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:
1. What new items (vocabulary/ grammar/chunks/ patterns) are taught in the lesson?
2. How many times does the teacher repeat them? Why does he repeat them many times?
3. How does the teacher help students understand their meanings?
4. How do the students show the teacher that they understand their meanings?
5. Does the teacher ask students to pronounce those words/ chunks?
6. Do students say the chunks? If yes, when? Does the teacher give corrective feedback if the students make pronunciation
mistakes?
7. Does the teacher write new words/ chunks on the board?
8. Does the lesson focus on speaking, writing, listening or reading?

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?
2. Does the teacher ask the learners to repeat the words orally after he says them?
3. How does the teacher teach the following phrases: fly the plane, drive your car, hug your teddy, kiss your doll?
4. How does the teacher know the learners understand 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?)
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
2

7. What kind of learners is TPR for?

8. Can you use TPR for teengager or adult learners? Why?
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)

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?
2. What language items (pronunciation, grammar, vocabulary) do students need in steps 3, 4 and 5?
3. Does the teacher teach those language items before students do the task at step 3, 4, 6?
4. Does the teacher focus on accuracy? If yes, at which step?
5. At which step does the teacher correct students’ mistakes?
6. Does the teacher focus on fluency? If yes, at which step?
7. Does the lesson focus on learning language items (grammar, vocabulary) or complete a task in which the target language items are
used?
8. What do you think about the possibility the students make mistakes while completing the task?
9. What difficulties may students and the teacher have in this lesson?
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?

ANSWER

1.What does the teacher do at step 1? If the teacher summarizes students’ answers on the board, which words would students
write? Why?
The teacher initiates a discussion with students about birthday-related topics, encourages participation, and asks questions to engage
them in the theme of the lesson. The teacher can summarize the answers on the board to capture key vocabulary or ideas mentioned by
the students, such as:
  Birthday
 Party
 Cake
 Presents
 Food/Drinks (e.g., soda, pizza, chips)
Students would write these words to reinforce vocabulary related to the lesson theme and provide a shared language resource
for subsequent tasks.

2. What language items (pronunciation, grammar, vocabulary) do students need in steps 3, 4, and 5?

 Pronunciation: Words like “sandwich,” “juice,” “pizza,” “ice cream.”

 Grammar: Countable and uncountable nouns (e.g., "an apple," "some juice"), basic expressions for decision-making (e.g.,
“We want…,” “Let’s choose…”).
 Vocabulary: Food and drink items, pricing vocabulary, numbers, and party-related words.

3 Does the teacher teach those language items before students do the task at step 3, 4, 6?
No. This lesson follows a Task-Based Learning (TBL) approach where students first engage in the task (steps 3, 4) and later focus on
language form and accuracy (step 7). The teacher introduces and clarifies language items after observing their needs during the task.

4 Does the teacher focus on accuracy? If yes, at which step?

Yes, the teacher focuses on accuracy in step 7 when providing corrective feedback, clarifying pronunciation, grammar, or vocabulary
errors that students exhibited during the task.

5 At which step does the teacher correct students’ mistakes?

The teacher corrects students’ mistakes in step 7. Mistakes are addressed after the task so that feedback does not interrupt fluency-
focused activities.

6 Does the teacher focus on fluency? If yes, at which step?

Yes, the teacher focuses on fluency in steps 3, 4, and 6, where students collaborate to choose items, prepare their presentations, and
share their decisions.

7 Does the lesson focus on learning language items (grammar, vocabulary) or completing a task in which the target language
items are used?
The primary focus is on completing a meaningful task (choosing party items). However, this task inherently uses target language
items, which are later reviewed and consolidated in the post-task stage (step 7).

8 What do you think about the possibility of students making mistakes while completing the task?
Mistakes are very likely as students experiment with the target language without prior explicit instruction. However, these mistakes
provide valuable learning opportunities and guide the teacher’s post-task feedback.

9 What difficulties may students and the teacher have in this lesson?

 Students: Limited vocabulary may restrict their ability to participate actively. They might struggle with pronunciation or
grammar related to countable/uncountable nouns or prices.
 Teacher: Managing diverse student language needs during the task and balancing the focus on fluency and accuracy could be
challenging. Ensuring all groups remain on task while preparing to provide meaningful feedback is also demanding.

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 "Going Shopping" Task:

1. Which one focuses on form?

The "Going Shopping" task focuses more on form because:
o Students must practice a fixed dialogue structure: "Do you have any ___?" and "Yes, I have some/No, I don’t have any."
o It emphasizes accuracy by repeating specific sentence patterns.

2. Which one focuses on meaning?

o The task in steps 3, 4, and 6 (choosing food and drink within a budget) focuses on meaning because students must collaborate,
make decisions, and use language to communicate ideas for a real-world scenario.
o This task prioritizes understanding and communication over strict language structures.

3. Which is more meaningful?

o The task in steps 3, 4, and 6 is more meaningful because it reflects a realistic activity (planning for a birthday party), which gives
students a practical and engaging context for using language.
o The "Going Shopping" task, while still communicative, involves a scripted role-play that may feel less authentic or flexible.
 4. Which allows students to use their own language resources?
o The task in steps 3, 4, and 6 allows students to use their own language resources because:
 Students create their own sentences and negotiate decisions within their groups.
 They are not limited to a predefined script.
o In contrast, the "Going Shopping" task restricts students to using specific sentence patterns, limiting creative or spontaneous
language use.

Conclusion:

The steps 3, 4, and 6 task focuses on meaning, is more meaningful, and allows for greater use of students’ own language resources,
while the "Going Shopping" task is more form-focused and structured.

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
Task
Planning
Report
 Language focus

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 is not a task At which stage (see task 2) can it be used
task

Activity 1:

Items on Mary's Shopping List:

1. oranges
2. eggs
3. flour
 4. powdered milk
5. biscuits
6. jam

Items in Abdullah's Store:

1. bread
2. salt
3. apples
4. tins of fish
5. coca cola
6. flour ✅
7. rice
8. sugar
9. curry powder
10. biscuits ✅
11. powdered milk ✅
12. dried beans

Matching Items:

From the store, these items match Mary's Shopping List:

 flour
 powdered milk
 biscuits

Items Not Available:

These items are not in Abdullah's Store:

 oranges
 eggs
  jam

Final Answer:

Mary can buy flour, powdered milk, and biscuits.

The unavailable items are oranges, eggs, and jam.
Activity 2:

 Ketchup
 Hotdog
 Menu
 Napkin
 Waiter
 Fork
 Chair
 Sandwich
 Customer
 Straw
 Meal
 Salt and Pepper
 Dessert
 Chef
 Fast Food
 Table
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:

Answers to the Worksheet

Correctly Spell the Words Below

1. Bill
2. Chef
3. Customers
4. Home Delivery
5. Meal
6. Menu
7. Order
Activity 5:

True/False Questions

1. The name of the restaurant is ‘Jack’s Restaurant’.

TRUE
2. There are four kinds of drinks on the menu.
TRUE
3. You can order a large cheese pizza for $10.99.
TRUE