BÀI TẬP 1

METHODS AND TECHNIQUES FOR ENGLISH LANGUAGE TEACHING

Mục đích: Điểm danh và tự nghiên cứu
Hướng dẫn làm bài:
1. Tải file về máy và làm các bài tập ở phần 1 và 2
2. Đặt lại tên file theo cú pháp: số thứ tự trong danh sách_họ và tên. Ví dụ: 18_Đặng Thị Tú Anh (Học viên hỏi giáo viên
quản lý lớp để xin danh sách lấy số thứ tự)
3. Nộp bài: tại lớp học google classroom (nộp đúng vị trí: Bài tập -> Học phần phương pháp dạy học  Bài tập 1
4. Deadline: …..(sẽ được ghi trên google classroom)

PHẦN 1: TOTAL PHYSICAL RESPONSES (TPR)

Task 1: Watch the following videos: https://www.youtube.com/watch?v=bkMQXFOqyQA and answer the questions:
 What new items (vocabulary/ grammar/chunks/ patterns) are taught in the lesson?
The new items are taught in the lesson as below:
 Say “Hello” to your mom.
 Hello
 You are hungry
 Your mom shows you some plums

 How many times does the teacher repeat them? Why does he repeat them many times?
 The teacher repeats the new items several times, to ensure that students have a strong grasp of the vocabulary and
structures. Repetition is a key strategy in language learning because it helps reinforce memory and enables students
to become more comfortable using the new language in different contexts. It also aids in developing fluency and
confidence. The teacher may repeat the phrases in various ways or contexts to allow students to fully internalize the
language and understand its usage.
 How does the teacher help students understand their meanings?
The teacher helps students understand the meanings of new items through various strategies, such as:
 The teacher may use gestures, facial expressions, and actions to visually demonstrate the meaning of words or phrases.
 The teacher lets students listen to each sentence and fill in the numbers in their notebooks.
 The teacher draws pictures, objects, or realia on the board to link the new vocabulary with specific items or situations.

 How do the students show the teacher that they understand their meanings?
The students show the teacher that they understand the meanings of the new items in several ways:
 Students may demonstrate understanding by correctly using the new vocabulary or phrases in context.
 Students show comprehension by following the teacher's instructions, such as repeating the words, filling in numbers
in their notebooks, and performing actions that match the vocabulary
 Students might nod, smile, or show other non-verbal signs that indicate they understand what is being communicated.
 When the teacher shows an object, students may point to or name it correctly, demonstrating they grasp the meaning of
the new word.

 Does the teacher ask students to pronounce those words/ chunks?

 Yes, the teacher asks students to pronounce the words and chunks. The teacher models the pronunciation first and then
asks the students to repeat after them to practice the correct pronunciation.

 Do students say the chunks? If yes, when? Does the teacher give corrective feedback if the students make pronunciation
mistakes?
 Yes, students say the chunks. They are asked to repeat the chunks after the teacher, particularly after the teacher models
the pronunciation. This usually happens multiple times to give students enough practice and help them remember the
correct pronunciation.
 If the students make pronunciation mistakes, the teacher typically provides corrective feedback. The teacher might
gently correct the students by modeling the correct pronunciation again, drawing attention to specific sounds, or
encouraging the students to try again. The goal is to help students learn the correct pronunciation through repeated
practice and positive reinforcement.
 Does the teacher write new words/ chunks on the board?
  No, the teacher does not write words or chunks on the board. Instead, the teacher draws pictures on the board to create
a visual impression for the students, helping them remember the new vocabulary more easily.
 Does the lesson focus on speaking, writing, listening or reading?
 The lesson focuses on speaking, listening. In addition to practicing speaking by repeating words and phrases, students
also listen to a CD and fill in the numbers in their notebooks that correspond to the pictures. This approach helps
reinforce listening comprehension, and the connection between vocabulary and visuals.

Task 2: Watch the following videos: https://www.youtube.com/watch?v=1Mk6RRf4kKs&t=2s and answer the questions:

1. How does the teacher teach the meaning of the words (plane, car, teddy, doll) at the pre-teaching stage?
 The teacher teaches the meaning of the words (plane, car, teddy, doll) at the pre-teaching stage by showing students
pictures of a plane, car, teddy, and doll. The teacher then repeats the words multiple times, and the students are asked to
repeat after the teacher to help them remember the words. This visual and repetitive practice helps reinforce the
meaning of the words.
2. Does the teacher ask the learners to repeat the words orally after he says them?
 Yes. The teacher asks the students to repeat the words orally several times after the teacher says them
3. How does the teacher teach the following phrases: fly the plane, drive your car, hug your teddy, kiss your doll?
 The teacher teaches the phrases "fly the plane," "drive your car," "hug your teddy," and "kiss your doll" by saying the
phrases while performing the corresponding actions. This helps students connect the words with the actions and
understand their meanings more effectively.
4. How does the teacher know the learners understand the meaning of those chunks?
 After teaching the students the actions corresponding to the chunks, the teacher asks the students to stand up. The
teacher stays seated, speak the chunk, and asks the students to act according to the instructions. When the students
perform the correct actions, it indicates that they have understood the meaning of those chunks.
5. What do you think about the order of the chunks taught? (which chunk is introduced first, which is introduced next ….
and does the teacher keep or change the order at any phase of the lesson?)
 The order in which the chunks are taught is very important. First, the teacher shows the students the pictures and has
them read the individual words. Next, after the students remember the individual words, the teacher asks them to read
and perform the corresponding actions for the chunks. Then, the teacher reads the chunks aloud, and the students act
 according to the teacher's instructions. Finally, the teacher reads the chunks in a random order to help the students
remember and perform them correctly.
 The teacher cannot change the order of teaching. The sequence ensures that students first become familiar with the
individual words, then practice combining them into chunks and performing the corresponding actions. This step-by-
step progression helps students understand and remember the language effectively.
6. How many phases are there in the lesson? What does the teacher and learners do in each phase? Complete the
following table.

Phase Name of the phase What teacher does What students do

1  Pre – teaching key  Introduces the words to  Listen, watch
words be taught using  Learn key words
flashcards
2  Listen, watch and  Gives students a model  Listen, watch and do
do for the actions  Understand sentences
 Imitate actions
3  Listen and do  Look students actions  Listen and do
follow the orders
4  Listen, watch and  Teacher changes the  Listen and do
do (jumbled order) order of the instructions

7. What kind of learners is TPR for?

 TPR (Total Physical Response) is very suitable and effective for young learners. It is particularly effective in conveying
language knowledge in a lively and flexible way.
 Children are naturally curious and eager to explore new things, which makes them less shy or hesitant to express
themselves using their whole bodies. This method engages them actively in the learning process, helping them retain
language more effectively through physical actions.
 8. Can you use TPR for teengager or adult learners? Why?

 Yes, TPR can be used for teenagers and adult learners. While adult learners may not always be as enthusiastic about
physical activities as young learners, TPR still offers several benefits.
 Firstly, it introduces a "fun" element to the classroom, which can be especially helpful for adult learners who may need
a more engaging approach. Secondly, the rapid results provided by TPR can motivate adults to continue their language
learning process. Lastly, TPR creates a relaxing environment where learners feel free to laugh, make mistakes, and
learn together, making the learning experience more enjoyable and effective for everyone.

Task 3: Underlying theory of TPR

Watch the following video: https://www.youtube.com/watch?v=9omNHxf2pKA
What do you learn about TPR through the video? (Answer briefly, remember relate your answer to the content of the video)

 The TPR method directs students to learn by engaging both the left and right hemispheres of the brain through a flexible
combination of gestures and actions. In the video, it is shown that incorporating movement into lessons helps activate both
brain hemispheres, making learning more dynamic and effective.
 Using TPR to learn English allows students to exercise their bodies, perform actions with enthusiasm, and keep their energy
high, which helps them break through learning barriers.
 Additionally, the method reduces the need for extensive note-taking and enhances long-term retention of the language, as
students remember the words more easily through physical actions and active engagement.

PHẦN 2: TASK-BASED LEARNING (TBL)

Task 1: A lesson with TBL
Read the following description of a lesson and answer the questions:
1. The teacher holds a discussion with the students about when their birthdays are, what present they would like, what good birthday
parties they have been to, and what they like to eat and drink at a birthday party. The teacher can summarize the answers on the
board.
 Teacher can show a picture of her birthday party on the board.
Ask students:
What can you see in the picture?
Is this a birthday party?
Can you see me in the picture? Where am I?
Have you ever been to a birthday party?
When is your birthday?
What present would you like?
What would you like to eat at a birthday party?
What would you like to drink at a birthday party?
2. The teacher puts students into small groups. Give them a worksheet paper with the pictures,names, and prices of a lot of party food
and drink on it.
3. Tell students to do the task: Choose the food and drink they would like for a birthday for 5 friends keeping within a price limit, e.g
$20
4. The students do the task while the teacher goes around the class, listening and answering any questions
5. Students spend some minutes preparing before reporting their work to the whole class.
6. Each group tell the other groups what decisions they have made
7. The students ask the teacher questions about any language they need for the task and/or teacher tells the students about any
language she noticed they didn’t know a while they were doing the task, e.g. the pronunciation of some food words, the grammar of
uncountable and countable nouns.
8. The students do a written exercise on the new language.
Questions:
1. What does the teacher do at step 1? If the teacher summarizes students’ answers on the board, which words would students
write? Why?
 In step 1, the teacher engages students in a discussion about birthdays, including topics like when their birthdays are, what
presents they would like, and what they like to eat and drink at birthday parties. The teacher also shows a picture of her own
birthday party. If the teacher summarizes students’ answers on the board, students would likely write key words related to the
discussion, such as “birthday,” “present,” “food,” “drink,” and “party.” These words are important because they capture the
main themes of the discussion and will be relevant for the task that follows.
2. What language items (pronunciation, grammar, vocabulary) do students need in steps 3, 4 and 5?
In steps 3, 4, and 5, students need the following language items:

 Vocabulary: Words related to food and drinks (e.g., “cake,” “soda,” “chips,” “sandwich”), party-related items, and common
birthday words (e.g., “party,” “birthday,” “present”).
 Grammar: Students may need to use countable and uncountable nouns (e.g., “a cake” vs. “some juice”), and structures for
expressing preferences (e.g., “I would like,” “I want,” “I don’t like”).
 Pronunciation: Clear pronunciation of food and drink items, and possibly other vocabulary from the task.

3. Does the teacher teach those language items before students do the task at step 3, 4, 6?
 The teacher doesn’t explicitly teach the language items before the task. Instead, students use language they already know to
complete the task. However, the teacher may provide clarifications and language support during and after the task (in steps 7
and 8) based on the language students need and any errors they make.
4. Does the teacher focus on accuracy? If yes, at which step?
 Yes, the teacher focuses on accuracy, particularly in step 7, when students ask about any language they need for the task. This
step provides an opportunity for the teacher to correct mistakes, clarify pronunciation, and explain grammar points (such as
uncountable and countable nouns).
5. At which step does the teacher correct students’ mistakes?
 The teacher corrects students’ mistakes in step 7 when the students ask questions about language they need or when the teacher
notices mistakes in pronunciation or grammar during the task.
6. Does the teacher focus on fluency? If yes, at which step?
 Yes, the teacher focuses on fluency, particularly in steps 3, 4, and 6. During these steps, students engage in the task of
discussing and deciding on party food and drink, where the focus is on communication and using language naturally and
without overemphasis on accuracy.
7. Does the lesson focus on learning language items (grammar, vocabulary) or complete a task in which the target language
items are used?
 The lesson focuses more on completing a task in which target language items are used. While students may encounter new
vocabulary and grammar, the primary aim is for students to practice language use in the context of the task, rather than
explicitly learning grammar or vocabulary beforehand.
8. What do you think about the possibility the students make mistakes while completing the task?
 There is a high possibility that students will make mistakes during the task, especially if they are unfamiliar with certain
vocabulary related to food and drink, or the grammar of countable and uncountable nouns. However, these mistakes provide an
opportunity for learning and clarification.
9. What difficulties may students and the teacher have in this lesson?
 Students’ difficulties: Students might struggle with vocabulary for food and drink, using the correct grammar for countable vs.
uncountable nouns, or expressing their preferences in a structured way.
 Teacher’s difficulties: The teacher may find it challenging to monitor the groups effectively, especially if students have a wide
range of language abilities. Additionally, the teacher may need to balance providing language support without interrupting the
flow of the task.
10. Compare between the task at step 3,4,6 and the task below. Which one focuses on form? Which one focuses on meaning? Which
is more meaningful? Which allows students to use their own language resources?

 Comparison between the task at steps 3, 4, 6 and the task below:

 Which one focuses on form?

The task below focuses more on form. The students are practicing specific grammatical structures related to asking questions
 and giving answers with "any" (e.g., “Do you have any...?” and “Yes, I have some” / “No, I don’t have any”). This structure is
the primary focus of the task.
 Which one focuses on meaning?
The task in steps 3, 4, and 6 focuses more on meaning. In this task, students are discussing real-life preferences and decisions
about party food and drinks, which involves meaningful communication. The emphasis is on what students want to have at a
birthday party and how they plan within a price limit, using language in context.
 Which is more meaningful?
The task in steps 3, 4, and 6 is more meaningful because it simulates a real-world scenario of planning a birthday party, which
is more engaging and relevant to the students' lives. Students are using language to express their personal choices and interact
with their peers in a context that feels authentic.
 Which allows students to use their own language resources?
The task in steps 3, 4, and 6 allows students to use their own language resources. They need to express their personal
preferences and discuss their choices, which encourages creativity and decision-making. In contrast, the task below is more
structured and controlled, with students needing to follow specific sentence patterns and focus on a set list of items, limiting
their ability to use their own language resources freely.

In summary, the task in steps 3, 4, and 6 is more focused on meaning, more meaningful, and allows students to use their own language
resources, while the task below is more focused on form and practicing a specific grammar structure.

Task 2: Stages of a TBL lesson

Put the above steps (in task 1) in each stage of the following TBL cycle.
1. Pre-task: T introduces topic and task
2. Task: students do the task, teacher monitors from distance, encouraging all attempts at communication, not correcting. Since
this situation has a "private" feel, students feel free to experiment. Mistakes don't matter.
3. Planning: students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or
discover. Since the report stage is public, students will naturally want to be accurate, so the teacher stands by to give language
advice.
4. Report: Some groups present their reports to the class, or exchange written reports, and compare results. Teacher acts as a
chairperson, and then comments on the content of the reports.
5. Language focus: students examine and discuss new words, phrases, and patterns they used in the task. Teachers analyze and
conduct practice of those words, phrases and patterns.
Stage Steps
 Pre-task Step 1: Teacher introduces the topic and task (discusses birthdays, presents, food/drinks).
Task Step 2 & 3: Students complete the task (choose food/drinks for a birthday party).
Planning Step 4 & 5: Students prepare their reports, discussing what they decided.
Report Step 6: Groups present their decisions to the class.
Language focus Step 7 & 8: Teacher gives language feedback and students complete a written exercise.

Task 3: What is a task?

Not every activity can be used as a “task” in task-based learning. According to Rod Ellis, a task in Task-based learning must have 4
features: (1) focuses on meaning, (2) has some kind of gap, (3) learners can use their own language resources to complete the task, (4)
the task has a clearly-defined, non-linguistic outcome.
Look at the following activities. Put a tick if they are/are not tasks and identify which stage of a TBL lesson they can be used.
Activity is a task is not a task At which stage (see task 2) can it be used
1 v Task - Step 3 & 4 (Task and Planning stages)
2 v Not a task - Typically used in Pre-task for vocabulary practice.
3 v Task - Step 3 & 4 (Task and Planning stages)
4 v Not a task - Typically used in Pre-task for practicing spelling or form.
5 v Task - Step 3 & 4 (Task and Planning stages)

Activity 1:

Activity 2:
Activity 3:
Have your students sit in pairs, preferably face to face. Distribute the handouts, “A” to one student in the pair, and “B” to the other.
Tell them not to look at each other’s handout. Instead, they carefully describe their picture to their partner. Tell them that there are
eight differences they must find and that they have only fifteen minutes to find them. After the allotted time has passed, elicit all the
eight differences from your students. (15 – 20 minutes)
Activity 4:
Activity 5: