ĐỌC TÀI LIỆU 3.
1 ĐỂ TRẢ LỜI CÂU HỎI
1. What approach is commonly used to present new language items (new
grammar, new vocabulary, new pronunciation feature)? Explain the stages of
each approach (The aim and types of activity for each stage)
There are two commonly used approaches to presenting new language items
(grammar, vocabulary, or pronunciation):
1. Presentation, Practice, and Production (PPP)
This is a structured, teacher-led approach that presents new language before
students try using it. It consists of three main stages:
1.1 Presentation
Aim: Introduce and explain the new language in context.
Activities:
- Use a situation or visuals to give meaning (contextualisation).
- Elicit known related language.
- Teacher models the new language (students listen).
- Choral drilling for pronunciation.
1.2 Practice
Aim: Help students practice the new form accurately in controlled ways.
Activities:
- Controlled practice: e.g., repetition drills, gap-fill exercises.
- Focus on form and meaning.
- Concept-checking questions (CCQs).
1.3 Production
Aim: Allow students to use the new language more freely and communicatively.
Activities:
- Pair work or role play where learners use the language with personal content.
- Freer, less restricted use of the language.
2. TBL (Task-Based Learning)
This is a learner-centered, communicative approach where new language is
introduced after the task.
2.1 Pre-task (Introductory) Stage
Aim: Engage learners in the topic and activate prior knowledge.
Activities: Group discussion or brainstorming related to the task theme.
Introduction to the task.
2.2 Task Stage
Aim: Let students complete a real-life task using English as best they can.
Activities: Students perform a communicative task (e.g., planning a party). Teacher
monitors and assists as needed.
2.3 Language Focus/Post-task Stage
Aim: Reflect and focus on language needed or used during the task.
Activities: Teacher highlights or explains language students struggled with or
needed. Controlled practice based on that language (e.g., written exercise).
2. What is the difference between Task-based and PPP procedure?
- Task-based learning: warmers
+ Go straight into the lesson’s topic
+ The activities are boring
- PPP procedure: leads-in
+ raise students’ energy levels, lead in the lesson in an interesting way
+ the activities are variety
ĐỌC TÀI LIỆU 3.2 ĐỂ TRẢ LỜI CÂU HỎI:
1. What is the difference between ‘Task’ and ‘Exercise’? Why do we
distinguish between “task” and “exercise”?
- Tasks: +less controlled/ freer activities
+ focuses on communicating a message.
- Exercise: + controlled/ restricted practice activity
+ focuses on accurate use of language.
2. At which stage of the lesson and for which purpose are ‘exercise’ and ‘task’
used?
- Exercises are used in the controlled practice stage to help learners practise new
language accurately.
- Tasks are used in the freer practice stage to help learners use language for real
communication and improve fluency.
ĐỌC TÀI LIỆU 3.3 ĐỂ TRẢ LỜI CÂU HỎI:
1. What is the sequence of a lesson? What are some popular sequences that
can be used to plan a lesson?
- The sequence of a lesson is a number of related lessons that develop language
knowledge and/or language skills over a period of time
- Some popular sequences: Strutural sequence, Intergrated skills sequence, Project
work
2. Read the following lesson plan (See appendix 1). Which procedure is used
for planning the lesson: Task-based learning or PPP?
The lesson in Appendix 1 uses the PPP method because this structure focuses on
accuracy first, then moves on to freer use of the language.
(Lưu ý tài liệu được đánh số)
APPENDIX 1
UNIT 5: INVENTIONS
Lesson: Language
I. Objectives: By the end of the lesson, Ss will be able to:
1. Competences:
- Identify the stress in three-syllable nouns and pronounce them accurately
(O1)
- Identify the spelling and meanings of the vocabulary items: experiment,
devices, laboratory, hardware, software, equipment. (O2)
- Identify the meaning and form of some verbs when they follow a main verb
or an adjective phrase. (O3)
- Distinguish the use and forms of the past tense and the present perfect tense
(O4)
2. Attitudes:
- Be aware of the importance of inventions and use the inventions for the right
purposes (O5)
II. Materials
- Handouts (See Appendix)
- Technological tools: PowerPoint, Sachmem (track 36, 37)
- Picture: 6 (See Appendix)
III. Time: 45 minutes
IV. Procedure:
Activities Materials Classroom
managemen
t
Warm-up
Activity 1: Crossword Game
Objective:
Identify the spelling of words: “invention, afternoon, media, smartphone, advantage”
Take notice of the topic of the lesson
Content: Circle all the words in the crossword
Product: The list of words
Time: 7 minutes
Procedure:
- Shows the crossword to the students and T-Whole
introduce the game. class
- Divides Ss into groups of 4.
- Explains the game's rules:
"You will do the crossword in 2 minutes. If
finishing, please raise your hand to let me
know. The fastest team with correct answers
will be the winner." In pairs
- Gives Ss 2 minutes to do the crossword. T-Whole
class
- Invites the 2 fastest teams to list the words.
- Finalizes the list and asks Ss some questions
to review the knowledge.
"Can you name some inventions you know?"
"Is smartphone a wonderful invention?"
…
- Points to each word and pronounce the
words with wrong stress (pretend) and ask
students to give comments on the teacher’s
pronunciation.
What do you think about my pronunication?
Is it strange? Is it correct?
- Links the list of words to the first part of the
new lesson: "Do you remember the rules to
mark the stress of these words?
OK, let's recall together in today's lesson."
Pronunciation
Activity 2: Listen and repeat
Objective: O1
Content: Listen and repeat, pay attention to the stressed syllable in each word
Product: Ss’ pronunciation
Time: 3 minutes
Procedure: T - whole
class
- Ask students to look at 4 words and ask:
What type of word are they? Are they nouns,
adjectives or verbs? How many syllables are
there in each word?
- Ask students to listen and pay attention to
the way the speaker put the word stress.
- Play the audio (1st time)
- Ask students to give comments on the
syllables which are stressed (has a longer,
louder, and higher sound than the other
syllables)
- Play the audio (2nd time) and ask students to
repeat
- Ask students to give the stress rule for 3-
syllable nouns.
Activity 2: Connect the word
Objective: O1
Content: Connect all the words with the stress pattern (the stressed in the second syllable) to cross
the river (the picture in handout). Then listen and check the answer.
Product: Words with stress in the second syllable connected and Ss’ pronunciation
Time: 5 minutes
Procedure:
- T gives instruction for Ss: find the words In pairs
which have stress on the second syllable 🡪
connect all of them by drawing lines or
arrows 🡪 Say the words.
- Ss work in pair for 2 minutes to complete
the task.
- Ss share their answers with other students
- T turns on the audio and ask students to
T - whole
listen to check their answers.
class
- T gives feedback and ends the activity
Answer:
Advantage - invention - computer - tradition
Vocabulary
Activity 3: Unscramble it
Objective: O2, O5
Content: Unscramble the underlined letters in these words. Use the pictures below and the glossary
(page 127) for help
Product: Students’ spelling of the words.
Time: 7 minutes
Procedure: T - whole
class
- T show the activity and ask students: How
many words are there?
- T give instructions: Look at the pictures and
rewrite the words (use pencil to write on the
Ss-
book)
Individual
- Ss have 2 minutes to do exercise.
- T calls 2 Ss to write answers on the broad
- T gives feedback.
- Ss listen to the teacher saying the words and
repeat
T - whole
- T points at the pictures of the software/
class
devices and ask: What do you use Internet
Explore for? What do you use Skype for?
What devices do you have?What do you use
them for?....
Activity 4: Matching
Objective: O2
Content: Match words with sentences.
Product: Students’ answers
Time: 7 minutes
Procedure: T - whole
class
- Shows the exercise on the slide
- Gives instructions for Ss: What can
you see in the first colum? What can
Ss-
you see in the second colum? What do
Individual
you have to do?
- Deliver the handouts and gives Ss 2
minutes to do exercise.
- Ask some Ss to say their answers.
- Evaluates and gives feedback T - whole
class
Grammar
Activity 5: Sentence completion
Objective: O3
Content: Complete the sentences using the gerund or the to-infinitive of the verb in brackets.
Product: Answer of the students
Time: 7 minutes
Procedure:
- Teacher gives the students some
examples:
+ Peter likes playing badminton in
their free time.
+ Lisa wants to be a doctor.
- Then, the teacher asks students to pay
attention to the form of verbs that
follow the verb “likes” and “wants"
- Teacher gives a table to help students
distinguish the verbs that use the
gerund or the to-infinitive and some
special cases.
- Students take notes in the notebook
- Teacher picks 2-3 students to give
some example sentences including the
gerund or the to-infinitive of the verb.
- Teacher asks students to do the task in
the book at home
Activity 6: Choose the correct answer
Objective: O4
Content: Choose the correct tense ( simple past/ present perfect tense)
Product: Students’ answers
Time: 7 minutes
Procedure: T - whole
class
- The teacher reminds Ss of the uses of the
past simple and present perfect
- Students draw the structure of the past
simple and present perfect
- Students apply to do the exercise
- The teacher checks and give feedback
Homework: Make a conversation including simple past tense and present perfect
tense.
V. Appendix
