Giảng dạy kiến thức ngôn ngữ

Tp HCM, ngày 23/7 ─ 26/7 năm 2015

 Equal focus on meaning-form-use
 Following 3-stage procedure: P-P-P
 Language presented and practised in
meaningful contexts
 Following both deductive and inductive
approaches
 Final aim is for students to understand and be
able to use the language
Topic Pronunciation Vocab. Grammar

Unit 1 - Review: past simple vs. past continuous

Words / phrases related to
Life stories Homophones - Definite / indefinite articles
people’s life stories
- Omission of articles
Words / phrases related to
Vowels: urbanization and its features
Unit 2 diphthongs The subjunctive
Urbanization Word formation:
Compound adjectives
Unit 3 The Words / phrases related to the Simple, compound, and complex sentences
Green movement Assimilation advantages and disadvantages -Relative clauses with "which" referring to
of a ‘green’ lifestyle the whole clause
Unit 4 The
The verb ending - Words / phrases related to the - The past perfect vs. the past simple
mass media
ed mass media - Prepositions after certain verbs

Words / phrases related to - The present perfect vs. the past perfect
Unit 5 Cultural
Assimilation cultural identity - Repeated comparatives to say that
identity
something is changing
 Topic Pronunciation Vocab. Grammar

UNIT 6.
Endangered Words / phrases related to living and - Future perfect vs. future
Linking: vowel
species non-living thongs interacting in a perfect continuous
sounds - Double comparatives
particular ecosystem

UNIT 7.
Syllabic Words / phrases related to the
Artificial Causatives
consonants le, benefits and drawbacks of Artificial
Intelligence
al, el Intelligence

UNIT 8.
Weak form Words / phrases related to lifelong
The world of Reported speech (revision)
learning
work
UNIT 9.
Phrasal verbs (prepositions
Leaving school Words / phrases related to the world
Sentence stress after verbs)
and choosing of work Adverbial clauses
a career
UNIT 10.
Words / phrases to express
Intonation Conditionals type 3 and
Lifelong someone’s hopes, dreams and
 Presenting vocabulary:
◦ Getting started
◦ Reading
◦ Communication
◦ Culture

 Practising vocabulary:
o Vocabulary
o Looking back
o Speaking
o Writing
Techniques / exercises:
1. Matching synonyms
2. Matching opposites
3. Filling in the blank sentences
4. Guessing word meaning from context
5. Given the definitions, finding the words..
6. Identifying part of speech
7. Choosing the appropriate meaning in the
dictionary
How to guess word meaning from context?
Using context clues:
-Cause & effect (because, so, …)
-Opposite and contrast (even though, but, …)
-General sense: focus on S,V,O, actor and
recipient of action
-Synonyms / paraphrase
-Example in the text
-Recognising definitions
Vocabulary games:
 Spot the vocabulary
 Stop the bus
 The memory game
 Word grid
 Snake-word
 Same, opposite or different dictation
 The revision box
 Word association recitation
 Word guessing games
 Presenting grammar points:
◦ Getting started

 Practising grammar:
o Grammar in Language section
o Looking back
o Speaking
o Writing
 Grammar activities:
◦ Completing sentences
◦ Matching sentence halves
◦ Making sentences out of cue words
◦ Describing pictures
◦ Telling stories
◦ Grammar games
Traditional Communicative
Focus on the form Focus on the use

Teach rule Students are encouraged to draw out

the rules themselves
Students must memorize Students use the language to express
ideas
Do pattern practice drills Communicative drill (structured
output)
Do substitution drills Use the language in meaningful
context / do communicative tasks

Errors are prohibited Errors are used to support language

acquisition
1. How are the vocabulary /grammar presented in the
unit?
2. How are the vocabulary / grammar practised in the
unit?
3. How to teach vocabulary / grammar in Language
section?
4. How to teach vocabulary / grammar in Looking back
section?
5. Designing communicative tasks for grammar /
vocabulary practice