Question 1: How is “_______” applied in the teaching of English at primary level in Vietnam?

(2
points) ->Nêu 3 khái niệm, How apply, Ưu/ Nhược, liên hệ bthan

(CLT cho phép kết hợp nhiều phương pháp khác nhau)

1. Grammar Translation Method (Đã từng được coi là phương pháp chủ đạo ở VN)
A. Underlying theory (Quan điểm, đường lối dạy học quyết định sự ra đời của method)
- Evoked from Classical method used from 15th century
- Base on structural view of language:
+ Language learners must develop a good knowledge (learning and memorizing grammatical rules) of the
grammatical systems of their first (L1) and second languages (L2).
+ They need to be able to develop the ability to translate texts from their L1 into the L2 and vice versa.
- Goals and focuses:
+ Ability to read literature written in the target language
+ Vocabulary and grammar rule of the target language Reading and Writing.
- Phù hợp với người muốn có khả năng đọc và dịch tài liệu.
B. Features (Đặc điểm điển hình)
- Classes are taught in mother tongue, with little active use of target language (Sử dụng hoàn toàn tiếng mẹ
đe trong giờ tiếng Anh).
- Little or no attention is given to pronunciation (Không chú trọng phát âm, kỹ năng nghe nói, mà chỉ chú
trọng vào phương pháp phân tích cấu trúc ngữ pháp...)
- Long, elaborate explanation of intricacies of grammar are given.
- Much vocabulary is taught in form of lists of isolated words.
- Little attention is paid to the content of texts, which are treated as excercises in grammatical analysis.
C. Typical activities (Các hoạt động dạy học điển hình)
- Techiniques:
+ Translation (Dịch từ Monkey sang tiếng Việt)
+ Sentence making
+ Reading comprehension questions
+ Memorization
+ Fill in the blank exercises
+ Deductive application of grammar rules (Dạy theo cách thức diễn dịch: Dạy quy tắc trước, sau đó học
sinh sẽ vận dụng thực hành theo quy tắc đó; Cho trẻ biết hết lý thuyết -> Trẻ áp dụng làm bài)
2. Direct Method (Tư duy trực tiếp-Tạo ra môi trường tiếp xúc ngôn ngữ và trải nghiệm tương tác
với trẻ)
A. Underlying theory
- Around 1990
- Second language learning should be more like first language learning:
(Không cần phân tích ngữ pháp hay dịch từ L1 sang L2)
+ Lots of oral interaction, spontaneous use of language
+ No translation between first and second languages
+ Little or no analysis of grammatical rules.
- Goals and focuses (Hình thành năng lực giao tiếp cho trẻ):
+ Ability to communicate and think in target language
+ Vocabulary over grammar 4 skills, but oral communication as basic pronunciation receive attention
- Điều kiện áp dụng tại VN còn hạn chế, vì môi trường áp dụng phương pháp này không phải trẻ nào cũng
giống nhau.
B. Features
- Correct pronunciation and grammar are emphasized
- Classroom instructions are conducted exclusively in the target language
- New teaching points are taught through modelling and practice, eg: Oral exercise and tasks (Question,
conversation practice), trải nghiệm thực thế, cần nhiều thời gian.
- Grammar is taught inductively (An explicit grammar rule may never given): No more deductive: Cho tình
huống thực tế, để trẻ tự khái quát vận dụng; Học thông qua lỗi sai
- Both speech and listening comprehension are taught
- Only everyday vocabulary and sentences are taught
- Try to get students to self-correct whenever possible:
S: ...is on the room
T: On or in the room?
- Oral communication skills are built in a carefully traded progression organized around question - and -
answer exchanges between teachers and students in small, intensive class.
C. Typical activities
- Techniques:
+ Reading aloud
+ Fill-in-the-blank exercises
+ Dictation
+ Oral exercise and tasks (Question, conversation practice)
+ Using real objects, pictures... without translating -> extremely principal
+ Map drawing

3. Audio Lingual Method/ Audiolingualism (Phương pháp nghe-nói truyền thống) (Đã từng được coi
là phương pháp dạy học chủ đạo ở VN-hiện tại vẫn còn sử dụng)
A. Underlying theory
- 1940
-Based on Skinner’s Behaviorism theory, it assumed that:
(Đúng ngay từ đầu, sửa ngay khi sai, làm đi làm lại)
+ A human being can be trained using a system of reinforcement
+ Correct behavior receives positive feedback
+ Errors receive negative feedback
-Goals and focus:
+ Ability to use the target language communicatively
+ Get student over-learn the target language, use it automatically without stopping to think
+ Ss achieve this by forming new habits in the target language
B. Features
- DEMO
1. T introduces a new dialogue/ conversation (introduce context of dialogue) -> language form occur
within a context (student can’t see - no picture, no transcript) (Purpose: Ss can notice/ find out the new
point like structure...)
2. T reads the dialogue several times and has Ss to repeat the dialogue several times
3. Ss say each line by adopting the role of Mai and Nam (T may model first)
4. T switches the role for students to practice more
5. T calls some pairs to perform the entire dialogue
After 5 steps, T points out new point of the lesson
6.

C. Typical activities

4. Total Physical Response

5. Task based learning
Question 2: Give instructions to 4th grade-students to help them complete the following task in class.
(2 points) (Tìm hết tựa Activites ở cấp TH để bắt chước. Các bài mẫu:
Look, listen and repeat (Section 1, Lesson 1 and Lesson 2)

- Tell the class what they are going to learn in the lesson, i.e. the English language
competence (e.g. Asking and answering questions about what a village/ town/ city is like).
This is very important at the beginning of the lesson, because pupils can only perform well
if they understand what is expected.

- Have pupils look at the pictures to discuss the context or the story in which the language is
used. Ask them questions such as Who are they? Where are they? What are they doing/
talking about? Explain the context and draw pupils’ attention to the target language items.

- Play the recording a few times for pupils to listen and repeat. Do choral and individual
repetition, pointing to the characters speaking.

Look, listen and repeat

- It is very important to inform the class of the objectives of a lesson because pupils can
only perform well if they understand what is expected. Say the unit title a few times and
check pupils’ understanding using simple and easy questions. Vietnamese may be used for
the first few classes to ensure that your meaning is clear. As pupils progress, increase your
use of English and only give short explanations in Vietnamese when absolutely necessary.

- Hold up the Student’s Book, point to each of the pictures in the story in turn and briefly
discuss with the class what they think is happening in each picture. Elicit answers by asking
questions such as: “What can you see in the picture?”,”Who is/ are the speaker(s)?”,”What
are they saying?”,”What do(es) he/ she/ they want?”,”What is/ are he/ she/ they doing?”,etc.
Encouraging pupils to guess the meaning of target vocabulary based on what they can see in
the pictures or other visual prompts such as flash cards. Abstract nouns or notions difficult
to convey visually maybe explained in either English or Vietnamese.

- Play the recording for pupils to listen and follow silently in their books.

- Play it again for pupils to do choral and individual repetition until they feel confident.
Point and say (Section 2, Lesson 1 and Lesson 2)

- Tell the class that they are going to practise using the English language items.

- Have them look at the speech bubbles to understand how the language is used. Ask them
to look at the pictures to identify how the language is used in different contexts. Teach the
new words and/ or phrases under the pictures.

- Point to the first picture and ask the question for the class to answer in chorus, using the
prompts under the pictures.

- Repeat the same procedure with the rest of the pictures. Then tell pupils to practise in
pairs, using the patterns in the bubbles and the picture cues.

- Call on a few pairs to act out the dialogue in front of the class. Check as a class and
correct pronunciation, if necessary.

Listen, point and say

- Inform the class of the objectives of this activity: pupils are going to learn the
pronunciation of new words and sentences.

- Give pupils a few moments to look at the pictures and the words under them.

- Play the recording or point to each word and say it slowly and clearly. Check pupils’
understanding of the vocabulary and give explanations if necessary using flash cards and
gestures. Get pupils to do choral repetition, using the flash cards or picture cards as
prompts.

- If the task is drilling q question and answer, drill the answer first. When you have finished
drilling the answer, drill the question using the same procedure

Let’s talk (Section 3, Lesson 1 and Lesson 2)

- Tell the class that they are going to revise what they have learnt in the lesson(s), using
information about themselves whenever possible. Remind them how to use the English
language items.

- First, ask them to look at the suggested question(s) and answer(s). Then ask a pair to ask
and answer the question(s) as an example. Put the exchanges on the board and ask the class
to do choral and individual repetition, if necessary.

- Have pupils work in pairs, acting out the language they have learnt.

- Call on a few pairs to act out the exchanges in front of the class. Correct the
pronunciation, if necessary.

- In order to facilitate peer review and informal learning, encourage pupils to observe and
give comments preferably in English. Comments may focus on language, performance and
attitude (e.g. All correct./ You made a mistake./ Good pronunciation.)

Listen and complete/ tick/ match/ number/ circle/ write (Section 3, Lesson 1 and
Section 4, Lesson 2)

- Tell pupil that they are going to listen to the recording and complete the sentences/ tick/
number/ circle/ write the correct and answers or match the pictures to show their
comprehension.

- Have them look at the pictures to identify the similarities and differences, or read the
sentences and guess the words/ phrases to fill in the gaps. Check understanding.

- Play the recording a few times. Ask pupils to listen to the recording and do the task. Tell
them not to worry if they cannot understand every word, and that they should focus on the
information they need to complete the task.

- Get them to swap their answers before you check as a class. Monitor the activity and offer
help, if necessary.
Read and answer/ complete/ tick/ circle/ match/ write/ do the tasks (Section 4, Lesson 1
and Section 4 or 5, Lesson 3)

- Tell pupils that they are going to read the text and do the task that follows.

- First, get them to look at the tasks/ questions under the text to identify the information
they need. Then ask them to read the text, focusing on the target information. Get pupils to
work in pairs or group, if necessary.

- Give them time to do the task independently. Go around offering help, if necessary.

- Get pupils to swap their answers before checking as a class. If there is enough time, ask
pupils further questions about the text.

Let’s sing/ chant (Section 6, Lesson 1 and Section 3, Lesson 3)

- Tell pupils that they are going to sing a sons/ say a chant.

- Have them read each line of the lyrics. Explain the new words or structures, if necessary.
Check comprehension.

- Play the recording all the way through. Ask pupils to do choral and individual repetition of
the song/ chant line by line. When pupils are familiar with the tune and rhythm, ask a group
to the front of the class to sing the song/ say the chant. The class may sing/ say along and
clap hands or do actions.

- Have the class sing sing the song/ say the chant again and clap their hands or do actions to
reinforce the activity.

Write ... (Section 5, Lesson 3)

- Tell pupils that they are going to write about the topic of the unit by answering some
questions or completing a short paragraph.

- Give them a few seconds to look at the picture cues/ questions/ paragraph in silence. Have
pupils work in pairs or groups to discuss what they are going to write. Check
comprehension.

- Give them time to do the task independently. Go around offering help, if necessary.

- Get pupils to swap their answers and read. If there is time, ask one pupil to write the
paragraph on the board and discuss it with the class.

Let’s play (Section 6, Lesson 2)

- Tell pupils that they are going to play a game. You may refer to the Games section for the
rules of the games.

- Make sure pupils understand clearly how to play the game by demonstrating it in front the
class with a few pupils. Check comprehension.

- Ask pupils to play the game in teams.

- Team games are more competitive and exciting. Keep the score on the board and
encourage a spirit of cooperation. You may prepare small prizes for the winners, such as
sweets or stationery.

Listen and repeat (Section 1, Lesson 3)

- Tell pupils that they are going to practise saying the target words/ sentences, paying
attention to the word stress/ sentence stress/ intonation.
- First, put the target words/ sentences on the board or have pupils point to them in their
books, Play the recording and ask them to repeat a few times. Draw their attention to the
word stress/ sentence stress/ intonation.

- Do choral and individual repetition of the words/ sentences until pupils feel confident.

- Get some pupils to perform in front of the class. Check as a class and correct the
pronunciation, if necessary.

Listen and circle/ underline the stressed words/ mark the sentence intonation./ Write
the odd one out. Then say the words/ sentences aloud ask and answer. (Section 2,
Lesson 3)

- Tell pupils that they are going to listen to the recording, circle/ write/ underline the correct
answers or mark the sentence intonation.

- Give them a few seconds to read the sentences in silence and guess the answers.

- Have them listen to the recording and do the task. If necessary, have them listen to the
recording more than once. Give them time to do the task independently. Go around and
offer help, if necessary.

- Have pupils swap their answers before checking as a class. Then tell them to say the
sentences aloud.

Project (Section 6. Lesson 3)

- Tell pupils that they are going to do a project.

- Explain the project clearly to pupils. Prepare the necessary materials (e.g. scissors,
crayons, cards, rulers). Then have pupils do the project in pairs of groups. When the project
is finished, ask pairs or groups to present their results to the class. If there is not enough
time in class. If there is not enough time in class, you may give the project as homework.

Question 3: (6 points)
Choose a lesson (1 tiết học) in an English textbook currently used for primary students in Vietnam. Make a
40 minute lesson plan for it.
(You should state the name of the book at the beginning and include a copy of the lesson/unit that you
choose in the lesson plan as Appendix)

Kèm thêm worksheet nếu có

I. Yêu cầu cần đạt - Objective/Learning outcomes

+ HS thực hiện được việc gì
+ HS vận dụng được những gì để giải quyết vấn đề cuộc sống
+ HS có cơ hội hình thành, phát triển phẩm chất, năng lực gì
Bắt đồng bằng các động từ - HS làm được gì - HS là chủ ngữ ( Mục tiêu mà GV phải quan sát được, mục
tiêu rõ ràng,lượng hóa được)
II. Đồ dùng dạy học
III. Hoạt động dạy học chủ yếu
IV. Điều chỉnh sau bài dạy
/////
Format lesson plan -> lưu ý từng mục

I. Yêu cầu cần đạt (Learning/ Objective outcomes)

1.1 Năng lực (Competences):

By the end of the lesson, students will be able to:

- Giao tiếp/ Hợp tác: Giao tiếp: Ex: Use target language items (Hello, I am...) to self-introduce.

Use target language items (Hello, nice to meet you...) to greet someone.

- Tự chủ/ Tự học: Ex: Proactively take part in in learning activities

-Giải quyết vấn đề/ Sáng tạo

1.2 Phẩm chất (Qualities/ Attributes/ Attitudes)

- Nhân ái: Be friendly and confident in communicating with their friends and other

- Yêu nước

- Chăm chỉ

- Trách nhiệm

- Trung thực

II. Đồ dùng dạy học (Material resources/ Teaching aids)

- Pictures: 6 pictures (See appendix 1)

- Textbook: Global success 4, Unit...Page...

- Diagram: /p/...(See appendix 3)

- Handouts (See appendix...)

- Song: Head and shoulders (See appendix...(Kèm lời))

...

III. Hoạt động dạy học chủ yếu (Procedure: tiến trình bài học) + Gồm những hoạt động gì, sắp xếp
hoạt động nào trước sau - căn cứ vào tiến trình sử dụng cho một bài mới PPP, TBL; cho một bài
thực hành kỹ năng, ôn tập...

(Bài kiến thức mới sẽ có cách dạy khác thực hành, ôn tập)

A. Bài hình thành kiến thức mới: tiến trình PPP

- Mở đầu/ Khởi động/ Kết nối: Lead in và Warm-up (Khác nhau)

- Hình thành kiến thức mới(Trải nghiệm, khám phá; Phân tích, hình thành kiến thức mới): Presentation

- Họat động luyện tập, thực hành: Practice

- Hoạt động vận dụng, ứng dụng những điều đã học để phát hiện và giải quyết những vấn đề trong thực tế:
Production

B. Ôn tập, thực hành dạng tích hợp nhiều kỹ năng mà không có bài mới/ từ mới/ ngữ pháp mới: tiến
trình khác: tiến trình Integrated skills sequence (thực hành tích hợp); Structual sequence (ôn tập lý
thuyết) - Phải nhận diện nó là cái gì để chọn procedure cho phù hợp