Thiết kế giáo án và phát triển học liệu (Lesson planning) - ULIS

4 strands in a balanced lang course:

1, Meaning focused input

2, Meaning focused output

3, 4 ?

3, Language focused learning

4, Fluency development

The focus of controlled acts is on

A. Ss' accuracy

B. Ss' fluency

A. Ss' accuracy

The focus of free activities is on

A. Ss' accuracy

B. Ss' fluency

B. Ss' fluency

activate language thru activities that encourage the use of English

An activity which requires language control (✓), Ss make meaningful choices is:

A. Mechanical

B. Meaningful

C. Communicative

B. Meaningful

Eg: Street map to practice the use of prepositions

An activity that Ss don't need to understand the lang Ss use (Eg: repetition drills, substitution drills → practice using grammar,...) is:

A. Mechanical

B. Meaningful

C. Communicative

A. Mechanical

Which strand allows students to learn through listening reading and using lang receptively?

Meaning focused input

Which strand use deliberate learning: pronun, spelling, vocab, grammar, discourse?

Language focused learning

Fluency development is meaning-focused, focus on how to receive and convey message. T or F?

TRUE

There should be NO PRESSURE or ENCOURAGEMENT to perform at speed in Fluency development strand. T or F?

FALSE

Content of __________ and Fluency development activities should EACH make up for less than one quarter of time spent of the course

Language focused learning

Procedure of teaching grammar from text

- Lead in

- __________ work

- Analysis of __________ from the text

- Clarification (the "teach" stage)

- Controlled practice

- Free practice

Comprehension - Examples

Arrange these to create the PROCEDURE of teaching grammar from text:

- Controlled practice

- Exposure to Target language (Comprehension work)

- Clarification (the "teach" stage)

- Analysis of examples from the text

2, Exposure to Target language (Comprehension work)

3, Analysis of examples from the text

4, Clarification (the "teach" stage)

5, Controlled practice

"Read/ listen to the text and choose the correct title from a short list of options" belongs to what step in the procedure of teaching grammar?

A. Analysis of examples from the text

B. Exposure to Target language

C. Clarification (the "teach" stage)

B. Exposure to Target language

Give Ss simple tasks to get the gist of the text

"Underline all the verbs in the text" belongs to what step in the procedure of teaching grammar?

A. Analysis of examples from the text

B. Exposure to Target language

C. Clarification (the "teach" stage)

A. Analysis of examples from the text

"Use the same sentences you pointed out in the text to analyze g.p" belongs to what step in the procedure of teaching grammar?

A. Analysis of examples from the text

B. Exposure to Target language

C. Clarification (the "teach" stage)

C. Clarification (the "teach" stage)

2 views of Pronunciation includes Narrow view and __________ view

Broad

Vowels and consonants, supra-segmental features: word stress, sentence stress, intonation are included in?

A. Narrow view of Pronunciation (Brown, 1987)

B. Broad view of Pronunciation (Morley, 1991)

B. Broad view of Pronunciation

Which view considers Pronunciation as a part of communicative competence?

A. Narrow view of Pronunciation (Brown, 1987)

B. Broad view of Pronunciation (Morley, 1991)

B. Broad view of Pronunciation

The narrow view of Pronunciation concentrates on:

A. Individual sounds

B. The motor skills involved in producing sounds

C. vowels and consonants

D. All of them

D. All of them

- 5 teaching stages of a PRONUNCIATION framework

1. Description and analysis

2. __________

3. __________

4. Guided practice

5. Free practice

2. Listening Discrimination

3. Controlled practice

Sequence the oral production activities so that they move forward __________

systematically

Three final stages of oral production activities are:

3. Controlled practice

4. Guided practice

5. Free practice

In which stage of oral production do the activities become communicative?

A. Controlled practice

B. Guided practice

C. Free practice

C. Free practice

Examples: roleplays, debates, interviews, simulations,....

In which stages do the activities focus on meaning, grammar, communicative AND pronunciation?

A. Controlled practice

B. Guided practice

C. Free practice

B. Guided practice

In which stages do the activities focus completely on FORM?

A. Controlled practice

B. Guided practice

C. Free practice

A. Controlled practice

Eg: kinds of choral reading, poems, rhymes, dramatic monologues

Speaking and Writing: Skills where Ss are invited to (1)__________ lang in (2)__________ form

(1) produce

(2) written or spoken

Listening and Reading: meaning is (1)__________ the spoken and written (2)___________

(1) extracted from

(2) discourse

Grammar, vocab, functions are taught using __________ approaches?

A. PPP (Present, Practice, Produce)

B. TBL (Task-based Learning)

C. OHE (Observe, Hypothesize, Experiment)

D. All three are possible

D. All three are possible

"What do the underline words refer to?" is an activity of:

A. Top-down processing

B. Bottom-up processing

B. Bottom-up processing

"Students put series of pictures, events in the right order" is an activity of:

A. Top-down processing

B. Bottom-up processing

A. Top-down processing

Learners are asked to get a general view of the passage

"Listen to conversation and identify where it takes place" is an activity of:

A. Top-down processing

B. Bottom-up processing

A. Top-down processing

Learners are asked to get a general view of the passage

When teaching reading or listening (receptive skills), T should start with a (1)__________ and end up with a more (2)__________

A. detailed understanding (bottom-up processing)

B. general understanding of the text (top-down processing)

(1) start with general understanding of the text (top-down processing)

(2) end with detailed understanding (bottom-up processing)

__________ or surveying is having an idea about the content of a text (by looking at the title, sub-title, or the first sentence of each paragraph)

Previewing

Making connections between themselves with __________ is called Text to Text; with __________ is Text to self

the content from other texts - their personal experience

Receptive skills lesson plan:

1. A warm-up and a lead-in

2....

3....

4....

5. Task-related follow-up

2. Focus on a reading/ listening strategy to understand the spoken/ written text

3. Comprehension work

4. Text work

Which of 5 steps of the receptive skills lesson plan contains "Comprehension tasks that start from general to detailed comprehension"?

1. A warm-up and a lead-in

2. Focus on a reading/ listening strategy to understand the spoken/ written text

3. Comprehension work

4. Text work

5. Task-related follow-up

3. Comprehension work

Which of 5 steps of the receptive skills lesson plan contains "Explanation and demonstration of strategies"?

1. A warm-up and a lead-in

2. Focus on a reading/ listening strategy to understand the spoken/ written text

3. Comprehension work

4. Text work

5. Task-related follow-up

Focus on a reading/ listening strategy to understand the spoken/ written text

Which of 5 steps of the receptive skills lesson plan contains "Application and practice"?

1. A warm-up and a lead-in

2. Focus on a reading/ listening strategy to understand the spoken/ written text

3. Comprehension work

4. Text work

5. Task-related follow-up

2. Focus on a reading/ listening strategy to understand the spoken/ written text

Productive language skills = __________ of language acquisition

observable evidence

Authentic texts demotivate students.

Solutions?

⇒ Provide scaffolding

⇒ Redesign materials without affecting the naturalness of lang (Simplifying)

Ss can't understand text because of difficult words, complex grammatical structures

⇒ Pre-teach these lang elements (In the lead in) (brief presentation, explanation before comprehension questions)

(Step 1 in the lesson plan: A warm-up and a lead-in)

Procedure for productive skills

1. A model of the target genre.

2. Work on the model, focus on the meaning and form, discover linguistic and formal features.

3. Ss work on accuracy activities (pronun, spelling, verb tense,...)

4. Ss have a similar task → personalize the language and produce effective messages

5. Planning or preparation before production

6. Feedbacks by learners/ the teacher

In productive skills, after being given a model, what do the Ss do?

Step 1: A model of the target genre.

Step 2. Work on the model, focus on the meaning and form + linguistic and formal features.

Step 3. Some accuracy activities → so that Ss produce accurate messages in terms of pronun, spelling, verb tense, sentence structure, text layout etc.

Which model of content based lang instruction is the "most useful and widespread form of content based instruction" today?

A. Theme-based model

B. Adjunct model

C. Sheltered model

A. Theme-based model

Theme-based model (of content based lang instruction) integrates lang skills into the __________

study of a theme (eg: marriage, natural wonders,...)

Content-based instruction: emphasizes learning __________ through language

content

(Câu hỏi đề T5/2024)

Students drawing a picture and talking about it is an example of __________

Free practice

(Câu hỏi đề T5/2024)

Intergrating skills can help students __________ since the development of one skill can lead to the improvement of others

transfer skills

(Câu hỏi đề T5/2024)

The intergrated skills lesson can only focus on 4 skills, not the other language features like vocabulary, grammar,...

(Câu trả lời chưa confirm) True

(Câu hỏi đề T5/2024)

The Objectives ".... given that the audio is clear"

The part "given that the audio is clear" is __________

Learning conditions