METHODOLOGY

câu1.Methods in language teaching (grammar translation method,audio-

lingual method and communicative language teaching)
1. The Grammar-Translation Method
• Principal characteristics:
- The Grammar-Translation is a way of studying a language that
approaches the language first through detailed analysis of its grammar
rules
-> Application of this knowledge to the task of translating sentences and
texts into and out of the target language
+ Reading and writing are the major forcus
+ Words are taught through bilingual word listed, dictionary study, and
memorization.
+ The sentence is the basic unit of teaching and language practice
+ Accuracy is emphasized.
+ Grammar is taught deductively, i.e by presentation and study of
grammar rules, which are then practiced through translations exercises.
+ The student’s native language is medium of instruction.
Grammar Translation dominated European and foreign language
teaching from the 1840s to the 1940s, and in modified form continues to
be widely used in some parts of the world today.
2. The audiolingual method (nghe khẩu ngữ)
Approach:
Theory of language
+ Language was viewed as a system of structurally related elements for the
encoding of meaning, the elements being phonemes, morphemes, words,
structures, and sentence types.
+ Foreign language learning is basically a process of mechanical habit
formation (hình thành thói quen một cách máy móc).
+ Language skills are learned more effectively if the items to be learned in
the target language are presented in spoken form before they are seen in
written form.
+ Analogy provides a better foundation for language learning than analysis
+ The meanings that the words of a language have for the native speaker can
be learned only in a linguistic and cultural context and not in isolation.
Design
Objectives
- Short-range objectives: listening comprehension, accurate pronunciation,
recognition of speech symbols, ability to reproduce these symbols in
writing
 - Long-range objectives “must be language as the native speaker uses it…
there must be some knowledge of a second language as it is possessed by
a true bilingualist”.
The syllabus
- Audiolingualism is a linguistic or structural based approach to language
teaching. The starting point is a linguistic syllabus, which contains the
key items of phonology, morphology, and syntax of the language. In
addition, a lexical syllabus of basic vocabulary items is usually specified
in advance.
- The language skills are taught in the order of listening, speaking, reading
and writing.
Types of learning and teaching activities:
The use of drills and pattern practice is a distinctive feature on the
audiolingual method. Various kinds of drills are used:
+ Repetition
+ Inflection: one word in an utterance appears in another form when repeated
Eg: I bought the ticket – I bought the tickets
+ Replacement: one word in an utterance is replaced by another
Eg: I bought this house cheap – he bought it cheap.
+ Restatement
Eg: Tell him give you the ruler – Give me the ruler
+ Completion
Eg: I go my way and you go yours
+ Transformation
Eg: I called the young man – I called the young men
Learner roles
Learners play a reactive role by responding to stimuli, and thus have little
control over the content, pace, or style of learning.
Teacher roles
Central and active, teacher – dominated method (người dạy là trung tâm)
The role of instructional materials
Tape recorders and audiovisual equipment
Procedure
- Students first hear a model dialogue (containing key structures)
- The dialogue is adapted to the students’ interest or situation, through
changing certain key words or phrases (acted out by students).
- Certain key structures from the dialogue are selected and used as the basis
for pattern drills of different kinds
- Follow-up reading, writing, or vocabulary activities based on the dialogue
(ss refer to textbook)
 - Follow-up activities may take place in the language laboratory, where
further dialogue and drill work is carried out.
3. Communicative language teaching
 Characteristic features
- Systematic attention is paid to functional as well as structural aspects of
language
- CLT is leaner – centred (người học làm trung tâm)
Approach
Theory of language
- Starts from a theory of language as communication. The goal of language
teaching is to develop “communicative competence”
- Communicative competence: grammatical competence, sociolinguistic
competence, discourse competence, and strategic competence (Canale
and Swain, 1980)
Theory of learning
Little has been written about learning theory.
Design
Types of learning and teaching activities:
Activities were needed that reflected the following principles:
- Make a real communication the focus of language learning
- Provide opportunities for learners to experiment and try what they know
- Be tolerant of learners’ errors as they indicate that the learner is building
up his or her communicative competence.
- Provide opportunities for learner to develop both accuracy and fluency
- Link the different skills such as speaking, reading, listening together since
they usually occur together in real world
- Let students induce or discover grammar rules.
Common activities types in CLT
 Jigsaw activities
The class is divided into groups and each group has part of the
information needed to complete an activity. The class must fit the pieces
together to complete the whole.
 Task completion activities
Puzzles, games, map-reading and other types of classroom tasks in which
the focus is on using one’s language resources to complete a task.
 Information-gathering activities
Student-conducted surveys, interviewer and searches in which students
are required to use their linguistic resources to collect information
 Opinion – sharing activities
 Activities where students compare values, opinions, beliefs, such as a
ranking task in students list six qualities in order of importance when
choosing a date or spouse.
 Information-transfer activities
Taking information that is presented in one form and representing in a
different form. For example, students may real instructions on how to get
from A to B and then draw a map showing the sequence, or they may real
information about a subject and then represent it as a graph.
 Role-plays
Students are assigned roles and improvise a scene and exchange.
Learner roles
Learner-negotiator
Teacher roles
- Facilitate the communication process
- Act as independent participant
- Other roles assumed for teachers are needs analyst, counselor, and group
process manager
The role of instructional material
- Text-based material: numerous textbooks designed to direct and support
Communicative Language Teaching
- Task-based material: games, role plays, and task-based communication
activities.
- Realia: “authentic”, “from-life” material: signs, magazines,
advertisements, and newspapers, or graphic and visual sources around
which communicative activities can be built, such as maps, pictures,
symbols, graphs and charts.
Procedure:
- No typical classroom procedures
- CLT classroom procedures: group activities, languages games, role
plays…

Câu 2.How to make the best use of the board

-Use color chalk or pen
-Use the board as a temporary display
-Adjust the size of ur writing
-Don’t put everything on the board (only essentials)
-When writing up vocab include indication of the part of speech
-Build up board work bit by bit
-Involve the students in the writing process
 -Make it clear to students when they need to copy and when it isn’t
necessary
-Always clean the board at the end of the lesson

Câu3.Visuals to aid teaching

Real objects,pictures or photos.
*Advantages
-Illustrate meaning more directly and quickly
-Attract students’ attention and aid concentration
-Add variety and interest to lesson
-Help make the associated language memorable
-Make a classroom a stimulating and attractive place
*What are visuals used for?
-Arouse interest and concentrate attention at the beginning of a lesson
-Elicit already known language
-Illustrate a new language item,often vocab item
-Set the scene for a story or roleplay
-Stimulate discussion
*Finding and storing visuals
-Magazines,holiday brochures,tourist information offices,catalogues,…
-Draw ur own pic
-Ask students to find visuals as part of their homework
-Objects commonly found in the classroom or on ur person
-Keep and organize them so that they can become a resource u can keep re-
using and adding to
*The ways to show visuals
-Its big enough to be seen
-Its unambiguous
-U are holding it steady
-If necessary u show the visual to each student in turn
-U display a visual by sticking it to the board,on the wall or notice board

Câu4.Characteristics of a good test? Give examples

*Validity
The validity of a test is the extent to which it measures what it is supposed to
measure and nothing else.Validity is an important quality of a test since if a test
isn’t valid for the purpose for which it was designed,the scores don’t mean what
they r believed to mean.
*Reliability
-Is one of the crucial characteristics of a good tests.Reliability is of primary
importance in the use of both public achievement and proficiency tests and
classroom tests.Reliability is defined as ‘the extent to which a test produces
consistent results when administered under similar conditions’ (Hatch and
Farhady,1982. P.244)
-If a test is administered to the same group of students on different occasions
(provided that no language practice work took place in the interval),and if the
results r similar,the test is described as reliable.

-How to make tests more reliable

+Take enough samples of behavior
+Don’t allow candidates too much freedom
+Write unambiguous items
+Provide clear and explicit instructions
+Ensure that tests r well laid out and perfectly legible
+Candidates should be familiar with format and testing techniques
+Provide uniform and non-distracting conditions of administration
+Use items that permit scoring which is as objective as possible
+Make comparisons between candidates as direct as possible
+Provide a detailed scoring key
+Train scorers
+Identify candidates by number,not name
+Employ multiple,independent scoring
*Reliability and Validity
-To be valid a test must provide consistently accurate measurements.It must
therefore be reliable.A reliable test,however,may not be valid at all.
-There will always be some tension between validity and reliability.The tester
has to balance gains in one against losses in the other.
Objectivity
According to Gronlund and Linn “Objectivity of a test refers to the degree to
which equally competent scores obtain the same results,” the test should be
away from any personal or subjective judgment. It should be based only on the
evaluation of human development.
  For example, in an essay-type test, students answer differently as each
one has his/her own style of writing.

5.Aims of giving feedback to students. What are different ways to give

positive feedback to students?
-The aim of the feedback:bring about self-awareness and improvement
-When giving feedback on oral or written work,always be on the lookout for
positive points to comment upon
E.g:
-Successful communication-students expressed themselves clearly
-Accurate use of grammar points recently learned
-Use of new vocab,appropriate expressions
-Good pronunciation
-Language in the appropriate style-good use of colloquial expressions in
conversation
-Good use of fluency strategies in conversation
-Handwriting,spelling and punctuation in written work
• 'I'he ways you give positive feedback can include
+ the informal Well done;
+ praising individual achievement privately or in front of the class;
+ ‘publishing’ good work by displaying it, including it in a class
magazine or using it as a model;.
+consider giving merit marks or small rewards or prizes for good
work - though this is more appropriate with a group of children.

6.How to make the best use of a coursebook?

+When plan a lesson,think about which parts could be omitted,which could be
used and which need supplementing with activities and materials from other
sources
+Think about how long ur group will take to complete tasks
+Explore ways in which the book could be ‘personalized’ to suit the needs and
interests of students
+Above all,approach the coursebook critically

7.Describe different ways u could use for eliciting in ur language class?

Give examples
- When the teacher brings out student knowledge, suggestions and ideas
- By asking questions, encouraging, guiding contributions.
1, Eliciting Vocabulary
- An easy way to eliciting vocabulary is y giving defiition or modeling
- Use symnonym(E.g. Teacher: “I enjoy visiting places with lots of books”,
Student: “She likes going to libraries”.)
- Use opposite (antonym)
- Using flashcard, picture- visualize(Flashcards at Dawn, Mr Wolf, or
Whisper)
 Example: For instance, after eliciting vocabulary about the four seasons,
students can work on a review activity like "Seasonal Sort-Out" where
they use their existing knowledge to complete a sorting activity
2, Eliciting grammar
- using stitutional dialogue, a drawing or a modeling
-ask the students give you some example
- ask the students the question that the answer is required to use particular
grammatical form
- telling the students grammar point first then ask the students give you some
example sentence
example: let's use this technique with the present continuous. To start the
lesson, show a picture of a student in the classroom. For learners who need extra
information, have a list of base verbs on the board for students to access. Then,
write the following question on the board: What is the student doing (in the
picture)? If the students are struggling to come up with words, provide more
context by modelling an example sentence or increase the wait time after each
question.
3, Eliciting target language in reading activities
- predict
- using headphone, cue card
-Using stories/situational dialogues
Example:
If you've recently covered a lesson on parts of speech, you can ask students to
add adjectives to particular nouns or add details to the story.
Ex: Listening to the story “The Gruffalo” and then asking questions like “Who
was walking in the wood?”, “Who did the mouse meet first?”, “What colour
were The Gruffalo’s eyes?”
* Advangtages
- Get students involved and interested
- Bring relevant information to the front of their minds
- Increase the amount they talk
- Help them take responsibility for their own learning
* Tips for eliciting
- Eliciting is a basic technique and should be used regularly, not only at the
beginning of a lesson but whenever it is necessary and appropriate.
- Do not try to “pull teeth” (ask somebody the thing too difficult for them).
Prolonged silence or incorrect answers suggest that input is required from
the teacher.
- Do not talk students to repeat incorrect answers, but ask a variety of
students to repeat a good answer.
- Acknowledge or give feedback to each answer with gestures or short
comments.
- Provide sufficient context or information.

8.Planning lessons
*What’s a lesson plan?
A lesson plan is a framework for a lesson.If u imagine a lesson is like a
journey,then the lesson plan is the map.It shows u where u start,where u finish
and the route to take to get there.
*Lesson plans
The writing of lesson plans has a number of important functions:
-An aid to planning
-A working document
-A record
*What should be included in a lesson plan?
-Information about students
-Aims,objectives,outcomes
-Materials,aids and equipments
-Anticipated problems and solutions
-Procedure
*Internal reasons for planning lessons
-To feel more confident
-To learn the subject matter better
-To enable lessons to run more smoothly
-To anticipate problems before they happen
*External reasons for planning lessons
-To satisfy the expectations of the principal or supervisor
-To guide a substitute teacher in case the class needs one
*Daily lesson planning can benefit E teacher
-A plan can help the teacher think about
content,materials,sequencing,timing,activities
-A plan provides security (in the form of a map) in the sometimes unpredictable
atmosphere of a classroom
-A plan is a log of what has been taught.A plan can help a substitute to
smoothly take over a class when the teacher can’t teach (Purgason,1991)
-Daily planning of lessons also benefits students because it takes into account
the different backgrounds,interests,learning styles,and abilities of the students in
one class
*Anticipated problems
Make a note on ur plan of any anticipated problems-in terms of language or
classroom management-that could occur during any of the activities and any
strategies u have considered for dealing with these problems
-U can anticipate what students will find difficult in a particular language item
by thoroughly researching the language u r planning to teach
-U can also anticipate difficulties by finding out as much as u can about what
the students have done in previous classes-their individual strengths and
weaknesses in skills work
*Procedure
Indicate on ur plan
-What will be done at each stage and why (the stage aim)
-The approximate time,the materials u will use
-Details of any complex instructions u r going to give or questions u plan to ask
(e.g:play a game)
*Information about the students and the classroom circumstances
Note at the top of every plan
-The level of class
-The coursebook they r using
-The size of the class and its composition
-How this lesson fits into the students’ course programme (the timetable fit)
-What knowledge u assume the students will bring to the lesson
*Evaluating the plan
Note about what u success and what u not success,changes on the plan
(time,tasks,…)