Overview of learning process

Restricted exposure
The texts will often
 Be especially designed for learners, providing clear examples of target items being
used in the context
 Be simplified through use of graded language
 Have unusually high quantities of specific target language items
Leaners may
 Listen to you say sentences that exemplify the language point you are aiming to
work on
 Read or listen to course-book texts designed to present features of certain language
items
 Read examples of particular features of language in a grammar book
Authentic exposure
 Reading magazines, books, articles, product labels, etc.
 Listening to small talk and listening to recordings, radio, etc.
 Watching English films or television channels
 Living in a place where the language is used
 Hearing accidental language used in class
 Reading pieces of language on notices, posters, etc. around the classroom
Restricted output
Speaking or writing that requires leaners to use less than the full quantity of language they
know. Learners get a chance to practice using language in ways that are controlled or
deliberately simplified in a way that makes the load on the learner less demanding. For
example:
 Drills
 Written gap-fill exercises
 Grammar practice activities
 “Repeat what I say”
 Simple games based on saying very similar sentences (For example: “Simon says”)
Authentic output
Speaking or writing using the full range of language learners have at their disposal
  Discussions
 Meetings
 Small talks in the café
 Writing a postcard
 Negotiations
 Chatting in class
Noticing
Noticing is seeing or having one’s attention drawn to the meaning, form or use of language
items.
For example: Why does it have that ending? Is that verb in the past or present?
How do people learn language?
1) The learner doesn’t know anything about the item.  Ignorance
2) The learner hears or reads examples of the item, but doesn’t particularly notice it.
 Exposure
3) The learner begins to realize that there is a feature he/she doesn’t fully understand.
 Noticing
4) The learner starts to look more closely at the item and tries to work out the formation
rules and the meaning, possibly with the help of reference information, explanations
or other help.  Understanding
5) The learner tries to use the item in his/her own speech or writing.  Practice
6) The learner integrates them fully into his/her own language and uses it relatively
easily with minor errors.  Active Use
Background knowledge

The world The specific topic The genre

The whole text

Long sections of
text
Bottom-up Sentences Top-down

Clause/ Chunks
Words
Sounds
  Top-down processing:
o Students get a general view  overall picture
o Students recall schemata  compare prior knowledge and new information 
express predictions/ expectations
 Bottom-up:
o Teachers/ Students focus on details
o Teachers/ Students analyze information (sounds, words, structures…)  get further
understanding
 If only one process is focused, Students are unable to develop language skills.
Top-down or Bottom-up?
1. Before we start learning, we can already predict some possible words and phrases
that might be used because of our knowledge of lexical sets associated with the
topic.  Top-down
2. We listen carefully to a recording a number of times so that we can find a word we
can’t catch clearly.  Bottom-up
3. When we don’t clearly catch what people say, we hypothesize what we have missed
and reinstate what we think was there, based on our knowledge of similar
conversations.  Top-down
4. We know the typical pattern some interactions follow (e.g. the typical sequence of
exchanges when ordering a taxi on the phone), and this helps us to understand these
when they are spoken.  Top-down
Objective writing
What are included in the objective?
 Language Knowledge (vocabulary, grammar, pronunciation…)
 Language Skills
 Language Behavior
What makes a clear and specific objective?
 SMART Criteria
 Specific
 Measurable
 Achievable
 Relevant
 Time-bound
Learners’ differences
Multiple Intelligences
Conceived by Howard Gardner, MI are 8 different ways to demonstrate intellectual
ability.
What are 8 types of MI?
1. Visual/ Spatial Intelligence: ability to perceive the visual
2. Verbal/ Linguistic Intelligence: ability to use words and language
3. Logical/ Mathematical Intelligence: ability to use reason, logic and numbers
4. Bodily/ Kinesthetic Intelligence: ability to control body movements and handle
objects skillfully
5. Musical/ Rhythmic Intelligence: ability to produce and appreciate music
6. Interpersonal Intelligence: ability to self-reflect
7. Intrapersonal Intelligence: ability to relate and understand others
8. Natural Intelligence: ability to understand natural world
Three types of learning styles
Visual Learners
 Need to see the teacher’s body language and facial expression
 Prefer sitting at the front of the classroom
 Think in pictures and learn best from visual displays
 Prefer to take detailed notes
Weakness:
o Feel frustrated when unable to take notes
o Has difficulty following lectures that are long
o Unnecessary movement can be a distraction
Auditory Learners
 Learn best through verbal instructions, taped lectures and face to face instruction
 Interpret and the underlying meanings of speech
 Benefit from: reading text aloud; using a tape recorder
Weakness:
o Have difficulty with reading and writing tasks
o Unnecessary noise can be a distraction
Tactile/ Kinesthetic Learners
 Learn best through moving, doing, acting out and touching
  Enjoy conducting experiments, exploring and performing tasks
 Use color highlighters and take notes
Weakness:
o Tend to lose concentration if there is little or no external stimulation or movement
o Weak at spelling
o Handwriting often not good
 Teachers should match their learning styles to their students’ learning styles and
activities.
Stages of planning a lesson

A. Understanding D. Planning B. Identifying

learners the lesson the aims/
what they objectives
What they know
will be taught
What they
How they should know
C. Understanding will be taught or be able to
the context do after the
lesson
Where/ When

E. Assessing how D achieve B

 Teaching Vocabulary
Knowledge of words
Receptive knowledge Productive knowledge
 Spoken form  Correct pronunciation
 Written form  Correct spelling
 Recognizing parts  Derivation of word form from
 Particular meaning correct parts
 Meaning in context  Express meaning
 Understanding of concepts  Production in different contexts
 Knowing related words  Synonyms
 Identification of correct use  Commonly occurring
 Recognition of typical collocations  Able to decide whether to use it
Techniques for conveying meanings of words
 Visual techniques
Real objects, drawings, pictures, movements, gestures, facial expressions
 Verbal techniques
Definitions, context, simple English, opposites, synonyms, enumeration (listing)
 Translation (abstract notion)
Ways of presenting the meaning of new items
- Concise definition (as in a dictionary; often superordinate (general concepts that
“cover” specific items; animal is the superordinate of dog, lion, mouse) with
qualifications: for example, a cat is an animal which…)
- Detailed description (of appearance, qualities…)
- Examples (hyponyms: items that serve as specific examples of a general
concept; dog, lion, mouse are hyponyms of animal)
- Illustration (picture, object)
- Demonstration (acting, mime)
- Context (story or sentence in which the item occurs)
- Synonyms
- Opposite(s) (antonyms)
- Translation
- Associated ideas, collocations
 Examples:
Words to be Techniques Examples
taught
Kimono (TA9, Definition A kimono is traditional clothing
U.2) of the Japanese people.
To plow (TA9, Context, simple English Farmers may have a buffalo or
U.3) a tractor plow the soil. This
makes the soil soft and ready
for their growing rice.
Cold (TA6, U.10) Opposites/antonyms Cold ≠ Hot
To call (TA7, U.2) Synonyms Call someone = telephone
someone
Fruit (TA6, U.10) Enumeration/ Super- Fruit includes apples, bananas,
ordinates oranges, and so on.
Unhappy (TA7, Parts of words/ word- Unhappy  UN- + happy = not
U.1) formation happy, sad

Presenting vocabulary

Meaning
(contexts,
concepts,
connotations)

Use (grammar, Forms

collocation, (pronunciation,
deviration, styles) spelling)

Teaching steps
Ordering steps Rationale
Convey the meaning of the new word In order for learners to be able to
by defining it or by using a visual. provide the word, the meaning needs to
be clearly established.
Elicit the word (if the learners do not If learners can provide the word, it’s
know it, or pronounce it correctly, say very affirming for them.
the word yourself).
 Concept check the meaning of the new Learners need to feel sure about the
word. meaning of the word before they say it.
Provide a clear oral model of the word. Learners need to hear the pronunciation
before they can repeat.
Drill the word with learners both It is often a good idea for learners to say
chorally and individually. the word before they see it written
down, especially when the spelling of
the word is at odds with its
pronunciation.
Write the new word on the board, Learners need a written record of the
indicating the word class and the stress. word and they need to find out how it is
spelt.
Put the new word in sentences. Learners need to know how to use the
word correctly.

Rehearsal buffer (bộ

nhớ trung gian)
How is a word remembered?

Incoming Sensory Selective Short-term Successful Long-term

info memory attention memory encoding memory
Not attended to

Not coded

Forgotten
Forgotten
 Teaching Grammar
What is grammar?
- Rules about sentence formation, tenses, verb patterns
- The moment-by-moment structuring of what we say as it is spoken
- Exercises (fill in the gap, multiple choice) about tenses
- Our internal “database” as to what are possible and impossible sentences
Guidelines
1. Give good presentation on form (= structure) and meaning (= language function)
2. Provide students well contextualized examples (visual materials)
3. Terminology vs. mother tongue (depend on students’ level)
4. Explanation (from general to special cases)
5. Elicit the structure by using Inductive or Deductive
Approaches
Deductive Inductive
 T presents rules  T provides contextualized examples
 T gives examples for illustration  Ss are exposed to language  form
 Ss practice or do application by themselves
exercises  DISCOVERY LEARNING  trial
 RULE-DRIVEN LEARNING + errors

Situational presentation
1. T uses visual and word prompts to build up a context that will generate examples of
the target language.
2. T elicits an example sentence of the target language, perhaps writing it on the board.
3. T uses oral concept checking questions to check the meaning of the target language.
4. Having checked understanding of the new language, T highlights the form and then
rubs the example sentence off the board.
5. T writes up key words on the board that are clearly connected to the context. These
are used to model and drill examples of the target language.
6. T elicits an example of the target language on the board for a second time and
highlights aspects of pronunciation that have just been practiced.
 Drilling; Exercises
Dialogs; Games

Controlled
Presenting Freer practice Personalization
practice

Grammar practice activities

Drills Games
 Repetition drills Split sentence
 Substitution drills Quiz
 Transformation drills Memory tests
Picture dictation
Written exercise Miming
Dialogues Questionnaires/ Survey
Board games
 Teaching Pronunciation
Two phases in teaching pronunciation
 Recognition phase
Help students recognize the sounds by listening to the recording or the teacher
 Production phase
Ask them to repeat after the teacher/recording
What does teaching pronunciation involve?

advance

Intonation

Rhythm &
Stress
basic

Sounds

Pronunciation errors
Examples Errors
Unfamiliar sounds θ ð ʒ dʒ tʃ p æ Using nearest equivalents
Consonant clusters sp-, spr-, st-, -st, -ts, -sts, -ks,
Uttering single sounds, or
-sks, br-,… skipping one consonant
Final sounds have, cars, meet, hope, Skipping, or uttering
path,… plosives without aspiration
Long – short vowels ɪ- iː ɒ- ɔː ʊ- uː ə- ɜː/ɜr Using a medium sound(i, ɔ,
u, ɜ)
Diphthongs B.E. eə, ɪə, ʊə, aʊ, əʊ, ɔɪ, eɪ, Using nearest equivalents
aɪ or single sounds
 A.E. ɑʊ, oʊ. ɔɪ, eɪ, ɑɪ
Weak forms əm (am), ə/ɜr (are), kən Using strong forms in all
(can), ʃəd (should),… situations
Sentence stress My ‘sister is a university Giving same stress (force,
‘student. strength) to every syllable
Intonation Is she a student? Using falling tune where a
Although he was very tired, rising tune or fall-rise is
he decided to go to work. required

Suggested activities: Standing stress, Stepping stones, Sentence stress, Phonemic chart,
etc.

Color chart:
 Teaching Listening
Students’ common difficulties in listening
A. Classroom listening vs. real-life listening
Classroom listening: listening occurs in the classroom.
Features of real-life situations
Real-life listening: listening occurs outside the classroom.
Casual or focused
Characteristics of real-life listening situations:
o Informal spoken discourse:
- Brevity of chunks (speaker nói ngắn gọn chỉ người trong cuộc trò chuyện mới
hiểu)
- Slurred pronunciation (luyến âm)
- Colloquial vocabulary (ex: mother = mom, father = dad, etc.)
- Ungrammatical utterance (Do you want to go with me?  Going out?)
- Meaningless “noise” – words (uh, oh, etc.)
- Redundancy (nói những từ không có nghĩa để nhấn mạnh)
o Listener’s expectation and purpose
o Looking as well as listening
o Ongoing, purposeful listener
o Speaker’s attention
B. Learner problems and solutions
Students’ problems Suggested solutions
1. Trouble with sounds - Pre-teach key words before listening
- Provide background knowledge of the
topic to facilitate comprehension and
guessing
2. A need to understand - Explain to students that everything does
every word not have equally important information
- Give students practice in selecting and
ignoring information
3. Problem with fast, natural - Use teacher-produced talk at the right
native speech level
- Explain to students to expose to informal,
natural talks
4. A need to hear thing over - Choose text with “redundant” information
and over again which essential details are repeated
 5. Getting tired then the text - Break the text
is rather long

Teaching steps

Activate students’ background knowledge

Communicative activities
Predictions
Personalization
Pre- teach some key words

Pre- While- Post-

- Correction
- Follow up activities:
Gist
+discussion
+a summary
Details
+a game, relevant song

Reference
Mike met Peter.
Inference He beat him.
She saw the diamond ring The former beat the later.
in the box he held and
words failed her. (Listen
and predict)

Task feedback circle

Lead-in Pre-task work Set clear task

Listening/Reading
YES NO

Conclude Performance Feedback

Types of activities
1. No overt response: Stories, Songs, Film, Video
2. Short responses:
- Obeying instructions (Listen to the recipe and do)
- Checking items
- Ordering items
- Matching
- Completion
- True/False
- Multiple choice
- Detecting mistakes
- Cloze (Listen and fill in the blank)
- Answering questions
3. Long responses:
- Answering questions
- Note-taking
- Paraphrasing and translating
- Summarizing
- Long gap-filling
4. Extended responses
- Problem-solving (Listen and give solution)
- Interpretation (Phiên dịch)
 Teaching Reading
The importance of developing reading skills
- Enlarge knowledge
- Provide students with experience
- Master language materials and skills
- Develop students’ reading habits
Characteristics of efficient reading
1.Comprehensible The language of the text is not too difficult to readers.
language
2.Content accessible to Within the readers’ scope of knowledge so that they can
readers make use of their background knowledge or experience to
decode the text.
3.Fast reading (speed) Readers can read through the text quickly without wasting
time struggling with difficult words or structures.
4.Guessing Readers can guess the meanings of the new words from
surrounding context.
5.Motivation The reading passage is interesting enough to motivate
readers to read.
6.Clear purpose Readers are aware of a clear purpose in reading (e.g. to get
specific information or just to get pleasure).
7.Reading strategies Readers can use different strategies for different kinds of text
(e.g. poetry, tables, graphs…).

4 reading sub-skills
Sub-skills Analysis Examples (TA9, U.2, P.17)
1.Skimming To get general Choose the best title for the reading passage:
information or A. Why People Wear Jeans
main idea B. The History and Development of Jeans
C. Different Kinds of Jeans
 Answer: B
2.Scanning To get specific Filling the missing dates and words. (Task a in the
information or course book, p.17
details
4.Word- To tackle Can jeans be in use for a long time? Are they durable?
attack unfamiliar Answer: Yes, the material to make them is strong
lexical items by and does not wear out easily.
using In the 1980s, did the sales of jeans increase or
morphological decrease?
 information Answer: Increased – went up and up
(word In the 1990s, whose economic situation got worse?
formation, word Answer: All over the world – worldwide (world +
class, synonyms, wide)
antonyms,
hyponyms…)
5.Text- To interpret the What were the 1960s’ fashion?
attack text by using all Answer: Embroidered jeans, painted jeans (The
the clues explanation is given after the colons : )
available: What do “their” and “them” in “with their own labels
cohesion, on them” (line 41) refer to?
coherence, Answer: Famous designers (their); jeans (them)
structures, etc.
Match the skills and reading aims
1. You are an 18-year-old history student. In a school history magazine you see an
article about reassessing the Cold War in terms of the Third World politics. 
Reading for detailed comprehension
2. You are trying to decide what movie to take your 7-year-old niece to see. You check
your local newspapers.  Scanning
3. When you are in dentist’s waiting room, you see an article about your favorite singer
in a magazine.  Reading for pleasure
4. You have heard about the singer/artist and you are mildly interested in their life.
You look them up on the Internet when you don’t have much else to do.  Skimming
Task types
1. Answering questions (Yes/No question, WH question, open question, questions
give short answers)
2. True/False statement
3. Completion (base on the text to complete the chart, map, diagram…)
4. Matching
5. Fill-in-the-blank (with/without given word, nhiều loại từ)
6. Jumble paragraphs or sentences (re-arrange the paragraphs or sentences)
7. Cloze reading (1 loại từ)
8. Checking items
Teaching steps
Top-down reading:
Pre-text 1.Introdution and lead-in, e.g. get learners interested in the topic, initial
discussion of the key themes
 2.First task (pre-reading) e.g. predict from extracted information
(illustrations, key words, headlines, etc.)
Text 3.Tasks to focus on fast reading for gist (skimming), e.g. check text against
predictions made beforehand
4.Tasks to focus on fast reading for specific details (scanning), find single
items of information in the text
5.Tasks to focus on meaning (general points), e.g. make sure of information
in the text to do something (fill out a form, find out which picture is being
described, etc.)
6.Tasks to focus on meaning (finer points, more extensive comprehensive
understanding)
7.Tasks to focus on individual language item, e.g. vocabulary or grammar
exercises
Post-text 8.Follow-on tasks, e.g. role play, debate, writing tasks (e.g. write a letter in
reply), personalization
9.Closing, e.g. draw a lesson to a conclusion, tie up loose ends

Pre- While- Post-

Skimming -Discussion (personalization)

- Introducing the topic
Scanning -Games
- Providing students
with background -Activities for consolidation
knowledge Word-attack (e.g. read aloud)
- Pre-teach vocabulary Text-attack
- Giving a task for
general information

Reading suggestions
- Jigsaw reading - Play extracts
- Reading puzzles - Predicting from words and
- Finding mistakes pictures (e.g. story)
- Poetry - Etc.
 Teaching Speaking
Problem with speaking activities
1. Students’ inhibition
2. Nothing to say
3. Low or even participation
4. Mother – tongue use
Plan a speaking activity
Models for productive skills (p.275)

Activities based
Students have all
on ss’ experience
the information
they need

T sets T monitors T's Personalization

Lead-in task task feedback

Further
Controlled practice
speaking/ guided writing T sets task
writing practice
T monitors
task

T’s
feedback

Worked example
- Ask learner to work inpairs to decide what the caller will say and how the
receptionist will respond. Learners should not write out the whole script, but
can make notes of particular phrases.
- Make new pairs. Without further discussion, learners phone each other and do
the task.
 - Play a recording of competent speakers doing the same task. The task is asked
to take down notes about language they use.
- The pairs work out how they could improve their task next time.
- Make new pairs. The task is done again.
- Tell learners that they must phone business contact to make an appointment for
a meeting to discuss future plans.
- The pairs meet and reflect on whether the task was done well. Teacher may
draw attention to specific language that learners could use and specific ways of
interacting appropriately to the genre.
- Leaners practice in pairs. The teacher listens and suggests corrections and
improvements.

Teaching steps

- Setting up the scene

- Introducing voca
- Introducing grammar

Presentation Practice Production

- Pairs Controlled
- groups practice
- Students’ performance
- Communicative
- Accuracy Free practice activities
- Fluency - personalization

Basic lesson sequence

1. Set task 5. Feedback / review the success
2. Plan the speaking 6. Ass / correct / revise
3. Rehearse the speaking 7. Redo the task
4. Do the task Exposure to examples
Lead – in
Lead – in
Before the lesson
- Ask questions about pictures/drawings
- Familiarize yourself with the - Eliciting reactions to a view point
materials and the activities. - Ask students if they have ever
- Prepare aids been/done…
- Arranging seating, visual aids - Elicit vocabulary which is added to the
- Think through any potential topic
problem - Tell a short personal anecdote related to
a topic
- ……..
Activity route map

Setting up Running

- Organize students - Monitor

- Give clear instructions - Allow students to work w/o
- Check back much interference
- Sometimes allow some - Provide help when necessary
individual work

Closing Post - activity

- Ask groups compare answers

- Try to sense when to
- Provide key
stop properly
- Have groups report back
- Give a time warning
- Cross checking
- Peer correction

Activities that lead to fluency & confidence:

- Students repeat sentences teacher says.
- At the start of the lesson, students chat with teacher about their weekend plans.
- Students look at a list of hints & tips for making business presentations.
 - Students listen to a recording and practice repeating words with the same difficult
sounds.
- Students work in pairs and agree their list of the best 5 films of all time.
- Students listen to & study a recording of a social conversation.
- Students prepare monologue about their hobbies and give a 5-minute speech to the
whole class.
- Students learn by heart a list of useful chunks of language they can use in
conversation.
Some common communicative activities
- Role play - List sequencing
- Surveys - Pyramid discussion
- Picture differences - Board games
- Group planing - Puzzles & problem
Pyramid discussions

Group 1 and / or Group 5

Group 1 Group 4 Group 5

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6