NHẬN tức của GIÁO VIÊN đại học về ĐƯỜNG HƯỚNG dạy học TASK BASED điển cứu tại TRƯỜNG đại học tây bắc

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NHẬN tức của GIÁO VIÊN đại học về ĐƯỜNG HƯỚNG dạy học TASK BASED điển cứu tại TRƯỜNG đại học tây bắc

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i DECLARATION I, Nguyen Viet Hung, hereby state that this thesis is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted for any degree to any other universities or institutions Signature: Time: March, 2009 ABSTRACT ii In today’s classrooms, language teaching method is undergoing tremendous transformations towards the integration of different methods according to the learner and teacher as well as contextual variables Language teaching is, therefore, a challenging job in any country The purpose of this qualitative case study was to examine how task-based language teaching supports the emergence of language study, within the context of northeast university students More importantly, how TBU teachers know about this method and their implementation of TBLT in order to improve their teaching quality The task-based language teaching provides students multiple opportunities to work for targets and to learn, both as form and meaning First, task-based language teaching is useful as it allows to treat learners as individual with their own needs and interests Second, it allows learners to take input from authentic sources which are communicative and comprehensible data, really relevant to their own needs and interests Third, the participants are provided with opportunities to engage in communicative use of the target language in a wide range of activities Working in groups or in individuals, students fulfill tasks in which they visually represent their personal interpretations of the world around They focus deliberately on various language forms, skills and strategies in order to support the process of language acquisition As teachers, they should conceptualize, research, of this method so as to fully exploit the potential of the available teaching materials The taskbased language teaching can create a learning environment in which students interact with each other as they made sense of and access the available information for communication In particular, naturally unconscious learning occurs through threaded discussions and cooperation when they accomplish tasks Educators must be responsive to today’s learners This study illuminates the expanded possibilities for integrating tasks within the context of learning and teaching Findings of the study suggest task integration supports the emergence of language learning and teaching ACKNOWLEDGEMENTS iii My sincere appreciation is extended to all teachers at College of Foreign Language, Vietnam National University, Hanoi, especially who taught me methodological subjects and research methods, such as Mr Le Hung Tien, Mr Le Van Canh, and Mrs Nguyen Thi Thuy Minh Those by their interesting lessons and precious suggestions for teaching and researching engaged me in this field My gracefulness is also expanded to all university teachers of TBU for both their participations into my interviews and their opening classroom doors and inviting me to stay for my observations and their kind offer of teaching plans My deepest thanks go to my supervisor, Mr Le Van Canh, M.A., for always bringing out the best in me Without his wisdom, high expectations, and his unwavering support for materials, continued guidance, thorough suggestions and corrections, my thesis could not be completed I credit my family in Thai Nguyen for providing me the courage to embark on this journey and for teaching me to never, ever give up DEDICATION iv This thesis is dedicated to the true lover of my life, Bui Thi Huong, whom I loved for years She with her warm and gentle heart for love was an inspiration to me, and I could overcome all hardships She is remembered for her character by everyone with the talent, intelligence, and beauty Though we could not be together because of different inevitable reasons, my affections and thanks from the depth of my heart would go to her evermore TABLE OF CONTENTS v DECLARATION……………………………………………………………… i ABSTRACT …………………………………………………………………… ACKNOWLEDGEMENTS ………………………………………………… DEDICATION ……………………………………………………………… TABLE OF CONTENTS……………………………………………………… LISTS OF ABBREVIATIONS……………………………………………… LISTS OF TABLES…………………………………………………………… CHAPTER INTRODUCTION…………………………………………… 1.1 Rationale…………………………………………………… …………… 1.1.1 State of the problem……………………………………………………… 1.1.2 Theoretical rationale …………………………………………………… 1.2 Purpose of the Study ………………………… ………………………… 1.3 Research Questions ……………………………………………………… 1.4 Significance of the Study ……………………………………… ……… 1.5 Limitations of the Study ………………………………………………… 1.6 Scope of the study………………………………………………………… 1.7 Organization of the Study ……………………………………………… CHAPTER LITERATURE REVIEW…………………………………… ii iii iv v viii ix 1 1 2 3 4 11 11 15 15 2.1 Definition of terminology………………………………………… 2.1.1 Defining ‘task’ and task-based language teaching……………… 2.1.2 Task-based language teaching to learners……………………… 2.1.3 Tasks, Actvities and Exercises…………………………………… 2.1.4 Developments of Task-Based Teaching………………………… 2.2 Theoretical Foundations…………………………………………… 2.2.1 Theories of language……………………………………………… 2.2.2 Theories of language learning…………………………………… 2.2.2.1 Cognitive theory………………………………………………… 2.2.2.2 Constructivist Theory…………………………………….…… 2.2.2.3 Generative Learning Theory……………………………………… 2.3 The nature of Task-based Language Teaching………………… 2.3.1 How is TBLT different from other teaching methods? 2.3.1.1 Communicative Language Teaching (CLT) ………………………… 2.3.1.2 Silent Way……………………………………………………………… 2.3.1.3 Experiential learning………………………………………………… 2.3.1.4 Co-operative learning………………………………………………… 2.3.2 Task-based teaching versus other types of teaching instruction models…………………………………………………………………… 2.3.3 Task-based Teaching Framework……………………………… 16 16 17 18 19 19 20 21 22 23 24 25 vi 2.3.4 Task types………………………………………………………… 2.3.5 Materials for Tasks Initiated…………………………………… 2.3.6 Syllabus design…………………………………………………… 2.3.7 Learner roles……………………………………………………… 2.3.8 Teacher roles………………… ………………………………… 2.4 The importance of understanding teachers’ interpretation of teaching methodology…………………………………………………… 2.5 Teachers’ interpretation of TBLT………………………………… 2.6 Teachers’ views of teaching methodology and their classroom teaching………………………………………………………………… 29 2.7 Conclusion CHAPTER METHODOLOGY………………………………………… 3.1 The fitness of case study to the research purpose…………………… 3.2 Restatement of research questions…………………………………… 3.3 Case description and context of the study……………………………… 3.3.1 The setting of the study………………………………………………… 3.3.2 Participants……………………………………………………………… 3.4 Instruments……………………………………… ……………………… 3.4.1 Interviews 40 41 41 43 43 43 44 46 46 ……………………………………………………………… 3.4.2 Observations……………………… …………………………………… 3.5.3 Teaching plan interpretation…………………………………………… 3.5 The procedure: ……………………………………… ………………… 47 48 48 3.5.1 48 32 33 34 34 35 37 38 Interviews………………………………………………………………… 3.5.2 Class 49 observation………………………………………………………… 3.5.3 Teaching plan interpretation…………………………………………… 3.6 Data analysis……………………………………………………………… 3.7 Conclusion ……………………….…………………… CHAPTER DISCUSSION OF THE FINDINGS………………………… 4.1 General overview of the findings……………………………………… 4.1.1 Teachers’ conceptualizations of task……………………………… 4.1.2 Teachers’ conceptualizations of task-based teaching…………… 4.1.3 Teachers’ attitudes toward task-based teaching……………………… 4.1.4 Factors affecting the TBLT implementation ……………………… 4.1.5 The reality of teachers’ class teaching………………………… 4.1.6 Teachers’ class teaching implementation………………………… 4.2 Discussions of the findings……………………… …………………… 4.2.1 Congruence and incongruence between teachers’ conceptualizations and the composite view of TBLT ……………………………………………… 50 50 50 51 51 51 53 56 57 59 61 63 63 vii 4.2.2 Congruence and incongruence between teachers’ classroom teaching 65 practice and teaching plans with the composite view of TBLT……………… 4.2.3 Consistence and inconsistence between their conceptualization with 66 teaching practices and teaching plans……………………………………… CHAPTER CONCLUSIONS, PEDAGOGICAL IMPLICATONS AND 68 SUGGESTIONS FOR FURTHER STUDY……………………………… 5.1 Summary of the major points of the study……………………… …… 5.1.1 Summary of the study………………………………………………… 5.1.2 Conclusions………………… ………………………………………… 5.1.3 Pedagogical implications………………………… …………………… 5.2 Limitation of the study………………………………………………… 5.3 Implications for future research ………………………………………… LIST OF REFERENCES……………… …………………………………… APPENDICES…………………… ………………………………………… Appendix A: Interview Questions………….….……………………………… Appendix B: Schedule of taped Interviews …………………….…………….… Appendix C: Samples of classroom observations……………………………… Appendix D: Samples of teaching plans of university teachers…………… … 68 68 68 70 70 71 I VII VII VII VIII XIV viii LISTS OF ABBREVIATIONS TBU: Tay Bac University TBLL: Task-Based Language Learning TBLT: Task-Based Language Teaching TST/ TSI: Task-Supported Teaching/ Instruction ELT: English Language Teaching ESL: English as Second Language CLT: Communicative Language Teaching PPP: presentation-practice-production TTT: Test-Teach-Test ESA: Engage-Study-Activate TM: Teaching method RQ: Research question IQ: Interview question ADTBLTOM: Ability to distinguish TBLT from other methods AC AT: Ability to conceptualize the advantages of TBLT AC DT: Ability to conceptualize the disadvantages of TBLT ACT BLLF: Ability to conceptualize the TBLT framework (+): Conceptual, positive, mentioned (-): Non-conceptual, negative, not mentioned (=): Neutral Att.: Attitudes Und.: Understandings Tim.: Time Tb.: Textbook Pre Preparation SLP: Students’ language proficiency NSs: Number of students in class Fac.: Facilities Vs.: versus Exer.: exercise/ act.: activity LISTS OF TABLES ix TABLE 1: Participants’ Profile TABLE 2: Participants’ conceptualizations of task (Data from IQ2, IQ9) TABLE 3: Participants’ conceptualizations of task-based teaching (Data from IQ2, IQ3, IQ 5, IQ6, IQ10, IQ11, IQ12) TABLE 4: Participants’ attitudes towards TBLT (Data from IQ2, IQ3, IQ4, IQ 5, IQ6, IQ8, IQ12) TABLE 5: Factors impacting on extent of TBLT implementation (Data from IQ2, IQ3, IQ 5, IQ6, IQ7, IQ8, IQ10, IQ11, IQ12, IQ13) TABLE 6: Participants’ class teaching practice (Data from class observations) TABLE 7: Participants’ orientation of teaching instruction (Data from teaching plan) TABLE 8: The deviations between teachers’ conceptualizations and their practice CHAPTER INTRODUCTION 1.1 Rationale 1.1.1 State of the problem Task-based language teaching, like other approaches to language teaching, is initiated in the west (Ellis, 2003) mainly for adult intermediate learners It opens new potential orientations and hopes to the EFL learners and teachers in some aspects of learning and teaching The application of this approach depends on a lot of factors, such as context of teaching, environment or social variables and as the matter of fact the teacher’s conceptualization Despite its popularity in Vietnam, this approach remains underresearched, especially how teachers conceptualize it according to their own understanding and beliefs In Tay Bac University, English language teachers have been introduced to this approach, and they often mention the need to use this approach to the teaching of English to the students in the university It is quite rational because Ellis (2003) has stated that task-based language teaching applied in universities is really a great help However, if the success of any language teaching method or approach depends on many factors, one of which is teachers’ understanding and conceptualization of the intended approach, the investigation of how teachers interpret Task-Based Language Teaching (TBLT) is an urgent need This study was intended to respond this need 1.1.2 Theoretical rationale Numerous studies suggest that teachers’ teaching approaches are less affected by the reserachers’ ideas but more by their conceptualization of the approach (Borg, 2003) In fact, there has been an emphasis on research into teachers’ understanding, interpretation or conceptualization of, and attitudes towards, the intended language teaching approach over the last decades Such conceptualization and attidues of teachers are shaped by various contextual and educational factors This study follows the research paradigm which seeks to uncover teachers’ psychology and cognition of TBLT in the context of Tay Bac University 1.2 Purpose of the Study The purpose of this study is to investigate teachers’ conceptualization of TBLT and their actual implementation of TBLT in their classroom Specifically, the following objectives were set up for the study: VII APPENDICES Appendix A: Interview Questions Appendix B: Written Transcript of Taped Interviews Appendix C: Classroom observations Appendix D: Teaching plan of university teachers Appendix A: Interview Questions In term of ELT approaches, what you think teachers in your department are good at doing? What you understand by a task-based approach to teaching? What is your understanding of the term task? Do you employ tasks in your teaching? If so, what kinds, and how effective are they? What you think make task-based teaching different from other teaching approaches? How well you think teachers in your department understand task-based teaching? What you think are positive elements of task-based teaching? What you think are negative elements of task-based teaching? How culturally suitable you think task-based teaching is for your department (students)? To what extent is task-based teaching implemented in your department? Can you give an example of task you have carried out with your students? 10 What you in the post task stage of task cycle? 11 How you see the relationship between task-based teaching and grammar? 12 What are the main issues in classroom implementation of tasks? 13 What you think are the main factors facilitating or inhibiting the implementation of task-based approaches in your department? Appendix B: The schedule of Taped Interviews Survey Questions and Interviewee Responses for university teachers’ conceptualization of Task-based Language Teaching Teache Gender Time r Cam Female November 5th, 2008 Quyt Female November 5th, 2008 Mit Female November 5th, 2008 Dao Female November 5th, 2008 Nho Female November 5th, 2008 Hong Female November 5th, 2008 Mo Female November 5th, 2008 Man Female November 6th, 2008 Chuoi Male November 6th, 2008 Dua Female November 6th, 2008 Chanh Female November 6th, 2008 Chanh Female November 6th, 2008 VIII Xoai Female November 6th, 2008 Appendix C: Samples of classroom observations (two samples in twelve) TEACHING OBSERVATION SHEET Observer: Nguyen Viet Hung Teacher’s name: Cam Subject: Speaking Lesson: Difficulties Date: November 19th, 2008 Class: class of English, course 47th No of student: 40 * Furniture arrangement: Students sit in horizontal lines * The surroundings: 1) students have seats casually in or or in a table; 2) teacher and students with relaxed feelings; * Course book: A-Z discussion Full note of teacher’s and students’ activities: Time Teacher’s activities Student’s activities Comments 15h A Warm up - Talk about their own - This activity is 50’ - Asks students to talk about difficulties in front of the good for students to their own difficulties in front class brainstorm the ideas of the class - Some difficulties they related to the give out are: forthcoming lesson, Earn money - It als creates easy Learn some skill - Teacher writes students’ feeling to students Full gap between genrations answers on the blackboard with the next lesson Lose weight Find a job Keep fit Find a partner to live with - Gives comment and some corrections (if any) - Talks about sollution for each difficulty 15h 57’ B New lesson Countries - Asks Sts to read the chart in the text book and decide what problem given is the most difficulty for them to deal with - Calls on some students to talk about reason they choose - Gives comments and sollutions for those difficulties - Listen and take notes - The instruction of teacher in this activity is clear, helpful and sufficient - Listen and take notes - Study the chart and decide - They mainly work in individuals, sometimes some of them gather together in pairs for exchange of ideas - In this task, teacher’s instruction is clear and helpful too Students are attracted to teacher’s questions and answer with - Give reasons to explain their enthusiasm for their choice - Teacher gives proper complement - Teacher does not IX - Listen and take notes 16h 5’ 16h 6’ 16h 10’ 16h 15’ Brainteasers? - Asks Sts to look through the task and study one by one  the 1st part - Asks students to study situation and answer question “why nine times out of ten the man goes to Mahattan?” - Aks students for answers - Give comments, checks and gives correct answer work quite well as facilitator and monitor - Study the task - Teacher does not - Study the situation and ask students the way answer the question to cooperate to complete the task: in individuals, in pairs, or in groups - Present answers - Teacher does not - Listen to the teacher and elicit other to raise check questions to student speaking for further discussions - Read the situation and  the 2nd part - Aks students to read answer question situation and answer the question “How did the donkey get across? How? - Three students raise hand Do you give up?” to speak out their ideas - Asks for aswers - The most persuasive - Teacher does well - Teacher listens to students’ answer: in the role of He didn’t get across the river chairperson, and she answers, and comments about them one by one because he is a donkey, he never gives a proper Then she writes down some eat carrot feedbacks and important ideas on complements blackboard She explains the - Others take important contents of words or phrases notes she has just written - Study the questions and rd answer  The part - Study questions and answer a What goes on four feet, then two feet, then three but the more feet it goes on the weaker it be? b What does Fridays come before Thursday? - students are asked to have, yet which no-one wishes to stand up and talk about lose? their ideas in individuals c What is it that no-one wishes to X - Asks students for answers Teacher gives out feedbacks and comments for corrections and ideas of students’ performances 16h 18’ 16h 22’ - The most answer: persuasive  The 4th :question - Asks students to think and anwer the question “What are the plurals of these words: Child, datum, mouse” Teacher gives out feedbacks and comments for corrections and ideas of students’ performances - students stand up and talk about their answers in individuals - The most favourable answer: a A people or a person b In dictionaries c It is Bald Children Data Mice - Two students are asked to stand up and talk about their ideas in individuals - It is not correct th when Phuong says  The question: Asks - Phuong’answer: students to answer question Mercury Venus Pluto is a planet Mars “How many planets are Earth Pluto is no longer there? Can you name Jupiter Saturn consisdered to be a Uranus Neptune them?” planet Pluto 16h 25’ - Teacher shows her approval to Phuong’s answer - Listen to teacher and their Teacher gives out friends and take notes feedbacks and comments for corrections and ideas of students’ performances - Look through the project Project and practise - Asks students to look through the projects below and decide what project in difficult for them to - Teacher asks students to interview their nearby friends using the questions in the hand out - Present answers Hang’s answers: Hijack a plane because they - After minutes, teacher calls some students to report afraid of the height Find and interiew the oldest the result of their interview - In this task, teacher’s instruction is clear and helpful too - Teacher does not work quite well as facilitator and adviser - Teacher works well as a XI man in the world because they chairperson - Teacher listens to reporter don’t know who he is and they Gives comments, can’t speak his own language corrections and solluting well - Teacher should Dub an American film in their keep the time 16h suggestions own language because they correctly to have 35’ (It know well about American and enough time to is the their culture end summarize the time of C Homework lesson and give the - Asks students to prepare - Listen and take notes students thoroughful period) the left lesson direction for their study at home General Comments: - Type of instruction: ESA - Teacher leads her teaching rather successfully in CLT approach: + The communicative atmosphere in class is good: students are active and concerned very much to the lesson; they are free to express themeselves + Teacher and students make a good rapport + Teacher mainly focuses on meaning and fluency; some communicative objectives are achieved - Teacher does not pay much her attention to the way students interact with one another - Teacher gives feedbacks for corrections, and proper complements - The time for each task is a reasonable Therefore, it is good to exploit more communication in discussions, and teacher can take well the role of monitor and chairperson - The learning tasks are mainly followed the course book - Teacher should keep the time correctly to have enough time to summarize the lesson and give students thoroughful direction for their study at home TEACHING OBSERVATION SHEET Observer: Nguyen Viet Hung Teacher’s name: Quyt Subject: Reading Date: November 10th, 2008 Lesson: Unit – Students won’t give up their French fries Class: Class of English, course 47th No of student: 40 * Furniture arrangement: Students sit in horizontal lines * The surroundings: 1) students sit in in 4, or in a table; 2) teacher and students are in relaxing feelings * Course book: Selected Reading Full note of teacher’s and students’ activities: Time Teacher’s activities Student’s activities Comment 14h A Warm up - This activity is 15’ - Teacher steps into class, - Some students listen to good for teacher and takes a seat, greets the class, teacher, others chatting students to break the XII and then chats with students with teacher ice before the forthcoming lesson However, it is better if the chat relates to the following lesson - Listen to teacher’s instructions and request, then the task - Read questions and think about the answers - Answering teacher’s questions in individuals students are pointed to give answers - Some students calls out their answers - Giang’s answer: Unhealthy diet.Because they don’t eat on time and not enough nutrition - Work in pairs and study - students raise hands to give answers: The article will be about a healthy diet and nutrition - It will help students to activate their mind to the field they are going to study B New lesson: THE STUDENTS WON’T GIVE UP THEIR FRIEND FRIES 14h 20’ I Pre - reading * Asks Sts to look through questions in the text book, think about the answers to these questions - After some minutes, teacher asks students to answer questions one by one * Asks Sts to answer question: “Do you have a healthy diet? Why or why not” - Teacher shows her most approbation with Giang’s * Teacher asks students to work in pairs to read the title of the article and guest what the article will be about * Teacher asks students to answer below questions in front of the class according to the fact restaurent • What does a typical meal consist + It consists of rice, vegetable, of? soup, meat, etc • What students eat between - It is good for students’ later study phase + They eat at home or at college or university eat? - Teacher does not ask students work in individuals, pairs or groups - Five students give out their answers: - Quyen’s answers: • Where most students in your - The task is rather opne + They eat nothing meals? • Are they generally concerned about health and nutrition while health and nutrition because they they are in college? Why or why don’t want to know and noone not? 14h 35’ +They are’t conserned about gives them any knowledge about - Teacher comments students’ answers health and nutrition Teacher’s comments are not sufficient to the case XIII II While - reading 14h 40’ - Work in individuals to - Teacher asks students to skim the text skim the text - Some asks teacher for - Teacher goes round the class help with words and to see them doing the task, expressions giving facilitations if necessary - Stop reading - After minutes, teacher stops the class: The time is up, now we check the answers Understanding the text - Students think about the A Multiple choice answers and make their - Asks students to circle the choices two best answers each items - With each question, two given in the textbook students stand up, give their - Asks students to present choices their answers in front of the class together to check correct answers - Teacher conducts the checking by asking eliciting questions: In the first question, who chooses A/B/C/D, raise your hand, - They explain the reason please! for their choice - Teacher asks student the reason they why they answer the question: Why you choose ? Do you know how…………? - Teacher gives out the correct answers Answer: 1.a, c 2.a, b 3.c, d 4.a, b 5.b, c 6.b, d - Listen to teacher’s B Consider the issues instructions and request, - Asks students to work in then the task pairs and answer the questions given in the text - Work in pairs to answer book questions According to the article, some Teacher’s instruction is clear, and students the task well - Teacher does not ask students work in individuals, pairs or groups - Teacher does not complement much Also, she does not correct errors thoroughly - Teacher works quite well as a facilitator and an adviser - It is somehow like teacher-centred teaching - working in pairs is suitable to this kind of learning activity - Teacher does not XIV experts disagree? Considering the wide variety of - Give answers food Why or why not? In lines 94-96, this problem? - Asks students to answer - Gathers ideas and suggests the most answers - Teacher shows her most approbation with Tung - Listen and take notes Tung’s answer: manage the class well in this task Some students are distracted from the pair discussions They agree because it can make Sts confuse to choose food They don’t have chance to eat well because there are variety of food can make them curious and they will eat alot Because the avalability of nutritional information does little or nothing influences students’ 14h 50’ eating habits Reading skill Scaning for specific information A Scan the text to find specific information - Asks Sts to scan the text on pages 87-91 to find the specific information - Teacher asks students whether they finish the reading task or not - Teacher lets them continue to the task - Asks for answers and check in front of the class together - Teacher writes down correct answers on blackboard - Scan the text and find the specific information - Answer, check together and take notes Answer teacher’s questions in individuals * Answer: Debra Lee-Cadwell > 13 gram Net nutrition 144 carloies Pizza B Scan the Web to find specific information - Asks students to scan the - Scan the Web and practise - This is simply a kind of closelyfollowed course book exercise without any adaptions to make it more communicative and contextualized - It is little teachercentred XV web given in the text book to find specific information and fill them in blanks with suitable information - Teacher asks students whether they finish or not - Asks for answers and check in front of the class together - Teacher writes down correct answers on blackboard Answer teacher’s questions in individuals - Others check and take notes * Answer: fruits and vegetables 15h or more serving 2010 NIC and Product for Better Health Foundation - Listen and take notes - Teacher does not make use of post task phase; giving homework only is not sufficient III Post - reading - Homework: Teacher asks students to prepare the rest part of the lesson - Teacher ends up the lesson General Comments: - Instruction type: skill-based - The teaching is more teacher-centred than learner-centred - Teacher does not pay much attention to the way of interaction between students - The warm up has no relationship with the content of the reading - Teacher has no instruction and no summary - Teacher completely follows reading tasks in the course book - Teacher mainly pays her focus on students’ reading to have the answers for the designed questions in the book, and pay attention to communication purposes - She does not make use of good chance to deal with the post task stage, which is good for reinforcements and accuracy - Teacher gives a little feedback for complements and corrections - Teacher does not complement much, only say ‘yes’ or ‘OK’ for good answers - Teacher does not work quite well as a facilitator and an adviser Appendix D: Samples of teaching plan of university teachers (two samples in seven) TEACHING PLAN Teacher 2: Mit Lesson: judging by appearances I Objectives II Exponents III Methods XVI - Communicative approach IV Teaching aids - Speaking - Handouts V Time: periods VI Procedure Activity 1: Warm up - Show pictures of some people with different styles to the sts Ask them to give comments on their appearances and any inference about their personalities from those appearances Activity 2: Shall I bother? - Ask sts to fill in the questionnaire individually, then move around and make an interview with some friends - Ask some sts to report their interview and give comments on the interview results - Group work: sts discuss the questions: • Do you think it is very important to have a good appearance? • When is it important to make a special effort for appearances? Activity 3: All you really need is a big smile - Ask sts to add some more factors which may be important for appearance Write on board the expressions they add - Group work: sts discuss and choose the most important factors for these people: a politician, a teacher, a salesperson, an MC, a lawyer Activity 4: Appearances can be deceptive - Ask sts to pick a number (written on a piece of paper) Each number corresponds to a statement Sts then decide the statement is generally true or generally false Activity 5: Changing appearance - Pair work: sts list as much as they can the ways of changing or disguising appearance (Wearing make-up; straightening the hair, having the hair curled, wearing wig, wearing jewellery, wearing glasses, tattoo (xam), wearing mask, having plastic surgery and liposuction, wearing special clothes…) - Ask sts qs:  Have you ever tried to change your appearance?  Reasons for the change?  Was it a good or a bad change? Pair work: sts talk about their experiences of changing appearance then report the funniest and the most terrible experience Activity 6: I just can’t stand - Ask sts to add their own comments about the particular appearances they dislike Then explain why XVII XVIII  All you really need is a big smile!  Here are some factors which may be important for appearance In groups, add any others that you think are important Clean hair Clean clothes Clean shoes New clothes Fashionable clothes Informal clothes Bright jewellery Expensive jewellery One piece jewellery of only A big smile A friendly expression A serious expression A straight back A relaxed attitude Bright eyes White teeth Strong shoulders Long legs Dimple cheek Others: ……………………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………… Choose the most important factors for these people A politician ……………… ………………… ……………… A teacher ……………… ………………… A salesperson ……………… ………………… ……………… A lawyer ……………… ………………… ……………… An MC ……………… ………………… ……………… ……………… TEACHING PLAN Teacher 3: Hong Lesson: Population I Teaching aims: - Students practice their reading skill to fasten their reading speed - Students enrich their vocabulary and knowledge about population and environment II Exponents : a reading text taken from internet III Teaching methods : the interaction between the teacher and the students IV Time: 45 x 2= 90 mins approx V Aids: Textbook, board VI Procedure XIX A Pre- reading (15mins) B *Purposes: students get involved into the topic discussed in the reading passages and they know what they are going to read * Activities: Guiding questions  Can you make a sentence to describe the population in the world today?  Which countries have the biggest population in the world? - China, India, America, etc  Which parts of the world have the highest birth rate? Are they all over population? - Africa, South- East Asia, etc  What are the disadvantages of over population? - Poverty, hunger, low living standard, low education, illness, pollution, social evils, pressure on the government, etc  How does over population affect the environment? - make natural resources exhausted - cause environment pollution - cut down trees and forests  Do you think the rich countries or the poor ones impact more on our environment? * Introduce the reading passage B While- reading Read for the main ideas (10 mins) 1.1 Purposes: students practice speed reading and get the main content of the reading passage 1.2 Activities: - Divide students into groups, ask group skim through para.1-3, group the same with para.4-6 and the last group read quickly para.7-10 with mins - After skimming, ask each group to talk about the main ideas of the paras they’ve read, write the students’ answers on the board + Para 1-3: current population in the world and explains why huge increase in population is taking place + Para 4-6: we are living on a finite planet but we haven’t saved it at all XX + Para 7-10: man’s effects on the balance of nature and advice how to behave to the environment - Ask students to combine the individual ideas to find out the general ideas of the whole passage: the relationship between human being and the environment and human is making bad effects on their nature Read for details (25 mins) 2.1 Purposes: help students understand clearly about the text and have the skill to exploit the reading text 2.2 Activities - Ask students to read para.2 only individually then answer question 1,2 in Comprehension Questions + Question 1: ask students to look at the number and the following sentence to draw the conclusion of the figure (d) + Question 2: ask students to read the whole paragraph, find out the topic sentence and the supporters then answer the question - (c) Have students continue to read the para.3 only + Question 3: have students answer the question and explain for the choice (b) + Question 4: ask one student to paraphrase the sentence “eighty or even ninety… normal life span for human” into a simple sentence then answer the question - Have students read the para.4 + Ask students to pay attention to the number and answer question 5, explain by doing the count on the board (b) - Ask students to read para.8, find out the main idea, topic sentence and the supporters to understand the author’s purposes, answer question (a) - Let students read para.9 then ask: what’s the function of this paragraph? What’s the reality shown in it? and ask for the answer of question (a) - Have students’ attention on the last para and ask them what the function of this paragraph is, the main idea then answer the question (c) Read for reference and vocabulary expanding (20 mins.) XXI 3.1 Purposes: students learn the way of using word in a text and enrich their vocabulary 3.2 Activities: - Ask students to work in groups as divided; they can discuss and exchange information with each other to deal with questions to 16 in 10 mins Teacher goes round the class to see how well each group works and help them with some difficult word or structures - Ask for the answers and explanations, the correction - Keys: 9.a, 10.d, 11.d, 12.a, 13.b, 14.c, 15.a,16.a C - Post- reading (20 mins) Have some students to read out the passage once and ask each group the summary then present in turn - Homework: “What should we to reduce pollution?” Write an essay to express your ideas ... Defining ? ?task? ?? and task- based language teaching……………… 2.1.2 Task- based language teaching to learners……………………… 2.1.3 Tasks, Actvities and Exercises…………………………………… 2.1.4 Developments of Task- Based. .. the following phases: 15 • Pre -task - introduction to the topic and task • Task cycle: task planning; doing the task; preparing to report on the task; presenting the task report • Language focus... and attitudes towards, task- based language teaching? To what extent their conceptualizations match the composite view of taskbased language teaching? How they implement task- based language teaching

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