE
20. In the Audiolingualism classroom, teacher is expected to specify the language that
students are to use. =>
1. In ALM, translation is forbidden at early level. =>
2. In CLT, native-like pronunciation is stressed =>
3. There is no cognate between Vietnamese and English. =>
4. Errors are avoided at all costs in DM =>
5. In CLT, reading and writing can start from the 1st day, if desired. =>
6. In CLT, linguistic competence is the desired goal. =>
7. All games that are used in English classes are communicative. =>
8. Linguistic competence is a part of Communicative competence. =>
9. In CLT, language items are not necessarily contextualized. =>
10. GTM classrooms are primarily appropriate for groups of students who are interested in
reasoning (intellectual). =>
11. In DM, grammar was taught explicitly and deductively. =>
12. The production stage of a PPP Presentation-Practice-Production lesson aims at helping
students succeed as language learners. =>

TECHNIQUES -METHODS

1. Make a survey by asking at least 2 students in classes what their favorite subject.
=> Tech: class survey
=> Method: CLT
2. Find out 3 differences between 2 pictures.
=> Tech: spot the difference
=> Method: CLT
3. Guess what would happen next using the pictures below.
=> Tech: trip story
=> Method: CLT
4. What do you think about education system in Viet Nam.
There are 2 methods you can use as an accurate answer for this activity. You just have to
make sure that the technique used is correpond with the method used.
 1st:
=> Tech: opinion task
=> Method: TBLT
 2nd:
=> Tech: Discussion
=> Method: CLT
5. Go around the class and find out: Who ... ?
1. went to the cinema last week
2. bought some clothes last month
3. was fond of candies when (s)he was a child
=> Tech: An i4 gap activity/ class survey
=> Method: CLT
(This is a truly communicative activity because one student knows the answer that the other does not)
6. Put the adjectives in brackets in the correct comparative form:
1. John is (intelligent) than Bob.
2. Janet is (good) at Math than Mary.
…
=> Tech: deductive application of rule
=> Method: GTM
(Students have to use the form of comparatives to do with the two sentences/The activity asks
students to use the form to complete the sentences. The rule has already been given and the
students are required to use that rule to complete the activity).
7. This book is on the table. What is on this chair, Nam?... Good. Now ask your friend
what is on something in our classroom…
=> Tech: ask and answer exercises/conversation practice
=> Method: DM
(This is not a communicative activity. Students in the class will know what is on the left and
what is on the right by looking at the object. So, there is no information gap here. The
difference between question and answer exercises in DM and Conversation practice in DM is
that the former is about asking questions related to the reading passage to check students'
comprehension).
8. “What do you think about scary movies? I found them terrifying”. Now, Hung, ask
Nga the same question. Nga, give the answer. Good… Nga, ask Van that question… Go
on, everybody.
=> Tech: chain drill
=> Method: ALM
9. What are the uses of the present perfect tense?
=> Tech: memorization
=> Method: GTM
(This activity checks the students whether they know how to use the perfect tense)
10. Work in groups to talk about the most serious problem in hcm city.
=> Tech: opinion gap task
=> Method: TBLT
11. Listen to the story and draw the picture of the main character:
=> Tech: information gap/unfocused gap
=> Method: TBLT
12. Listen and match the different countries to the map: -
=> Tech: in4 gap/ unfocused gap
=> Method: TBLT
13. Use the example above fill in the missing gap:,
=> Tech: Fill-in-blank
=> Method: DM
 14. Fill in the missing gap using the simple past tense:
=> Tech: Fill-in-blank
=> Method: GTM
15. Conversation with a lot of gap:
=> Tech: complete the dialogue
=> Method: ALM
16. Make sentences with the following word: the chair, door,…
=> Tech: use words in sentence
=> Method: GTM

FILL IN THE BLANK

1. In ______________, abstract vocabulary could be taught by association of ideas.
2. Three features of a typical communicative activity are _______________, _______________and
_______________.
3. Questions to which the questioner does not know the answers are called _______________questions.
4. In the Direct Method and Audio Lingual Method, grammar is taught _______________and
implicitly.
5. The use of L1 in Communicative Language Teaching can be made ______________________.
6. In Communicative Language Teaching, _______________pronunciation is emphasized.
7. A guessing game, known as a _______________game, mirrors three features of a communicative
activity.
8. In Audio Lingual Method, positive reinforcements are employed to increase the _______________of
desirable responses and thus helping learners form good habits.
9. In Direct Method, ______________techniques are employed to help students be aware of and correct
the mistakes themselves.
10. The technique of Minimal pairs can be used in order to help learners ______________similar
sounds. However, the activities involved must be done ____________so that students just listen to
the sounds without seeing any written forms of words.
11. In behaviorism, ______________conditioning involves involuntary reactions whereas
______________conditioning involves voluntary ones.
12. Learners’ emotions and motivations are described as ______________, which, when raised, will
hinder learning.
13. The _______________hypothesis basically explains that language cannot be learned if a learner is
blocking the learning process.
14. Constructivism calls for the _______________of grades and ______________testing.
15. Ivan Pavlov discovered that concept of _______________conditioning.
16. In a cognitive approach, the learner is seen as an ______________participant in the learning
process.
17. Vygotsky’s theories stress the fundamental role of social _______________in the development of
cognition.
18. _______________is seen as a conscious process, ______________proceeds unconsciously.
19. In CLT language _______________might be emphasized over the forms.
20. Asking for a clarification, rephrasing and confirming what you have understood are all strategies for
the _______________of meaning.
21. _______________talk is the language that native speakers use when talking to native speakers.
22. In ALM, a small part of the foreign language, such as structural pattern, is presented as a
_______________, to which the learner _______________, for example, by _______________or
substitution.
23. _______________is the language just beyond learners current level.
24. According to _______________, learners are invited to analyze language notice patterns and
deduce rules.
25. If the behavior is _______________then the livelihood of that behavior occurring on the subsequent
occasion will be increased or decreased.
26. In ALM, the teacher’s role is to develop _______________language habits in learners.
27. The view of language in ALM has been influenced by the ______________
28. According to constructivism everyone constructs knowledge in their own _______________way.
29. The affective side is not in _______________to the cognitive side.
30. In a behaviorist approach, the learner is seen as a ______________receiver of information.
31. There is little _______________engagement in analyzing the language in ALM.
32. Learning is an _______________experience according to the affective factors.
33. Behaviorism focuses only on observable _______________. It denies the importance of the
_______________processes that learners bring to the task of learning.
34. One of the messages conveyed by the affective factors is that teachers should minimize
_______________and enhance ______________security.
35. The zone of proximal development is the term used to refer to the layer of skill or knowledge which
is just _______________that with which the learner is currently capable of coping.
36. Michael Long proposes that ______________________________and
______________________________when combined facilitate second language acquisition more
 efficiently than order alternatives.
37. _______________is the language right at learners level.
38. The ______________game is often used to help students to practice the grammatical structure
within a _______________.
39. _______________refers to someone who has a higher ability level than the learner.
40. In ______________________________, ideas are constructed in individuals through a personal
process, as opposed to _______________, where ideas are constructed through interaction with
someone.
41. Behaviorism saw the acquisition of language as the result of mechanical _______________.
42. One of the major reasons for the dominance of audiolingualism may have been that it is
underpinned by a coherence and _______________perspective, i.e., behaviorism.
43. According to behaviorism, a habit is formed through a _______________procedure, which is said
to be quite mechanical.
44. According to behaviorism, ______________conditioning merely deals with involuntary reactions
or innate behaviour.
45. Concrete vocabulary in a Direct method classroom was taught _______________by using pictures,
realia or drawing.
46. The use of pairwork and groupwork is one of the implications of _______________constructivism.
47. Positive reinforcement is the reinforcement which increases the ______________of the response.
48. Needs analysis may be done _______________and personally through teachers’ small talks,
chatting or interviews with students.
49. Activities with minimal pairs should be conducted _______________, which means learners just
listen to the words without seeing the written forms of these words.
50. In GTM, language learning is the training of learner’s ______________via the use of mental
exercises.
51. Vygotsky put forth the idea of ZPD, known as ______________of ____________ Development.
52. In CLT, the teacher can make ______________use of the Mother tongue.
53. The kind of language that native speakers use to address other native ones is called
_______________talk.
54. The kind of language used by parents to address young children in L1 is called ______________.
55. Games used in ALM are called _______________ones whereas those used in CLT are called
_______________.

IDENTIFY THE METHODS

GTM

Students are asked to memorize grammatical paradigms such as verb conjugations.

The mother tongue is the medium of instruction.

Tests of grammar rules are often used.

Reading and writing other primary skills that students worked on.

The one-way teacher-student interaction, mainly from the teacher to the students, occurs in
this method.

Students practice vocabulary by using new words in a complete sentence.

It is important for a student to learn about the form of the target language.
Studying a foreign language provides students with a good mental exercise which helps
develop their minds.

Vocabulary and grammar is emphasized.

It is possible to find native language equivalent for all target language words.

The teacher is the authority and controls all class activities.

Students should be conscious (deductive) of the grammatical rules of the target language.

The ability to communicate in the target language is not the goal of foreign language
instruction.

Language learning is the training of learner’s mind.

Development of the oral communicative skill is neglected.

DM

Vocabulary is emphasize over grammar.

The students would have induced the grammar rule they need to fill in the blanks from
examples and practice with earlier parts of the lesson.

Students need to associate meaning with the target language directly.

Vocabulary is acquired more naturally if student use is in full sentence.

The syllabus is based on situations or topics, not usually on linguistic structures.

Known words could be to teach the new vocabulary, using mime, demonstration, and
pictures.

Students practice vocabulary by using new words in complete sentences.

The teacher wants his students to be able to communicate in the target language by learning
to think in the target language.

The teacher directs the students’ activities and partners his students in the learning process.

Students are helped to correct their own errors.

Students make a direct association between the target language and meaning.

The vocabulary taught in this method is detailed and sometimes obsolete.

Abstract vocabulary was taught by association of ideas.

ALM

Beginning students are presented with only simple patterns.

A comparison between the native and target language will tell the teacher in what areas her
students will probably experience difficulty.

Accuracy and language structures are more important than fluency and language functions.

Students should learn to respond to both verbal and nonverbal stimuli.

The exercise is tightly controlled so that students can only say something in one way.

The major objective/purpose of language teaching should be for students to acquire

structural patterns.

The teacher is also responsible for providing her students with a good model for imitation.

Students should learn to answer automatically without stopping to think.

Cultural information is contextualized in the dialogs or presented by the teacher.

The oral skills are seen as basic and the skills are sequenced.

The teacher wants his students to be able to communicate in the target language by
overlearning it.

Preventing students from making errors is very important.

The teacher is like an orchestra leader, directing and controlling the language behavior of
his/her students.

Considerable energy of the teacher in order to keep oral practice moving smoothly.

There is a tendency to manipulate language and disregard content.

CLT
The teacher is likely to use an integrative test.

A speaker has a choice not only about what to say but also how to say it.

Errors are seen as a natural outcome of the learning process.

Group work is used in this teaching method to maximize student talking time.

When it is necessary, translation is allowed.

The teacher cannot know exactly what language the students will use.

Students should be given an opportunity to express their ideas and opinions.

Students try to make themselves understood even when the target language is incomplete.

Students are asked to use the language, not to demonstrate your knowledge of the
language.

Authentic language used in a real context should be introduced.

The social context of a communicative event is essential in giving meaning to the

utterance.

There is a performance or product that is assessed based on clear criteria.

Students should be given an opportunity to develop strategies for understanding language
as it is actually used.

The goal of this language teacher is to help his students use the language appropriately to a
given social context.

Teachers help learners in any way that motivates them to work with the language.