INTRODUCTION TO FOREIGN LANGUAGE TEACHING METHODOLOGY

Class: English K 28
Aims: To provide students with basic knowledge about foreign language Teaching Methodology in general
and English Teaching Methodology in particular.
Duration: 30 hours
Contents:
1. Introduction
2. Defining methodology
3. A brief history of language teaching
4. Theory of language learning
5. The Communicative approach
6. Teacher roles and learner roles
Requirements for learning this subject
1. Material study
2. Class discussions
3. Presentation
4. Essay writing

Discussion Questions
1. Recall what and how you were taught English at secondary school?
2. Why were you taught in these ways?
3. List some activities which your teachers applied in teaching English?
4. When teaching what did your teachers pay attention to?
5. Read the materials and give definitions of: Methodology, Approach,
Method, and Technique.

Definitions
A. Methodology is the study of the practices and procedures used in teaching, and the
principles and beliefs that underlie them , including study of:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Language skills
Procedures and Techniques
Lesson plan preparation
Objectives
Material design
Teacher roles
Learner roles
Evaluation of Methods
Learning conditions

B. The Approach implies different theories about the nature of language, the
nature of language learning and how languages are learned.
C. The method implies different ways of teaching a language which is based
on systematic principles and procedures, i.e. how a language is best taught
and learned.

D. The technique is the activity carried out in the classroom and based on
different methods.

THE GRAMMAR-TRANSLATION METHOD

DISCUSSION QUESTIONS
1. What do we mention when talking about a method?
2. Work in your group, find out the process of a lesson when the
Grammar-Translation Method is applied in teaching English.
3. What are the principles?
4. What are the techniques applied?
THE PROCESS FOR ONE LESSON
1. A reading passage is distributed to the students.
2. Each student reads a few lines from the passage.
3. The student translates these few lines in to the native language.
4. The teacher encourages the students to ask questions about meanings of
words or phrases.
5. The students ask questions
6. The teacher answers the students questions in their native language.
7. The students write the answers to the comprehension questions.
8. The teacher corrects mistakes.
9. The students do vocabulary exercises; synonyms/antonyms/ cognates
10. The students do some grammatical exercises to learn rules.
11. The students do homework by memorizing new words and grammatical
structures/rules.

PRINCIPLES
Goals: To be able to read literature written in the target language, to
translate the target language into the native one or vice versa and to
memorize structures and words.
Teacher roles: Authoritative/ dominant/ controller
Student role: passive/ follow the teacher
Interaction:
interaction.

much

teacher-student

interaction/

little

student-student

Language areas: Grammar and vocabulary are emphasized. Literary

language is selected.
Language skills: Reading and writing are primary.
Less attention to speaking and listening
The role of the native language: The native language is mostly used in class.
Correction: Teacher correction/ correct language is important
Evaluation: Written tests on translation/ Questions to ask students to use
Grammar rules.
TECHNIQUES
1. Translation of a literary passage
2. Reading comprehension questions
3. Antonyms / synonyms exercises
4. Cognates ( Expand vocabulary by finding the words of the same family)
5. Deductive application of rule
6. Fill-in-the-blanks
7. Memorization
8. Use words in sentences
9. Composition

THE DIRECT METHOD

DISCUSSION QUESTIONS
1. Work in your group, find out the process of a lesson when the
Direct Method is applied in teaching English.
2. What are the principles?
3. What are the techniques applied?
PROCESS
1. The students read a passage about a topic.
2. The students raise questions about new words if they have.
3. The teacher shows meanings of words by using realia or pictures.
4. The teacher checks the students understanding of the passage by asking
questions.
5. The students ask questions about the passage (pair work)
6. The teacher works with the students about the pronunciation.
7. The teacher asks questions about the students.
8. The students ask each other.
9. The students do some grammatical exercises.
10. The teacher does a dictation.
11. The students have a discussion related to the topic.

PRINCIPLES
Goals: Students learn how to communicate in the target language.
Teacher role: director of activities/participant/encourager/ less dominant
Student role: less passive/participant
Interaction: Teacher-student, student-teacher, student-student
Language areas: Vocabulary is emphasized over grammar
Pronunciation is also focused
Language skills: The four skills are focused, but oral communication is basic.
The role of the native language: The students native language should not be
used in the classroom.
Correction: self-correction is applied whenever possible.
Evaluation: Students are asked to use the target language in oral and written
skills.
Syllabus: is based on situations and topics
Visual teaching aids: are used for demonstrating meanings of words.
TECHNIQUES
1. Reading aloud
2. Questions and answer exercise
3. Conversation practice
4. Getting students to self-correct
5. Fill-in-blank exercise
6. Dictation
7. Map drawing
8. Paragraph writing
THE AUDIO-LINGUAL METHOD

Read the Experience part on p. 25 and work with your friends to answer
the following questions.
1. What are the teachers activities?
2. What are the students activities?
3. How does she give the instructions?
4. How does she convey meaning of new words?
5. Why does she ask the students to repeat several times?
6. What stage of the lesson takes most of the time?
7. Why does the teacher praise the students?
THE PROCESS OF THE LESSON
1. The teacher introduces a new dialogue based on a context.
2. The students listen to the teacher carefully.
3. The teacher conveys meaning of new words by using pictures or miming
4. The teacher models the dialogue twice.
5. The students listen carefully.
6. The students repeat the dialogue after the teacher several times.
7. The students play the role with the teacher.
8. The students are divided into 2 groups and play the role of the characters.
9. The students practice reading the dialogue in pairs.
10. The teacher applies some kinds of substitutions of words.
11. The students practice and try to memorize the dialogue and some other
patterns.

PRINCIPLES

Goals: Students will be able to use the target language communicatively by

overlearning, using the language automatically and forming habits.
Teacher role: orchestra leader, director of activities/controller/ doing model
Student role: imitator, following the teacher
Interaction: Teacher-student, student-student
Language areas: Sound and grammatical patterns must be mastered.
Language skills: The four skills are focused, but oral communication is basic.
The role of the native language: The students native language should not be
used in the classroom.
Correction: Teacher-correction is applied whenever possible.
Evaluation: Students are asked to use the target language in oral and written
skills.
Syllabus: is based on situations (Dialogues) and topics, grammatical patterns
are selected to design the materials
Visual teaching aids: are used for demonstrating meanings of words.
TECHNIQUES
1. Dialogue memorization
2. Backward build-up drill
3. Repetition drill
4. Chain drill
5. Single-slot substitution drill
6. Multi-slot substitution drill
7. Transformation drill
8. Question-answer drill
9. Minimal pairs for pronunciation
10. Complete the dialogue
11. Games
THE COMMUNICATIVE APPROACH
Work in your groups and point out the answers.

1. What are the goals of CLT?

2. What is the material from?
3. What kinds of activities are applied?
4. What kinds of classroom arrangement are applied?
5. How is grammar taught?
6. What skills are concentrated?
7. What is the role of the teacher?
8. What is the role of the student?
9. What kinds of interaction are applied?
10. How does the teacher respond to student errors?
11. Do you think that the students need drills in CLT?

THEORY OF LEARNING AND TEACHING

QUESTIONS FOR DISCUSSION

A. Look at the statements tell your friends about the ones you agree and
disagree with. Explain
B. Read the materials and with your partners give answers
1. Why is learning important than teaching?
2. Why teach the students not the book?
3. How to involve the students in the learning process?
4. Why not tell the students what they can tell you?
5. How to show your reactions to what students say?
6. Why do the students need practice not the teacher?
7. Why not emphasize difficulties?
8. What does Variety mean in learning and teaching?
9. What does select mean?
10. Why and how to change activities and relationships?
11. Why do students need to learn how to learn?
12. What does Useful and fun in a lesson mean?
13. Why do we learn best when we are relaxed?
14. Why shouldnt the teacher be afraid of silence?

1. LEARNING IS MORE IMPORTANT THAN TEACHING

Teacher
Methods
Activities
Techniques

Syllabus
LEARNING
(Learners)

textbook
Conditions

Objectives of the Course

2. TEACH THE STUDENTS NOT THE BOOK
Dont try to finish the lesson plan but ignore the students needs.
Students needs should have priority
Lesson plans are prepared for meeting the students needs.
3. INVOLVE STUDENTS IN THE LEARNING PROCESS
Pay attention to WHO WHY-WHAT-HOW
4. DONT TELL STUDENTS WHAT THEY CAN TELL YOU
Dont tell them everything about the lesson.
Elicit and ask questions
Encourage them to ask questions
5. SHOW YOUR REACTIONS TO WHAT STUDENTS SAY
Listen to the students responses.
Be enthusiastic and considerate.
6. STUDENTS NEED PRACTICE, NOT THE TEACHER
Dont explain if not necessary.
Be patient.
Dont correct to much and quickly.
Dont talk about unnecessary things.
Reduce the teacher talking time.
Increase the student talking time by organizing activities.
7. DONT EMPHASIZE DIFFICULTIES
Facilitate the language activities.
Giving clear, short instructions
Make the students be confident.
8. VARY WHAT YOU DO AND HOW YOU DO IT
Methods-Techniques - Materials- Classroom arrangement-Behavior

9. SELECT
Methods-Techniques-Materials-Time-skills-Performance-Students
10. ACTIVITIES AND RELATIONSHIPS CHANGE
Change your activities everyday.
Talk to different students.
Change your roles; from controlled to semi controlled to free.
Make the classroom atmosphere lively, dynamic but friendly.
11. STUDENTS NEED TO LEARN HOW TO LEARN
Teach your students how to study with the textbook at the beginning of the
course.
Teach them how to learn vocabulary, grammar, structures and skills.
12. USEFUL AND FUN IS BETTER THAN EITHER ALONE.
Design useful activities or exercises for the students to learn or practice.
Play games to get fun in learning.
You must know what is worth and what is not to learn
13. RELAXATION
The classroom atmosphere must not be tense, but remember not all the time
you try to be fun or make students relaxed.
14. SILENCE
Different students have different learning styles.
Design some individual work, students work individually.
Select three most important qualities of a good teacher, think about the reasons and
then share your ideas with your friends.
1. Be friendly and funny
3. Be experienced
5. Be like an actress/actor
7. Have a good knowledge of his/her subject
9. Make sure everyone understands the lesson
11. Ask all the students questions
13. Know what he/she doing in class

2. Explain things in class

4. Be enthusiastic and considerate
6. Tell jokes in class.
8. Talk to the students
10. Make grammar clear
12. Have good teaching methods

THE ROLE OF THE TEACHER

1. Work in your group, point out the roles of the teacher.

2. Below are some roles of the teacher, what does the teacher do when he/ she
plays each role in his or her own class?
1. Needs analyst
4. Researcher
7. Quality controller
10. Organizer

2. Materials developer
5. Planner
8. Motivator
11. Informant

3. Counselor
6. Manager
9. Facilitator
12. Model

* Needs analyst: The teacher must know what students need, who needs
what.
* Materials developer: develop his or her own classroom materials by
selecting or designing.
* Informant: Convey and transfer knowledge to students.
* Counselor: Identify who is having problems, difficulties and then offer
counsel/advice.
* Researcher: Conduct research on methods, materials, students needs,
study results, students behavior/attitudes related to language learning and
teaching.
* Planner: plan learning activities, lessons and time for the students.
* Manager: Manage the classroom environment and student behavior/
attitudes
* Quality controller: Maintain the quality of language use in the classroom,
correct language use.
* Motivator: Improve students confidence and interest in learning, build a
climate that will motivate students.
* Facilitator: Help students discover their own ways of learning and working
independently.
* Organizer: Organize activities for the students to work together.
* Model: do samples, models for students to follow whenever there are
activities.

THI TOT NGHIEP CUOI KHOA

MON PHNG PHAP GIANG DAY
LP ANH VAN K28
THI GIAN 90 PHUT-NGAY THI: 06/2006
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sinh
vien:
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Lp: ... ... ... ... ... .. So ky danh: ...
... ... ... ... ..
Giam khao 1

Giam khao 2

iem

Giam th 1:

Giam th 2:

So

bang iem
bang So
so
ch

( e II)
I. Choose the best answer A, B, C or D
1. In the Direct Method, grammar is taught__________________________.
A. inductively
B. deductively
C. traditionally
2. In the Direct Method, the teacher tries to get students to _________________.
A. correct all mistakes
B. ignore mistakes
C. self-correct whenever possible
D. ask the teacher for correction
3. In CLT, _______________are emphasized most.
A. forms
B. language functions
C. words
D. structures
4. . Language games are applied most in___________________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
5. Roleplay is applied most in____________________.
A. Grammar-Translation Method
B. Audiolingual Method
C. Communicative LT
D. Direct Method
6. Dictation is applied most in___________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
7. The goal of Audiolingual Method is helping students to____________________.
A. memorize grammar
B. memorize vocabulary
C. use the target language communicatively
8. Most of the interaction applied in the Audiolingual Method is between____________.
A. teacher and students
B. students and students
9. In the Audiolingual, ______________is used in the classroom.
A. the target language
B. the studentsnative language
10. Substitution Drill is applied most in________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method

pha
ch
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pha
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11. In Grammar_Translation Method students are required to____________________.

A. memorize grammatical rules and vocabulary
B. memorize vocabulary
C. communicate
D. memorize grammatical rules
12. The main goal of the Grammar-Translation Method is helping students to________________.
A. read literature written in the target language
B. memorize vocabulary
C. understand grammar rules
D. communicate
13. The main goal of the Direct Method is helping students to ___________________________.
A. communicate in the target language
B. think in the target language
C. read literature
D. memorize vocabulary
14. According to the______________vocabulary and grammar are emphasized.
A. Communicative Language Teaching
B. Grammar-Translation Method
C. Audio-lingual Method
D. Direct Method
15. Dialogues are applied most in______________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
16. In the Audiolingual Method, dialogues are learned through____________________.
A. imitation
B. repetition
C. both imitation and repetition
17. In the Grammar_Translation Method most of the interaction in the classroom is from____________.
A. the students to the teacher
B. the teacher to the students
18. In Grammar-Translation Method if the students make errors, the teacher_______________.
A. doesnt correct all
B. ignore all mistakes
C. supplies them with the correct answer
D. corrects some mistakes
19. In Grammar_Translation Method grammar rules are presented__________________.
A. in context
B. with examples
C. inductively
D. communicatively
20. Dialogue Completion is applied most in__________________________.**
A. Grammar-Translation Method
B. Direct Method
C. Audiolingual Method
D. Communicative LT

II. English teachers often use pictures in their teaching? Point out
Why, When, How to use them, and what for?
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III. What are the steps for carrying out a Listening Activity in an
English class? Explain!
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Methodology Examination (I)

Class: K28
Duration: 60 minutes
I. Choose the best answer A, B, C or D
1. In Grammar_Translation Method students are required to____________________.
A. memorize grammatical rules and vocabulary
B. memorize grammatical rules
C. memorize vocabulary
D. communicate
2. The main goal of the Grammar-Translation Method is helping students to________________.
A. read literature written in the target language
B. communicate
C. memorize vocabulary
D. understand grammar rules
3. The main goal of the Direct Method is helping students to ___________________________.
A. communicate in the target language
B. think in the target language
C. read literature
D. memorize vocabulary
4. In the Direct Method, grammar is taught__________________________.
A. deductively
B. inductively
5. In the Direct Method, the teacher tries to get students to _________________.
A. ignore mistakes
B. correct all mistakes
C. self-correct whenever possible
D. ask the teacher for correction
6. Dictation is applied most in___________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
7. According to the______________vocabulary and grammar are emphasized.
A. Communicative Language Teaching
B. Grammar-Translation Method
C. Audio-lingual Method
D. Direct Method
8. In the Grammar_Translation Method most of the interaction in the classroom is from____________.
A. the students to the teacher
B. the teacher to the students
9. In Grammar-Translation Method if the students make errors, the teacher_______________.
A. doesnt correct all
B. ignore all mistakes
C. supplies them with the correct answer
D. corrects some mistakes
10. In Grammar_Translation Method grammar rules are presented__________________.
A. in context
B. with examples
C. inductively
D. communicatively
11. Dialogue Completion is applied most in__________________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method

12. In CLT, _______________are emphasized most.

A. language functions
B. forms
C. words
D. structures
13. Language games are applied most in___________________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
14. Roleplay is applied most in____________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
15. The goal of Audiolingual Method is helping students to____________________.
A. memorize grammar
B. memorize vocabulary
C. use the target language communicatively
16. Dialogues are applied most in______________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
17. In the Audiolinguale Method, dialogues are learned through____________________.
A. imitation
B. repetition
C. both imitation and repetition
18. Most of the interaction applied in the Audiolingual Method is between____________.
A. teacher and students
B. students and students
19. In the Audiolingual, ______________is used in the classroom.
A. the target language
B. the studentsnative language
20. Substitution Drill is applied most in________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method

II. Point out the four roles of the teacher that you think are the most
important. Give examples to illustrate each role.
III. What should the teacher do to create a lesson in which learning is more
important than teaching?

Methodology Examination (II)

Class: K28
Duration: 60 minutes
I. Choose the best answer A, B, C or D
1. In Grammar-Translation Method if the students make errors, the teacher_______________.
A. doesnt correct all
B. ignore all mistakes
C. supplies them with the correct answer
D. corrects some mistakes
2. In Grammar_Translation Method grammar rules are presented__________________.
A. in context
B. with examples
C. inductively
D. communicatively
3. According to the______________vocabulary and grammar are emphasized.
A. Communicative Language Teaching
B. Grammar-Translation Method
C. Audio-lingual Method
D. Direct Method
4. In the Grammar_Translation Method most of the interaction in the classroom is from____________.
A. the students to the teacher
B. the teacher to the students
5. In Grammar_Translation Method students are required to____________________.
A. memorize grammatical rules and vocabulary
B. memorize grammatical rules
C. memorize vocabulary
D. communicate
6. The main goal of the Grammar-Translation Method is helping students to________________.
A. read literature written in the target language
B. communicate
C. memorize vocabulary
D. understand grammar rules
7. In the Direct Method, the teacher tries to get students to _________________.
A. ignore mistakes
B. correct all mistakes
C. self-correct whenever possible
D. ask the teacher for correction
8. Dictation is applied most in___________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
9. The goal of Audiolingual Method is helping students to____________________.
A. memorize grammar
B. memorize vocabulary
C. use the target language communicatively
10. The main goal of the Direct Method is helping students to ___________________________.
A. communicate in the target language
B. think in the target language
C. read literature
D. memorize vocabulary
11. In the Direct Method, grammar is taught__________________________.

A. deductively
B. inductively
12. Dialogues are applied most in______________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
13. In the Audiolinguale Method, dialogues are learned through____________________.
A. imitation
B. repetition
C. both imitation and repetition
14. Most of the interaction applied in the Audiolingual Method is between____________.
A. teacher and students
B. students and students
15. In CLT, _______________are emphasized most.
A. language functions
B. forms
C. words
D. structures
16. Language games are applied most in___________________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
17. Roleplay is applied most in____________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
18. In the Audiolingual, ______________is used in the classroom.
A. the target language
B. the studentsnative language
19. Substitution Drill is applied most in________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method
20. Dialogue Completion is applied most in__________________________.
A. Grammar-Translation Method
B. Communicative LT
C. Direct Method
D. Audiolingual Method

II. What should the teacher do to create a lesson in which learning is more
important than teaching?
III. Point out at least 4 techniques or activities applied in the Communicative
Language Teaching. Choose one technique and explain how you would carry it
out in your class.

Dalat Teacher Training College

Section of English

Final Examination On English Language Teaching

Techniques I
Class: K28
Duration 90 minutes
Date: 06 /2005
Question III
Look at the pictures on the next page, read their captions then
answer the questions.
1. Pick out 6 words that you would teach to your students.
2. What techniques would you apply in teaching each word?
3. What aspects of these words would you introduce to your
students?
4. What structure would you teach to your students?
5. What techniques for presenting the structure would you apply?
6. Write 6 eliciting questions that you would ask your students
when you teach vocabulary and structures.
7. How would you use pictures for the Production Stage?
What for?
How to organize the class?
How to get feedback?
How to give feedback?

Dalat Teacher Training College

Final Examination on ELT

Class: English K28
Duration: 90 minutes
Date: June - 2006

1. Why / when / what for should English teachers use eliciting techniques?
2. Teaching Dialogues
a. What are the aims of teaching dialogues?
b. What would the students do for the Presentation-Stage?
c. What would the students do for the Production-stage?
1. What are the steps for carrying out a Speaking Activity in an English
class? Explain!
2. English teachers often use pictures in their teaching? Point out
Why, When, How to use them, and what for?
1. What techniques would you apply in teaching new words?
Explain!
2. Point out 5 common pre-techniques for teaching listening skill!
Choose one technique and explain how to carry it out in your class!

Dalat Teacher Training College

Final Examination on ELT-Techniques II

Class: English K28
Duration: 90 minutes
Date: December 5th 2005

Assignment I
Question 1: Below is a Listening activity.
a. What are the aims of this activity?
b. What would the teacher do for the Pre-Stage?
c. What would the teacher do for the Post-stage?
d. Write the instruction for each step!
Question 2: Point out 5 common pre-techniques for teaching
listening skill! Choose one technique and explain how to carry it
out in your class!
Question 3: What are the steps for carrying out a Speaking
Activity in an English class? Explain!
Dalat Teacher Training College

Final Examination on ELT

Class: English K28
Duration: 90 minutes
Date: June - 2006

a. What are the aims of teaching dialogues?

b. What would the students do for the Presentation-Stage?
c. What would the students do for the Production-stage?
Question 3: What are the steps for carrying out a Speaking
Activity in an English class? Explain!
d. Write the instruction for each step!
Question 2: Point out 5 common Pre-techniques for teaching
reading skills! Choose one technique and explain how to carry it
out!
Question 3: What are the steps for carrying out the
Information-Gap technique in an English class?
Dalat Teacher Training College

Final Examination on ELT-Techniques II

Class: English K28
Duration: 90 minutes
Date: December 5th 2005

Assignment III
Question 1: Below is a reading text.
a. What are the aims of teaching this text?
b. What would the teacher do for the Pre-Stage?
c. What would the teacher do for the Post-stage?
d. Write the instruction for each step!
Question 2: What are some common controlled, guided, free
techniques for teaching writing? Choose one guided
technique and explain how to carry it out!
Question 3: What are the steps for carrying out a Speaking
Activity in an English class?
Dalat Teacher Training College

Final Examination on ELT-Techniques II

Class: English K28
Duration: 90 minutes
Date: December 5th 2005

Assignment IV
Question 1: Below is a writing activity.
a. What are the aims of this activity?
b. What would the teacher do for the Pre-Stage?
c. What would the teacher do for the Post-stage?
d. Write the instruction for each step!

Question 2: Point out 5 common pre-techniques for teaching

listening skill! Choose one technique and explain how to carry it
out in your class!
Question 3: Point out the kinds and techniques for written
correction. At what stage does written correction take place?
Dalat Teacher Training College

Final Examination on ELT-Techniques II

Class: English K28
Duration: 90 minutes

Date: December 5th 2005

Assignment V
Question 1: Below is a speaking activity.
a. What are the aims of this activity?
b. What would the teacher do for the Pre-Stage?
c. What would the teacher do for the Post-stage?
d. Write the instruction for each step!

Question 2: Point out 5 common pre-techniques for teaching

listening skill! Choose one technique and explain how to carry it
out in your class!
Question 3: Pair work and group work are usually applied in an
English lesson. Point out how and when to apply these kinds of
classroom arrangement

Dalat Teacher Training College

Final Examination on ELT-Techniques II

Class: English K28
Duration: 90 minutes
th
Date: December 5 2005

Assignment VI
Question 1: Below is a writing activity.
a. What are the aims of this activity?
b. What would the teacher do for the Pre-Stage?
c. What would the teacher do for the Post-stage?
d. Write the instruction for each step!
Question 2: Point out 5 common Pre-techniques for teaching
reading skills! Choose one technique and explain how to carry it
out!
Question 3: Pair work and group work are usually applied in an
English lesson. Point out how and when to apply these kinds of
classroom arrangement!

Testing Reading Comprehension-Techniques

1. Multiple-choice
a. What is multiple-choice items used for testing?
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b. Why should we sometimes rewrite the passage before
designing multiple-choice items?
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c. Why should we avoid matching words?
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d. How should we write options for each multiple-choice item?
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2. What is matching items used for testing?
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3. How do you we write True / False items?
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4. What are the two kinds of blank-filling tests?

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5. How do we design a blank-filling test?
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6. What is a blank-filling test used for testing?
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7. How do we design a Cloze-test?
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9. What is a Cloze-test used for testing?
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10. How do write comprehension questions for a passage?
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11. Write the instruction for each of the above techniques.
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12. How do we select a passage for testing reading
comprehension?

THI TOT NGHIEP HOC PHAN

MON KIEM TRA ANH GIA
LP ANH VAN K28
THI GIAN 90 PHUT
NGAY THI: 05/2006
I. Point out the general principles for constructing a test.
II. How would you write the instructions for a test?
III. Below are some items of testing language areas and
skills.
- What is each item used for testing?
- What technique is it called?
- Write the instruction for each technique.
1. __________( you / see)___________Lan last night?
2. What is the __________like in Dalat? Its cool all year round.
a. weather
b. climate
c. temperature
d. degree
3. students / playing / football / school yard / the moment.
4. My uncle is a farmer. He works ______his farm near his house.
Everyday he ________up early, has breakfast and then goes
_________work. He works from early morning till ________in the
evening
IV. What are the techniques for testing Speaking Skills?
How do we grade the students oral ability?

THI TOT NGHIEP HOC PHAN

MON KIEM TRA ANH GIA
LP ANH VAN K28
THI GIAN 90 PHUT
NGAY THI: 05/2006
I. Choose FOUR common techniques for testing Reading
Comprehension, write the instruction for each technique.
II. Point out the stages of constructing a test.
III. How would you write the instructions for a test?
IV. Below are some items of testing.
- What is each item used for testing?
- What technique is it called?
- Write the instruction for each technique.
1. The Robinsons ( go)_____________to Nha Trang for their last
summer holiday.
2. My uncle grows vegetables and________cattle.
a. looks
b. raises
c. rises
d. grows
3. Yesterday / Lan / have / breakfast / 7.
4. My uncle is a farmer. He works ______his farm near his house.
Everyday he ________up early, has breakfast and then goes
_________work. He works from early morning till ________in the
evening