So far, what have you learned about classroom language? Can you give some examples?

Classroom language is the routine language that is used on a regular basis in classroom like giving instructions of praise, for example “Take out your books” or “Please sit down”. This is language that teachers are used to using and students are used to hearing. Knowing these language basics reduces the amount that students are forced to use their mother tongue and increases the amount of the target language they are using; it makes the language classroom environment more authentic.

1. Hi, An. Do you have physical education today?

2.Please leave your mobile phone at home next time / Plese turn off your phone as soon as you are in./ Put your phone away when our lesson begins.

3.Take off your raincoat and hang it on the hook over there , please.

4. Come on! The lesson starts soon.  ________________________________________________________ 

B

1) May I draw your attention ?/ Our lesson is going to start. Com in and sit down please.  / let’s get started/ 

(2) Ngoc, please stop chatting . / Quiet, please

3) Please put it away, Nam!/ Stop eating now, please

4) Hello. Long. How are you doing? Please take out your E book./ Long, it’s time for English. Put away your maths. 

5) Remember to be on time next time, Hai! / Why are you late?/ Hai, where have u been? Tell the reason after the class. 

6-7. Okay . Let’s get on with the lesson. / Let’s get started / Don’t be late again. Okay we’ll come to the new lesson. / Our lesson is going to start. Quiet and get started. 

 

 

[1] You greet him: Hello An, come to the class please

[1]  It’s the time to start the new lesson, Don’t play with your phone any more, Bao!

[1,2]. Hello Bao! We are going to start the new lesson, so are you ready for it? If ok, you can put your phone into the bag and start our lesson.

[3,4]. Now, whole class, Let’s start the new lesson. Bao and Chi, you have to pay attention to the lesson!

[3,4]. Hi Chi! The weather is too terrible today! Will you take your coat off before going to class please?

[1]. Now everyone! Are you eager to engage in one of the most interesting topics today?

[1]: Hello everybody, how are you getting on. [2] OK everybody, stop talking now so that we can start. [3]

[2,3,4]. But there is a big problem, hey, hey, Who can tell me what I have just said, Ngoc. Huyen. Nam and Long please?

[3] Is there anybody who still hasn't finished. [4] Allright Long please put your pencils down

 

[5] Why were you so late for class this morning, Hai? Don’t be late for class next time! Now, let’s start the new lesson.

[5,6,7]. The lesson started 15 minutes ago, Why were you so late for class? Won’t you be late for class next time?

[5,6,7]. Ok ok Tom, please for once in your life, try not to be late.

1. An, come in please. 

2. Bao, put your mobile phone away, please.

3. Chi, put your raincoat out of the classroom please. 

4. It’s time to study. Come in, please. / Hurry up, please.

B. 

1. Now, let’s get down to work! / We are going to our lesson today.

2. Ngoc, Huyen, stop talking, listen to me, please!

3. Nam, don’t eat in class!

4. Long, this is English class, you can do your maths exercises in maths class!/

Long, don’t do your maths exercises in English class!

5. Hai, you are 15 minutes late. Can I have your explanation? / Why are you late?

6. You can explain after our lesson. 

7. You mustn’t be late again. / I hope this is the last time. 

1.      Is it necessary to speak more slowly and more clearly if you are using English to run your class? Do you modify your English in any way when speaking to students?

-Sure. I think it is necessary to speak more slowly and more clearly if you are using English to run your class. 

-Yes, The teacher should modify stress, intonation, pitch, body language

2.      What are the benefits of slowing down your speed of speech? Are there any possible long-term problems? How else can you help your students understand and adjust to more normal spoken language?

3.   BENEFITS OF SLOWING DOWN

-Students can understand and know how to do, what to do when to complete

-Students are not confused

-Teachers save time by not repeating many time

-The students’ job will be clearer and easier. 

                                    

4.   POSSIBLE LONG-TERM PROBLEMS

-Students get used to listening to slow and unnatural spoken language. In real life, the speed of spoken language is higher.

           - Base on the students’ level and ability ,teachers should modify the way of using English

           - Teachers should apply authentic sourses of English in the class room 

           -Teachers should get students invole in many CLT activities.

          - Listening and speaking should be paid more attention.

- It’s highly likely T & Ss can avoid misunderstanding 

- Ss find it easy to improve their listening as most Ss understand what the T says.

- Ss have time to give better responses in case the T gives them some “food for thought .”

- T build up Ss’ confidence

- The language can be unnatural and somewhat inauthentic.

- The ways the T dilivers his speech make it hard for his Ss to improve their listening skills later. Native speakers speak a lot faster.

  

·  

·     

·    

Take it in turns, starting here.

Who's first?

It’s your turn, please!

You’re next.

Anybody else?

Who's going to start?

Who's next?

Anybody else?

Let someone else have a turn.

2. It’s your turn.

3. Who is the next one to try?

4. Let someone else have a turn.

5. In turn, starting with ....

 

It’s your turn, Tuan.

Anybody else?

Next (one), please.

Go ahead, Long

2. Now you, Anna.

3. Now let’s have someone else (try it).

4. Anybody (still) not had a turn?

5. One by one.

- (It’s) your turn, Nga!

- Who’s next (to go)?

- Next one, please! 

- Anybody else?

-       Who is the next one to try?

-       Now for the beginning, Minh, can you?

-       Who is the first to start?

-       Go on, Minh!

-I want you to try exercise 1, Mai.

-Who can answer next?

-I would like you to answer the question.

-How about your point of view?

1.  Who volunteer?

············································································································ 

2.  Anything else?

············································································································ 

          3.  Who can start?   

4. Can you, Na?

5.  Who next?

-Help each other. Strong students can help weak students

-Motivate students

-Have fun

-Share more ideas

-Have interactive learning atmosphere

2.      Do you think pair work and group work is always more motivating? What has been your own experiences of group work as a teacher and as a student?

-Not always. Sometimes the weaker ones feel discouraged when their ideas are undervalued.

-If not managed well, group work is not effective. Students chat, make noise…

-The classroom is very noisy

3.      Imagine that you have asked the class to work in pairs. Unfortunately, as is often the case, there is an odd number of students. Think of some solutions to the problem. How do these solutions affect your role as a teacher?

-The odd can be added to one pair.

4.      Groups work at different speeds and so complete their tasks at different times. How can you prepare for this situation?

-Go around and control the class. Give more care and time to weaker groups so that every group can complete the task.

-The better group can be given some more challenging tasks while waiting for the others

- Ss especially the weaker ones, build up their confidence as they can more or less contribute to the group.

- Ss can learn how to collaborate with their peers.

- Ss learn from each others.
2. Do you think pair work and group work is always more motivating? What has been your own experiences of group work as a teacher and as a student?

There are the problems of controlling students when working in groups or pairs such as: the use of mother tongue during the work, the reinforcement of students’errors in the classroom, the difficulty to monitor all groups, and the students’ cognitive styles, some learners may prefer to work alone

- The odd student can be assigned with a different task.

- The odd student can be paired up with the T.

- The odd student can take turns joining any of the pairs and add one idea for example each time he joins.

- T arranges their turns to report or present their products.

- T helps the slower groups with hints, suggestions, etc.

- T changes their ways of presentation, for example, T asks the slower groups to switch between verbal and nonverbal forms.

 

2. Teachers are becoming more and more positive in giving feedback 

3. English

4. Yes, Obsolutely,

 

5. Yes

Sure

Definitely

6. Compliment.

You are awesome

you're a smart cookie

 your sacrifices don't go unnoticed.

 

7. The 1st advantage of this is correcting Sts' mistakes in a polite way. They don't feel lose face. 

The 2nd is Sts can learn correction from T immidiately

8.

- mistakes in structure

- Yes

- structure

Pair off and discuss with your partner the following questions. 

1.       Think back to your own language learning experiences. What sort of feedback did your teacher(s) give you? 

Oral feedback and written feedback: Possive feedback 

2.       Now think about yourself as a teacher. Do you think you give more positive or more negative feedback? 

-More possive feedback 

3.       Which language do you use to give feedback and encouragement? 

*Giving feedback 

-That’s right. 

-That’s quite right. 

-Is that right? 

-Is there another way to say it? 

-That’s also possible 

*Giving encouragement 

-Well-done. 

-Keep up the good work 

-You are doing well. 

-You’re getting better everyday. 

-You’ve improved a lot 

4.       Do you think there are cultural differences in how much positive feedback teachers give to their students? Is public praise (or even shaming) a part of your classroom culture? 

-Yes. I think there are cultural differences in how much positive feedback teachers give to their students. Positive feedback should be used to  Some students feel shy and ashamed when the teacher encourages them. 

5.       Do you give feedback differently, depending on whether you are dealing with individual students, pairs, groups, or the whole class? 

-Yes. Teachers should  give feedback differently with individual students, pairs, groups, or the whole class 

-With individual students, 

  Yes,I give feedback differently with individual students because of students' level. 

6.       How can you tell whether the feedback you give is effective? How could you make it even more effective? 

-The feedback is effective when it is critical for positive environment and the learners are able to receive the information and adjust his or her performance accordingly. 

7.       Recasting is a useful technique when correcting a student's mistakes. Instead of drawing attention to the mistake and interrupting the student, you repeat or rephrase what the student intended to say in a correct form, as part of the conversation. For example, the student says I did went to cinema. Your reaction: OK, that’s great. I went to the cinema, too. What did you see? What are the advantages of this technique? 

* Benefits of recasting 

- Providing supportive scaffolding that helps students participate in lessons when the target forms in question are beyond their current abilities. 

- Taking attention away from the actual error and encouraging the students to speak. 

- Being  ideal for facilitating for the delivery of complex subject matter 

 

8.       Which are more important to correct, mistakes in structure (for example, verb forms, prepositions, articles) or mistakes that affect communication (for example, mispronunciations, use of the wrong word)? Does it depend on the type of activity? Which do you focus on? 

It’s important to correct mistakes that affect communication. I may be interested in getting the students to communicate than in accurace 

2.      I'd like you to get into two teams. (divide) - I'd like to divide you into two teams.

3.      I'm sorry, I didn’t notice that at all. (overlook) - I'm sorry I have overlooked that.

4.      All right. When you're ready, Laura. (time) - Take your time, Laura. 

5.      It’s all the same to me which group you join. (difference) - It makes no differece which group you join. 

6.      What you said was perfectly correct. (single) - There wasn't a single mistake in your answer.

7.      Have I missed somebody? (turn) - Has everybody got your turn? 

8.      Excuse me, do you mind moving? (squeeze) -  Would you please squeeze yourselves a bit?

9.      Let me see more of this good work! (up) - Keep up this good work! 

10.  You've improved a lot. (like) -  You have improved like nothing else I have known, mate! / I like the way you have make a lot of improvement.

11.  You found this one difficult. (trouble) - You've got trouble with this one?

12.  If you can't hear, come a bit closer (front) - Come closer to the the front if you ca't hear.

13.  You try it on your own, Mats. (yourself) Do it yourself, Mats.

14.  Let's read. One after the other, please. Lena, you start. (turns) - Take turns to read it. Lena, you go first.

15.  Nicely done. (job) - Great job! 

16.  I'll be back in a moment, so don’t stop working. - Go on with what you are doing. 

17.  It's May 7th today. (date) - The date today is ....

18.  You need some more practice with this. (spend) - You need to spend more time on this. 

19.  OK. It’s alright. (damage) - It's no damage!

Would someone like to clean the board? (volunteer)  
Anyone volunteer to clean the board?         

.

- Time is on your side 

       2. I'd like you to get into two teams. (divide) 

- I'd like you to divide into two teams 

       3. I'm sorry, I didn’t notice that at all. (overlook) 

           - I didn't overlook

       4. All right. When you're ready, Laura. (time) 

          - All right. take your time Laura 

5. It’s all the same to me which group you join. 

      - It makes no differece which group you join. 

      6.      What you said was perfectly correct. (single) 

      - There wasn't a single mistake in your answer.

      7.      Have I missed somebody? (turn) 

       - Has everybody got your turn? 

     8.   Excuse me, do you mind moving? (squeeze) 

       -  Would you please squeeze yourselves a bit?

      9.  Let me see more of this good work! (up) 

      - Keep up this good work! 

      10.  You've improved a lot. (like) 

      -  I like the way you have make a lot of improvement.

      11.  You found this one difficult. (trouble)

      - You've got trouble with this one?

      12.  If you can't hear, come a bit closer (front) 

       - Come closer to the the front if you ca't hear.

13.  You try it on your own, Mats. (yourself) 

- Do it yourself, Mats.

14.  Let's read. One after the other, please. Lena, you start. (turns) 

- Take turns to read it. Lena, you go first.

15.  Nicely done. (job) 

- Good job! 

16.  I'll be back in a moment, so don’t stop working.

 - Go on with what you are doing. 

17.  It's May 7th today. (date) 

- The date today is ....

18.  You need some more practice with this. (spend) 

- You need to spend more time on this. 

19.  OK. It’s alright. (damage)

 - It's no damage!

Would someone like to clean the board? (volunteer)  
 - Anyone volunteer to clean the board?         

2. Ohh! What’s the matter with you, Minh?

3. The only thing we hope now is that the epidemic will send immediately.

4. Good luck to all.

5. Wish you all the best on your special day. Happy birthday to  Norbert! 

6. Do you like winter sports? Can you join to design a video on it?

7. Terribly sorry. Hope you are alright.

8. can you see clearly the whole class?

9. Is the screen shinning? How about turning off the lights?

10. Let’s draw the blinds down

11. Spend more time remembering what you see.

12. Now, work in pairs please.

13. Don't worry about the spelling/your pronunciation.

14. Can you speak more louder?.

15. Piia, may be another time.

16. Does everyone practice?

17. Who volunteers to clean the board?

18. Many thanks.

19. Now I would like to divide our class into 4 groups.

20. Ruyd, have you made up your mind?

21. Now its time to have a short role-play activity. Please work in pairs, one is the customer in a sports shop, the other the salesperson. 

22. Let me tell you what you should do in this activity: The customer should ask some questions about a product and after three minutes the roles are reversed.

23. Wow, your pronunciation is great, Uwe. 

24. How is everything getting on, Anton and Dirk? Come on, you are doing well, guys!

25. It’s time to say goodbye. Thank you for your cooperation today. 

26. By the way, one more thing before you go. Enjoy your holiday!

2. Are you cold? Do you want me to close the window? 

3. Hopefully, there is no thing like epidemic. 

4. Good luck to you, guys!. 

5. Many happy returns, ...! 

​6. Lets get started with a video about winter sports. 

7. I’m terribly sorry, Margarete. Are you okay?

8. Can you see the screen, everybody?

9. Is the sound alright ? Any one at the back can’t hear?/  Can the students at the back hear the sound?

10. Don’t worry. I will move you to another seats so that you can see the board.

11. I would like to invite some students to talk about your winter hobbies. Keep silent, listen to your friends and you will present later.

12. Now, work in pairs for 5 minutes.

13. Susana, say something about it/ Can you say something about it, Susana? /Come on, Susana, you can do that. Say something about it.

14. Can you speak louder, Minna?

15. Sorry, Piia! You ar very good today, but give another a chance to speak. Okay?

 16. All of you have great effort.

17 . Oh, Who can be a volunteer to help me clean the board, please? 

18. Thank you, Linh. You did a good job!

19, I would like all of you to work in groups of 4 students. 

20. Oh, Ruyd, Which group do you want to be in? It is up to you. 

21. Work in pairs. One is a customer and the other is the saleperson

22.  .The customer asks the saleperson some questions about the product in 3 minutes. After that, you change your rơle. 

​

23. You speak like a native speaker, Uwe!

​

24. Let me help you, Anton and Dirk.

25. All of you have worked so hard. Thank you so much.

26. Goodbye. See you soon. 

2. Have you been ill? 

3. Hopefully, the annual flu epidemic hasn’t started!

4. You will win the match. Goodluck!

5.  Happy birthday to you, Norbert

B. 6. I'm going to see a short video about winter sports. 

7. I'm sorry for treading on your foot, Margarete.

8. Can you see the screen clearly?

9. Can you hear the sound aloud?

10. Please close the window to see it clearly.

C. 11/Talk about your winter hobbies briefly, please

12/ Talk about their winter hobbies briefly, please.

13/ Let discuss in pairs for five minutes.

14/ Susana, try your best. Talk about something, please.

15/ Talk about your hobbies loudly, Minna.

16/ Have anyone had the answer at least once ?

D. 17. Who can help me to clean the board?

18. Thanks for your help

19. Work in group of four, please . 

20. You belong to group 4,  Ruyd  

E. 21. Role play. One of you is  the customer in a sports shop and the otheris the salesperson

25.  You’ve done enough of that. You can stop now

26. We can stop here. See you again next time.   

3. Situation: A student is using his phone during class and is caught. This can be turned into a language learning opportunity in a funny way. If you are teaching or revising grammar structures, you can ask that student to produce some examples to express his promise not to repeat his wrong. If it is a speaking lesson, this can be a chance to switch to learning something about phoniquette at school, etc.

1.      If you could design your ideal classroom, what would it look like?

- Enough lights, temperature, space.

- Convenient furniture

- Equipped with modern learning tools

2.      Think about different ways the surrounding of the classroom can be used to support the use of English.

- Important in some activities

- comfortable atmosphere 

- favorable conditions

3.      Think of some of the problems that can occur in the classroom environment. How can these problems be made into language learning opportunities?

- Classroom: too hot, stuffy

- light: poorly-lit rooms

- Disruptive noise: noisy surroundings, phone ringing
Useful language:

+ It’s so blinding.

+ The room is chaotic.
+ There’s little space in the middle of the room.

1. nice-looking, tidy, bright enough, well-organised. and well-equipped, and easy to set pairwork and groupwork / work in teams.

2. Organizing mini games in order to students fully participate in activities.  Some interesting or attrative prizes for the winnersof the games, such as pencils, erasers ...

3. Some of the problems: noise from schoolyard or street, power cut, no TV or interactive whiteboard, large number of sts in a class, .......

 Language to think about

1. Who volunteers to come and stand at the front of the classroom? / Any volunteers to come and stand at the front of the class? . 

2. I would like to divide all of you into groups of 3 students. Now work in groups of 3 students, please! 

3. Please put their hands up ? / Raise your hand please?

4. It’s too hot today, could you open all the windows and turn on the fans,  please?

5. Take your seat, please./ Please be seated. 

Keeping the classroom comfortable

- Turn on all the lights and fans before we begin.

 - Turn off all the lights and fan before you go out, please!

 - Remember to clean the board before the teacher come in! 

- Don't forget to sweep the floor everyday!

 - It seems to be stuffy  in here.

2. The sourroundings of the classroom should always be made fresh, eye-catching and motivating with mottos, posters, mini-boards, etc on the walls. Desks and chairs should be arranged in a way that supports pair work and group work. An overhead projector and a screen would definitely be a must.

3. Think of some of the problems that can occur in the classroom environment. How can these problems be made into language learning opportunities?

- T fails to use equipment due to electronic faults. If this is the case, demonstrate the lesson verbally with the help of pictures, realia, gestures, etc. Anyway, a language teacher always has an actor inside.

- Another common problem can be Ss feel bored with the lesson. T will then quickly change the activity or just simply stop to spend a few miniutes having them playing games or watching funny English movie clips.

1.      What, in your opinion, goes ‘managing the learning environment’ include? What makes a positive learning environment for you? How can this be created?
-->+  It involves creating an optimal classroom environment where learning and teaching can take place effectively.

+ interacting with students, putting routines in place, ensuring the rules are consistently carried out, negotiating rules with students,arranging classroom furniture.

+ negotiate class rules, identify consequaences for, consistently uphold agreed classroom rules.
  |  

2.      Discuss what level of noise is acceptable in your classroom and different tactics that can be used to gain students ‘attention.

3.      How can instructions be presented effectively so as to avoid repeating them unnecessarily?

4.      What types of positive or negative behaviour do you most readily expect to find in the classroom?

5.      When can misbehaviour be dealt with in the foreign language and when should it be dealt with in the mother tongue?
 -when Some Sts may keep teasing their friends 
--> T may say " Stop that!"
- when they distract from the lesson
--> T may say " Look at the board, Tom" 
 | when should it be dealt with in the mother tongue?  | - When Sts ignore what T is saying ( may be they don't understand whay T say in English) 

4. 
Positive behaviour: Students
-  listen attentively 
- interact with the teacher and their partners 
- 
Negative behaviour: Students
- lookout while the teacher is teaching
- speak to their neighbor during the class time,....
- not understand the lesson
- miss behaviour
5. In general, misbehaviour can be dealt with in ENGLISH when this is not serious and we focus on communicative competence; it is encouraging and motivating. Misbehaviour should be dealt with in Vietnamese when the students's ability of understaning English is not good enough

2. - Students can make some noise when they get involved in learning activities. The level of noise is acceptable when it doesn’t affect other classes.

- To gain students’ attention, we can use some tactics:

+ provide students with opportunities of cooperative learning

+ get students moving

+ set limited time for students to work

+ allow students share what they think

+ use some expressions and structures to grab students’ attention

+ allow students to share what they think

3. The instructions should be clear and short so students can follow easily.

Teacher use the common phrases to meet all different levels of students 

Teacher should design and implementation of different activities.

4. Positive behavior: be punctual, concentrate on the lesson, pay attention to the teacher, actively join in all activities, raise hand, be kind to partners, stay on task, be creative, ...

Negative behavior: be late, fool around, interrupt the lesson, refuse to work in groups, throw things, be talkative, tease others, use vulgar language, refuse to stay in seats, be overdependent on others in group work, have no books or learning tools, use violence, bully, be reluctant to join in activity, sleep in class, ..          

5. When the misbehavior is at an acceptable rate: inattentiveness, talkativeness, moving around the room, annoying others, … it can be dealt with in the foreign language. 

When the aforementioned misbehavior is repeated over and over again or serious like aggression and fighting or cheating, it should be dealt with in the mother tongue.

Gaining attention:
+ Im waiting for you to be quiet. 
+ We won't start until everyone is quite. + Stop talking and be silent. 
+ Settle down now so we can start. 
+ Can I draw your attention, everyone? 
+ Is everybody ready? 
+ Now are you ready? 
+ Now we can get down to work.
Giving instructions:
+ Pay attention to the instruction please. 
+ Don't forget to look at the instruction sheet. 
+ Please focus on the instruction.

 Coping with problems:
- Settle down

2. a. some types of games:

- Bingo

- Hot seat

- Role-playing games

- Cooperative games

- Guessing games

b. Benefits:

- active learning

- funny atmosphere

- attracting students’ participation

3. 

-Asks sts to listen to the song 

-Ask some questions about the title of the lesson

- Focus on a particular verb tense or aspect of grammar from the songs

-Focus on vocabulary, idioms and expressions.

-Asks sts to listen to the song 

-Asks some questions about the title of the lesson

- Focuses on a particular verb tense or aspect of grammar from the songs

-Focuses on vocabulary, idioms and expressions 

4. Posters are used to improve students' speaking accuracy and fluency through presentation or discussion techniques. It is a good way to enhance writing skills in real-like situations. It is a channel for students to practice reading skills, getting information through visual images such as diagram, mind-map, cartoons,....

    Displaying student work can help students: 

+ learn from their peers

+ get inspired by seeing the work of their fellow classmates

   Displaying student work can help teachers:

+ track students’ progress

+ identify areas for learning reinforcement

 

 

2. Board Race,Hangman,20 Objects,Hot Seat,Bingo, Nought and cross.
- The biggest benefits of using video games to learn English are

3. We can read, dance, chant or act out songs
4. It motivates, draw students’ interests. It encourages sts to participate in the activity.

1. What do think of the role of non-formal activities in the language classroom? How much time should be given to such activities?

Non-formal activities in the language classroom can be varied. It could be situations in which some Ss get out of classroom activity to do something personal, for example, texting messages or the T passing on an announcement from the school authorities to his Ss. The T’s role is to manage the time spent on these non-formal activities on brief and informative terms.

2. What different types of games do you play (or have you seen) in the classroom? What benefits have you noticed?

*Different types of games

3. The activities we can do with songs,  other than singing, are 
- filling exercises or answer questions  (reading or listening skills)
- games such as freeze dance, musical drawing,....

4. Producing poster displays provide interesting language learning opportunities for students. How does making a display develop receptive and productive language skills? Why is it important to display all your students ‘work?

Making posters, models, flowcharts, etc. are good ways to improve Ss’ four language skills. T needs to design activities that involve Ss’ participation in publicizing these products. Examples of this may include doing presentations about the message of a particular poster or conducting surveys to collect information before making a flowchart. Follow-up activities involving Ss practicing the 4 language skills is also a good way to consider.

This kind of activities are beneficial in some ways:

- to develop the relationship and interation between the teacher - students, and students-students.

- to increase students' motivation of learning.

- to enhance the application capacity of theory in real life situations.

- to create the friendly, comfortable, and effective, creative learning environment.

Well, the time spent on such activities depens on each lesson.

By this we mean if it is a practice period, we can apply these activities designed well to help students to get involved, review, and consolidate their knowledge.

Types of games regularly used in the classroom are mini games, video, brainstorming, quiz, These kinds of games have great benefits because they make the atmosphere in the classroom warmer, the students fell eager to pay atention to the lesson.

- Warm –up

- Listen and fill- in the gaps

- Multiple choices

- Listen and answer the questions.

- Matching

- Complete the sentences

- Complete the tables
...

4. Producing poster displays provides interesting language learning opportunities for students. How does making a display develop receptive and productive language skills? Why is it important to display all your students ‘work?

Yes. This is integral part in developing language skills since the students have to utilize all skills to design a productive posters.
It is because this gives all the students a sense of achievement. They feel confident next time and eager to contribute to the final product of the group.

 

2. Ok. May I have your attention, please? Just a moment. I’m going to give you some more instructions.

3. Can you Vuong just step out of the line for a few minutes, please?

4. Move your desks that way so we can have a discussion soon.

5. Ok, the whole class, put everything back where it belongs.

6. Can you help Lan to move the overhead projector overthere to the other side of the room?

7. Don’t distract your neighbour with that passing note, Suong. You’d better get back to our silent reading, please.

8. Isn’t it really freezing today? Can someone check the radiator, please?

9. I need some help with moving the chairs! 

10. No more of doodling! May I have your attention?

11. Let’s tidy up before we leave!

12. What a noise! Go to your seats and have the lesson!

13. Stay calm! Everything will be okay!

14. I can’t hear myself think.

15. Work on your own!

16. Did everyone hear what I said? / Were these instructions clear?

17.Now, get ready, I’ll check your work.

18. Move closer to the front, please.

19. Come back to your seat./ return to your seat, please.

20. Where has your mind been? Concentrate on your lesson please.

21. I think it’s alright with this CD.

22. Shall we draw the curtains?

23.Well done the whole class./ good job./ How maverlous you are

24. Should we turn the lights off?

25. Why do you seem so noisy today?

26. Return your seat to its original position.
27. Be quiet!

28. No talking now?
29. Mind you. A bag is in the way.
30. Is there a reason for this amount of noise? Let's start our lesson.

- They are convenient and available for use.

- They provide Ts and Ss with reliable information used for lesson plans and schoolwork.

- They provide Ts with a complete syllabus or teaching programme.

- They work as handy and useful teaching aids.

- Textbooks are easily outdated if updating work is periodically overlooked.

- Textbooks tend to be formulaic, thus both Ts and Ss find no space for exploration.

- Textbooks to a certain extent limit Ts’ and Ss’ creativity and flexibility.

- Most textbooks have answer keys, which somewhat makes Ss inactive and robotic.

- Textbooks can be costly.

2. A good language teaching textbook should: 

+ consist of a clear structure with explicitly designed learning units and review units

+ use native accent for recording 

+ be designed with eye-catching lay-out and high-quality images and is printed in colors

+ be based on multi-component approach: theme, skills, linguistic elements, and intercultural aspects

+ be organized around familiar topics and suited to students’ age

+ be based on the time frame which is allocated in the curricula of Ministry of Education and Training
3. Video clip, magazine, letter, poster or Websites: sachmem.com, oxford learner dictionary, Destination b1, solution intermediate, Website: thưvienthamkhao
4. Explaining difficult and complicated sentences for students. All of students are clear about the text. Students take a quick look at the content of the text. And then they can carefully take steps to finish the text.
5. We completely agree with this idea because of the following reasons:

+ It creates a learning environment in which students are eagerly motivated to participate in a well-organized exercise. 
+ They have chances to put their input into practice. 
+ They can practice their skills, or discuss how to deal with the given type of exercise.
6. Here are sort of things we often use to manage the class exercise:

+ Handouts

+ Marking scheme / weighting scale

+ Well-organized feedback to motivate students’ learning attitude.

+ Making sure that all the students have completed the exercise.

- Provide organized units of work

- are especially helpful for beginning teachers
- provide with a balanced, chronological presentation of information

- are a detailed sequence of teaching procedures that tell you what to do it

* Disadvantages of textbooks for teachers and students:
- Textbook is old and outdated
- Information shared with sts is not current or relevant

- tend to be low level or fact- based

2. It is a key component in the teaching and learning English. It serves as the basis for much of the language input learners receive and the language practice that occurs in the classroom. 
*1 It provides structures and a syllabus for a program. 
*2. It provides ideas , activities on how to plan and teach the lesson. 
*3. They can partly train teachers. 
*4. It offers a variety of learning resources.

3.Beside textbook, the other materials  I often offer my students are handouts. Because this kind of material is simple for students to finish in variety of learning resource daily activities.
4.  Introducing the text is very important because the teacher lets students know about the topic of the lesson to learn. The teacher attracts students to watch the video clip and write activities in the clip, check activities and guess the topic of the text. By using effective language teaching, the teacher focuses students to do activities to concentrate on the text and do the next steps.

5. Yes. Because setting the exercise and gong through it  is the way T can know whether  Sts can master the points they have learned or not .

6. We can manage by giving a game of voc, grammatical point,  or a short test 

Advantages:

- all teachers and students have the same framework to follow.

- there are available activities designed.
- Having standard to evaluate and assess

Disadvantages:

- there is no time left for creative activities.

- it’s very easy for gifted students, but it’s so hard for weak ones.

- It helps students understand the requirements of textbooks.

 - Students can follow the lesson well.

 Students are motivated to join the lesson.
- Well-designed, eye-catching. colorfully-decorated with pictures, drawings, images, ...
- the use of standard language

3. What other materials do you offer your students in addition to the textbook – handouts, readers, authentic documents, websites?

- handouts, websites, links
- videos, pictures, diagrams, advanced books

4. When the class work on the text, what classroom routines are considered foundations of effective language teaching, e.g introducing the text?

- introducing the text

- passing the handouts around

- managing the class

- checking the time

- stopping work

5. Do you agree with the idea that exercise management – setting an exercise and going through it - is one of the most interesting events in the classroom regarding opportunities for language used, interaction and negotiated meaning? Why/why not?

Yes, I agree. Because the students are always enthusiastic about doing exercises so that they have chance to express themselves and receive marks.

 

 Let's work individually or in pairs or groups and control them. 
Go around to help them.   
Encourage them to work.

+provides you with a balanced, chronological presentation of information.
+a detailed sequence of teaching procedures that tell you what to do and when to do it. 
+provide administrators and teachers with a complete program. 

+excellent teaching aids, a resource for both teachers and students.
b/ Disadvantages:
+The information or event in the textbook are often old or outdated.
+Textbook questions tend to be low level or fact-based.
2/ A good language teaching textbook is written by professionals or experts. It must be flexible for all levels of learners. 
3/
+Handouts
+Websites
+Authentic documents
4/ 
+Giving clear instructions and requirement is considered foundations of effective language teaching.
+Giving more positive feedbacks to help sts have motivation in their learning
5/
The idea that exercise management is one of the most interesting events in the classroom regarding opportunities for language used because:
+builds up an initiative for students.
+helps students to develop time management.
+encourage self-discipline for students.

6/
+Be a role model. 

+Use exercise as transportation. 

+Focus on fun. 

+Make activity social. 

+Use competition as a motivator. 

+Give gifts that promote physical activity.

- find some new words to teach 

- prepare teaching aids: pictures, video, sub-boadrs

- pose some questions when something is not understood

 *What problems can you anticipate?

- sts can not understand the main idea of the basic text

- some words sts do not know the meaning

3. Yes, it is important and necessary for students to read the text aloud if the have mistakes in pronouncing  and intonation.
-When students have mistakes in pronunciation or spelling, teachers tell them not to be shy and less confident . Listen and repeat after the teacher's correct pronunciation.

4. Based on students' ability, teachers can ask STS to summarise, complete the given summary, complete the mind map, paraphrase the main points in their own language

 5.- I will ask Sts to guess its meaning in the text  , then I can give the meaning in Vietnamese

Or I can ask them to match the words with the definition 

2. When linguistically preparing for the basic text for presentation to class, there are something I should you attention to: 

+ vocabulary (how hard; how much)

+ grammar structures (complex or not)

+ time to read (suitable or not)

 Some problems: 

- Students 

+ poor vocabulary

+ poor comprehension

+ lack of time-management skills
+ lack of motivation to read

- The teacher sometimes can’t control 
+ the reading speed of students
+ students' vocabulary
3.Definitely, it is crucial for students to read the text aloud. From my perspective, to get students to read aloud: asking questions in the text, which require more of a specific response than yes or no or just nodding as well as check whether they understand the text or not. Following the student's answer with another question. Dividing class into small groups of 4 or 5 and asking them to read aloud together and notice any differences.
4.- Ask questions to check if Ss understand the main ideas of the text. For example:

+ What is the text as a whole about?

+ Can you tell what the text mainly talks about?

+ What is the global idea of paragraph 2?

- Ask Ss to do a multiple choice quiz.

- Ask Ss to create a tittle for the text.

- Ask Ss to label the text/ paragraphs with suitable headings.

5.

- T selects words to teach. T should teach key words only.

- T focuses on both form and meaning of the words he teaches.

-  T uses a variety of vocabulary teaching techniques (realia, giving examples, guessing the meaning of words from context, visualization, direct translation, etc.)

- What does this/that word mean in Vietnamese?

- What is the Vietnamese equivalent of this word?

- Can you say this/ that word in Vietnamese?

- Do you have this/that word in your mother tongue? What is it?

T can design some activities related to the topic of the text as below.

 -  Displaying a video 

 - Organising some mini games, 

 - Doing some funny quizes

- Listening to some music

- Guessing words

- Setting real-life situations and roleplaying

- Announcing some presents to give the best participants/ learners/ groups.

2. When linguistically preparing for the basic text for presentation to class, what sort of things would you pay attention to? What problems can you anticipate?

+ Things should be taken into consideration:

- material

- vocabulary

- techniques used

- teaching steps

+ Problems to anticipate

- low-level students

- not enough time

3. Is it important for the students to read the text aloud? How would you get your students to read aloud?

- Sometimes it is important for students to read the text aloud.

- Get students to read aloud:

+ Can you read the text aloud?

+ Read aloud please!

+ What is the text mainly about?

+ What is the main idea of the text?

+ What does the text mainly discuss?

+ What is the good title of the text?

+ How to teach voc.

- Using pictures

- Explaining the meaning

- Using gestures

- Teaching vocabulary in meaningful contexts

-  Repetition, repetition, repetition

+ Can you translate  this word or phrase into Vietnamese?

 | Handout 3

1.      How would you make students interested in the basic text before they even start working with it?

·       Find out which songs students are singing in chorus or music. Sing them as you’re cleaning up and making the transition to the next activity.

·       Start a new activity with a fun and interesting way to physically enter the space (such as a crab walk or backward walk).

·       Organize a walk-and-talk activity (give the class a question related to the content, set a timer, and tell them to discuss the answer while walking around inside or outside for 4 minutes).

 

2.      When linguistically preparing for the basic text for presentation to class, what sort of things would you pay attention to? What problems can you anticipate?

• Vocabulary and Grammatical structures – fear of making mistakes, losing face, criticism; shyness.

• nothing to say – studensts have problems with using English.

• low or uneven participation.

• mother-tongue use – particularly common in less disciplined or less motivated classes, sts find it easier or more natural to express themselves in their native language

What problems can you anticipate

-          Challenge students to do this faster every day. You could provide a goal and offer a prize at the end of the trimester if they reach it, e.g. be ready in less than a minute every day.

-          Have one or more students demonstrate using an example.

-           Have students work in small groups or pairs first, before being asked to speak in front of the whole class.

-          Write ENGLISH on the board in large letters. Each time someone speaks in L1, erase a letter. Tell students that each letter represents time (e.g. 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains they can choose a game.

 

3.      Is it important for the students to read the text aloud? How would you get your students to read aloud?

Reading aloud is not only one of the best activities for students to stimulate language and cognitive skills; it also helps them to build motivation, curiosity, and memory.

Some techniques to help Sts read aloud

-          Have the student read the book to the class (alone or with a partner) instead of listening to the teacher read it.

-          Have the student co-teach the book by asking key questions (prepared on cards or programmed into a communication device) throughout the read aloud (e.g., “What do you think will happen next?”).

-          Have the student participate by reading the first sentence (verbally or via a communication device), the last sentence, and/or repeating or important passages.

-          Have the student play “read aloud” bingo and cross off words or phrases that he or she hears.

-          Give the student a notebook to draw images that come to mind as they listen to the story or passage (this may help to boost memory and comprehension).

-          Give the student a notebook to write key words or ideas they hear as they listen to the story or passage (this may also help to boost memory and comprehension).

-          Give the student a note card to jot questions about the text that they might ask the teacher later.

 

4.      How can you check that the students have got the main ideas of the text?

-          Give simple and clear instructions, requirments.

-          Make questions to check their comprehension

-          Make positive feedback.

5.      How do you teach the new vocabulary in a text? How do you ask for the translation of a word or phrase?

Using a variety of techniques teaching vocabulary.

-          What can you guess this word / phrase means in Vietnamese?

-          Can you tell me the Vietnamese meaning of this word/phrase?

-          What does thhis mean?

-          ..

 

+ Can you read the text aloud?

Read louder please

4.How can you check that the students have got the main ideas of the text?
                   -    Asks sts to summarize the main point of the lesson.

-          Provide a multiple choice  or gap fill in of quiz

5. We can teach the new vocabulary in a text by using

- synonym/ antonym

- explanation/ examples/ situations

- pictures 

- miming

- real objects

 Using a variety of techniques teaching vocabulary.

- What does this/that word mean in Vietnamese?

- What is the Vietnamese equivalent of this word?
  - Can you say this/ that word in Vietnamese?

- Do you have this/that word in your mother tongue? What is it?

I understand what you mean.

Good.

4. We can say "I see" when we want to say we understand what the students are saying. Other phrases: I understand. I got it. Alright. i get it.
5. by means of / by virtue of
6. Gist: general idea/ meaning. 
Paraphrase: use other words to ....
Summarize: go over
7. No, they don't. Was that fun? = Was that enjoyable? Was that funny? = Was that humorous?
8. 
- Expand your sentences.
- Whisper your answer to your partner so that others can't here.
- The students sidetracked their teacher into talking about her hobbies.

1. I want you to listen to (a) part of a conversation./ Listen and repeat after me.
2. What exactly are you trying to say?
3. Can you find another word that means copy me?
4. I get your point.
5. By mean of
6. What reasons do you have for saying that?
7. Can you think of other ways of saying 

8.  Would you please work in group of 5 instead of 3 ?
- Step aside, please.

-Please, speak loudly.

2/

-How: describe the book that Students like

-What: list things of the book that Students like

3/

-Imitate me, please.

-Do the same.

4/

-I see.

-I know.

-I understand.

5/

-By the way.

-With reference to

-Relating to.

6/

-Gist: main point, idea

-Paraphrase: Express what somebody said, using different words

-Summarize: To sum up/In conclusion,

7/

-Was that fun: enjoy

-Was that funny: much laugh

8/

-Could you expand on that a little?

-Don't get sidetracked from your lesson.

-Don't whisper

 

2. Keep a notebook of words

3. Read more

4. Flashcard

5. Vocabulary quizzes
how to check students' vocaubulary: giving tests, giving quizes, playing vocabulary games, .....

- Students have opportunities to practise the English sounds, eg. A /ei/, O /ou/, E /i:/, ect.

- Students  can avoid being affected by their mother tongue when pronouncing the English words. Sounds can be similar between English and Vietnamese, but they can’t be exactly alike let alone a few English sounds that even do not have a similar pronunciation pattern in Vietnamese.
10. Advantages and disadvantages of giving written instructions in English:
Advantages: 

- Create permanent record of evidence. It can be used for future reference.

- Give sts sufficient time to think, act and react.

- Be used as legal document.

- Be time-consuming

- Cannot be changed easily.

- Be ineffective in the case of emergency.