Term Definition

top-down a process which students get the general view and express their prediction

slurred pronunciation the pronunciation of words is often spoken unclearly without separating words or sounds correctly

blind listening a technique to teach a video lesson in which there is images except sound. gist the

general meaning or purpose of a text

details a single feature, fact, or piece of information about something

reference a purpose of reading to find the meanings of pronouns and demonstratives such as they, it, he, she,
which, who, that, and this…

inference using what you know to make a guess about what you don’t know, the main idea skimming

reading a text quickly to get a general idea of meaning

scanning reading a text quickly in order to find specific information, e.g. figures or names. word

attack strategies help students decode, pronounce, and understand unfamiliar words. text attack

strategies help students intepret the text by using clues available

cloze reading a kind of activity to fill in gaps

bottom -up a process which students and teacher focus on the details genre

category

prediction A logical statement about what will happen

consolidation the process by which memories become stable in the brain

mute viewing a technique to teach a video lesson in which there is no sound except images.

background Your personal experiences, what you already know.

knowledge

freeze frame a technique to teach a video lesson in which the images are freezed and students will guess the
sequences

classroom listening listening practice provided for students in the classroom. real-life

listening casual or focused listening

brevity of chunks people take turns-usually in short turns of a few seconds each

colloquial vocabulary for example: in speech the word guy used in place of man or kid in place of child

ungrammatical grammar tends to be somewhat ungrammatical

utterance

redundancy the use of fillers such as I mean, well, er, em, etc

no overt response students do not have to do anything in response to the listening students’

inhibition Students are worried about making mistakes and fearful of losing face rehearse

practice

guided writing An instructional framework in which teachers guide students as they write. short

resposes students have to complete a task while listening

listening to pay attention to what someone is saying or to a sound that you can hear language

skills a set of four capabilities that allow an individual to comprehend and produce spoken
language.

sensory memories memories taken in by the senses

vocabulary words we can teach in a foreign language

selective attention the process of focusing on a particular subject for a certain period of time

long-term memory informative knowledge can be stored for long periods of time.

connotation associations

content words words that we talk about

structure words words which make up the form of the language

passive vocabulary words of the language which learners understands, but not yet learned to use in speaking
or writing.

active vocabulary content and structure words which are learned so that they become a part of the learner’s
understanding, speaking, reading and writing.

collocations combination of words used together.

denotation definition of a word given in a dictionary

appropriateness suitability for a particular situation.

visual technique the use of visual aid in presenting vocabulary

verbal technique the use of verbal means for conveying the meanings of unfamiliar words.

translation the use of mother tongue to explain abstract notion.

receptive knowledge the ability to recognise the words in reading and listening

productive the ability to use the words in writing and speaking correctly
knowlegde

short-term memory the capacity for holding a small amount of information in mind for a short period of time

lexical approach a way of analysing and teaching language based on the idea that it is made up of lexical
units

lexical chunks a group of words that are commonly found together

retrieval the act of getting back something you have left somewhere

mnemonics the use of memory-enhancing strategies or cues to remember something. This might
include such things as rhymes, visualization or acronyms.

derivation the origin of a word

style a particular way of doing something

discourse a serious speech or piece of writing on a particular subject

semantic relationship How the meaning of one item relates to the meaning of others

deductive approach begins with rules and then gives examples for illustration

inductive approach begins with context, examples and then forms rules

accuracy correctness, exactness

fluency ability to express oneself readily, clearly and effectively

controlled practice a stage in a lesson where learners practise new language in a limited form.
meaningful practice an activity where students are required to make meaningful choices when carrying out
practice.

substitution drills one word or more word change during the drill)

repetition drills The teacher says models (the word or phrases) and the students repeat it.

transformation drills The teacher gives students a certain kind of sentence pattern and asks students to
transform this sentence into another form of sentence.

consonant clusters a group of consonants with no vowels between them

intonation the rise and fall of the voice in speaking

regconition phase phase helping students identify sounds and sound sequences

production phase phase helping students produce sounds and sound sequences accurately.

phonemic chart a set of symbols that represent all the sounds in spoken English.

chanting saying or shouting repeatedly in a singsong tone

tongue twisters A sentence or series of words that is hard to say correctly

minimal pairs two words that differ in only one sound

learning outcome What the learners will be able to do as a result of studying the materials.

lead-in The activity used to prepare learners to work on a text, topic or main task.

schema General knowlegde that a person has about a particular topic

communicative A classroom activity in which students need to communicate to complete the activity.
activity

interaction communication between two or more people in a class

personalization When a teacher helps a learner to connect new words, topics, texts or grammar to their
own life.

consolidation the process of changing a short-term memory to a long-term one

drill practice, exercise

concept checking the technique of asking questions to check whether students have understood a new
structure or an item of lexis

exposure the chance to experience new ideas, ways of life etc

memory the ability to store and retrieve information over time

sensory having to do with seeing, hearing, feeling, tasting, or smelling

output production

grammar a system of rules that enables us to communicate with and understand others

collocation Pairs of words that are commonly found alongside each other (e.g. ’driving rain)

free practice a stage in a lesson where learners produce language using the target content freely.

authentic exposure the chance to experience to language when it is being used fairly naturally.

Overview a general review or summary of a subject.

data information or facts

feedback verbal and nonverbal responses to a message

approach a way of doing something

reflection careful thought about something

input Something put into something, such as resources, in order to achieve a result.

METHOD
1. Grammar translation method (GTM)
- Also called classical/tranditional method.
- Originally used to teach Latin and Greek
- Main characteristics:
+ Grammar is taught deductively
+ Primary skills to be developed are reading/writing
+ Little attention is paid to pronunciation and listening/speaking skills
+ Use of translation exercises
+ Mother tounge is used as the medium of instruction.
- Principles
a) The goals of the teachers
- Students are able to read literature written in the target language.
- Students need to learn the grammar rules and vocabulary
- Language learning provides students with good mental exercises
b) The role of teacher and students
- The teacher is the authority in the classroom. The students do what the teacher says =>
Teacher-centered
c) Characteristics of the teaching/learning process
- Students are taught to translate from one language to another
- Students study grammar deductively
- Students memorize native language equivalents for target language vocabulary items
d) Classroom interaction
- Student – student interaction: limited
e) Language areas and language skill
- Vocabulary and grammar are emphasized
- Pronunciation receives little attention
- Reading and writing are the primary skills to be developed
f) Teacher’s response to students’ errors
- The teacher supplies the correct answers if students make errors or don’t know an
answer
2. Total physical response (TPR)
a. TEACHER’S GOALS

• Teachers who use TPR believe in the importance of having

 their students enjoy their experience of learning to communicate

in another language.

• TPR was developed to reduce the stress people feel and

thereby encourage students to persist in their study beyond a

beginning level of proficiency.

=> Base foreign language learning upon the way

children learn their native language.

b. TEACHER’S RESPONSE TO STUDENTS’ ERRORS

• Students will make errors when they first begin speaking

=> Teachers should be tolerant of them and only correct

major errors unobtrusively.

• As students get more advanced, teachers can 'fine tune'-

correct more minor errors.

c. ROLES OF TEACHER AND STUDENTS

• Teacher's role: The teacher is the director of all student

behavior.

• Students' role: The students are imitators of her nonverbal

model. At some point (usually after 10-20 hours of instruction),

some students will be 'ready to speak.'

d. LANGUAGE FOCUS (TPR)

• Vocabulary and grammatical structures

• The spoken language is emphasized over written language.

e. TEACHING-LEARNING PROCESS

4 PHASES

• Phase 1: modeling, • Phase 2: performance , • Phase 3:

understanding unfamiliar utterances, • Phase 4: learning reading

and listening skills

3. Communicative language teaching (CLT)

- People learn a language best when using it to do things rather than through studying how

language works and practicing rules. People learn a language through communicating in it.

- Classroom activities should be meaningful and involve real communication.

- Basic assumptions:

+ The goal of language teaching and learning is to improve learners’ communicative

competence.

+ The roles of teachers in CLT: facilitator, adviser and co-communication

+ The functional syllabus is used

+ Errors are seen as natural outcome of learners’ development of communication skills

+ Common techniques: authentic materials, scrambled sentences (to teach learners

coherence and cohesion properties of language), role-play (providing learners with

opportunities to communicate in different social contexts and different social roles)

* Linguistic competence: the knowledge of forms and meanings of a language

* Communicative competence: the ability to use a language appropriately (knowing

when to say what to whom and how)

- Functional approach
+ Focuses on what learners need to do with language in real-life situations
+ Emphasizes language functions, such as greeting, requesting, inviting, apologizing,
giving advice, etc., rather than solely on form.

- Principles

a) Teacher’s goal

The goal is to enable students to communicate in the target language. Students need

knowledge of the linguistic forms, meanings and functions.

b) The roles of teacher and students

- Teacher: facilitator (establishing situations which promote communication), adviser

(answering students’ questions and monitoring their performance, making note of

tudents’ errors), co-communicator (engaging in the communicative activities with
students)
 - Students: communicator (actively engaging in communicative activities), manager
(being responsible managers for their own learning)

b) Characteristics of teaching/learning process

- Everything is done with a communicative intent

- The use of authentic materials

- Activities in CLT are often carried out by students in pairs/groups

c) Classroom interaction

- Student – student interaction: dominant

- Various configurations: pairs/small groups/whole group.

d) Language areas and language skills

- Language functions are emphasized over forms. (functional syllabus)

- Four skills are developed from the beginner

- Fluency are emphasized over accuracy

e) Teacher’s response to students’ errors

- Errors of form are seen as natural outcome of the development of communication skills

- Fluency-based activities (focus on communication: discussions, speaking activities,

presentation) and accuracy-based activities (focus on language manipulation: controlled

practice, drills).

4. CLIL
The Goals of the Teachers
- Develop students' content knowledge (e.g., science, geography) while improving their
language proficiency.
- Promote dual-focused learning: both subject content and language acquisition.
- Encourage cognitive development through meaningful use of the target language.

The Role of Teacher and Students

- Teacher: Facilitator of both subject knowledge and language support. Plans lessons that
balance content and language.
- Students: Active participants who engage in learning content through a second language,
developing both academic and linguistic skills.
 Characteristics of the Teaching/Learning Process
- Integration of content and language.
- Use of scaffolding, visuals, and contextual support.
- Lessons are meaning-focused, with grammar and vocabulary taught as needed.
- Encourages cognitive engagement, problem-solving, and critical thinking.

Classroom Interaction
- Frequent use of pair and group work.
- Collaborative tasks such as projects, experiments, or problem-solving activities.
- Teacher uses comprehensible input and prompts interaction in the target language.

Language Areas and Language Skills

- All four skills: listening, speaking, reading, writing.
- Focus on subject-specific vocabulary (e.g., scientific terms).
- Development of academic language functions (e.g., describing, explaining, comparing,
hypothesizing).

Teacher’s Response to Students’ Errors

- Focuses on communication and understanding first, rather than accuracy.
- Provides gentle correction or reformproculation when needed.
- Uses errors as teachable moments without interrupting the flow of content learning
5. PPP
1. Eclectic approach (pp tổng hợp)
- A therapeutic strategy that combines different theories and techniques from various
psychological schools to create personalized treatment for individuals.
2. Activity based learning Vs Content based learning Vs Task based learning

Activity-Based Learning Content-Based Learning

Feature Task-Based Learning (TBL)
(ABL) (CBL)
Engagement through Learning language via content Completing real-life tasks using
Main focus
activities (e.g., science, history) language
Language Practice language through Acquire language while Use language to solve problems
goal interactive activities learning subject matter or complete goals
Learner’s Active participant in doing Content learner + language Communicator and problem
role activities learner solver
Teacher’s Facilitator of hands-on Content provider and language
Task designer and guide
role tasks supporter
Enjoyable learning + Understanding content + Successful task completion +
Outcome
practice language communication
Games, role-plays, songs, Reading about climate change Planning a trip, solving a
Examples
drawing and writing a report mystery, conducting a survey
 Vocabulary
Note: Form = pronunciation and spelling

Note: Techniques to teach vocabulary

a. Synonyms/ Antonyms
b. Pictures (visual tecniques)
c. (facial expression, pictures) simple English + context
d. Enumeration(liệt kê)/ super-ordinates(từ có nghĩa báo quát)
e. Parts of words/ word formation (E.g: unhappy = un + happy)
1. Drill: transformation, repetition, substitution, individual drill
a. Repetition drill
Students are asked to repeat the teacher's model as accurately and as quickly as
possible. This drill is often used to teach the lines of the dialog.
b. Transformation drill
The teacher gives students a certain kind of sentence pattern, an affirmative sentence
for example. Students are asked to transform this sentence into a negative sentence, or
change a statement into a question,…
c. Single-slot substitution drill
The teacher says a line from the dialog. Next, the teacher says a word or a phrase—
called the cue. The students repeat the line the teacher has given them, substituting the
cue drill is to give the students practice in finding and filling in the slots of a sentence.
Multiple-slot substitution drill
This drill is similar to the single-slot substitution drill. The difference is that the
teacher gives cue phrases, one at a time, that fit into different slots in the dialog line.
The students must recognsie what part of speech each cue is, or at least, where it fits
into the sentence, and make any other changes. They then say the line, fitting the cue
phrase into the line where it belongs.
2. Lexical approach
- Definition: Teaching combinations of words as a single grouping, a single meaning, a single
lexicale item, rather than individual words.
E.g: stock market, go off, swim against the tide, pass the exam, it’s up tO you.
- A syllabus should be organized around meanings.
- A lexical approach is based on the belief that lexical competence comes simply from:
frequent exposure; consciousness raising, memorizing.
3. What is Eliciting?
 - A strategic teaching approach that involves drawing responses, ideas, or information
from students rather than the teacher directly providing answers/ ‘Techniques or
procedures which a teacher uses to get learners to actively produce speech or writing’
- Students = active participants
4. Illustrating meaning
- Make the meaning of a word, phrase, or structure clear—usually without directly
translating it
- Through context, images, actions, or experiences, rather than relying only on verbal
explanation

Pronunciation
1. Recognition phase
Purpose: This phase helps the students identify sounds and sound sequences. Steps: 1.
Students listen to words or sentences pronounced by the teacher 2. Students discriminate
sounds and sound sequence
2. Production phase
Purpose: This phase helps the students produce sounds and sound sequences accurately.
Steps:
1. Students imitate the teacher
2. They repeat after the teacher
3. They say the words or sentences by themselves
3. Practice
Minimal pair drill
If you hear the sound /i/, say one. If you hear the sound/e/, say two.
T: well Ss: two
T: will Ss: one

Grammar
Deductive & inductive approach

a. Deductive approach: The teacher gives learners principles/rules first, and then examples.
b. Inductive approach: The teacher gives learners examples first and then gefting them to
figure out the rule.

Mechanical Vs Meaningful practice Vs free practice

a. Mechanical practice (repetition, submission, picture prompts): A drill where there is

complete control of response, where there is only one correct way of responding. Ss produce
 the correct FORM, not using the structure to express meaning. The main purpose is to help
students to memorise the pattern.
b. Meaningful practice: There is still control of response although it may be correctly expressed in
more than one way and less suitable for choral repetition. Students cannot complete these drills
without truly understanding structurally and semantically what is being said. They express meaning.
Students are not focusing on meaning rather on form, on an answer which is true rather than
correct
c. Free practice (communicative drill): Free practice give students the chance to use the
structure to express their own ideas or to talk about their own experiences.

Reading
1. Skimming Vs scanning
a. Scanning: reading the text for particular bits of information they are searching for
b. Skimming: casting the eyes over the surface of the text to get a general idea of what it
is about
2. Some other ways of reading
 If you read for the general idea (the gist) → skimming or reading for gist
 If you read a text for specific information or details in it → scanning
 If you read something and get meaning out of every single word → reading for detail.
 If you read long texts such as a story or a novel that involves global understanding →
extensive reading
 If you read and look for all the words in a short extract related to a particular topic to help
students to be aware of how language is used → intensive reading.
3. ….

Writing
1. Control writing: mechanical Vs meaningful writing
a. Mechanical writing: the earliest activitites will be copying letters, letter combinations,
words, and simple sentences.
b. Meaningful writing: Gap filling, Reordering words, Substitution, Sentence
completion, Sentence building, Write a summary based on prompts, Sentence
transformation
2. Guided Vs free writing

Free Writing Guided Writing

- quite difficult - to progress beyond very controlled
- make many mistakes writing exercises to freer paragraph writing
- find the task frustrating and discouraging - two main ways:
 → probably not learn very much from it. • By giving a short text as a model
- approach the task in different ways • By doing oral preparation for the writing
- produce a wide variety of different
paragraphs
→ very time-consuming for the teacher.

3. Proof reading: the final step in the writing process where you carefully check a text for
spelling, grammar, punctuation, and formatting errors before submitting or publishing it.
4. Process approach: emphasizes the steps involved in creating a piece of work, rather than
focusing only on the final product

a. Writing as a Process:

 It sees writing as a series of stages: prewriting (Brainstorm), drafting (first version), revising
(improving plot), editing (Correction), and publishing (Share the final version).
 Mistakes are part of learning and can be improved through revision.

b. Learner-Centered, teachers = facilitators

c. Rooted in constructivist learning theory, influenced by cognitive psychology

5. Guided discovery approach: students are guided by the teacher to discover rules, patterns, or
concepts themselves
 By giving a short text as a model
 By doing oral preparation for the writing

Key Characteristics:

- Teacher as a facilitator
- Students actively engage
- Inductive learning

Speaking
1. Role play: Role-play is any speaking activity when you either put yourself into somebody
else's shoes/ A teaching technique where students take on specific roles or characters to act out
scenarios or situations, often mimicking real-life interactions
2. Personalization: when activities allow students to use language to express their own ideas,
feelings, preferences and opinions
3. Discussion: the exchange of ideas by 2 or more people related to a central topic or problem.
4. Survey: a research method that uses questionnaires or interviews to gather data from a
sample of learners, teachers, or other stakeholders about their experiences, opinions, or
knowledge related to English language teaching and learning
 5. Mingling (move around the class and speaking to students): a classroom activity where
students move around and interact with multiple classmates in a short, informal conversation
exchange

Overview

1. Predicting

A reading or listening strategy where learners guess what will happen next in a text or what it will
be about, based on titles, visuals, or prior knowledge.
🧠 It activates schema and engages learners.

2. Notetaking

The practice of recording key information while listening or reading.

📝 Helps learners focus, retain, and organize information for later use.

3. Modeling

When the teacher demonstrates a language point, skill, or task so students understand what is
expected.
🎬 Example: Reading a model paragraph before asking students to write one.

4. Eliciting

The process of drawing out language, ideas, or knowledge from students instead of giving them
the answers directly.
💬 Used to activate prior knowledge and encourage participation.

5. Scaffolding

Providing temporary support or guidance to help students accomplish a task they couldn't do
alone.
🧱 Support is gradually removed as learners become more confident.

6. Simplifying
Making a task or text easier to understand by reducing complexity (e.g., simpler language, shorter
sentences).
⚙️Used to match learner level or clarify meaning.

7. Mining

The process of extracting useful language (vocabulary, grammar, expressions) from a text, audio,
or dialogue for further study.
⛏️"Mining" a dialogue for functional phrases like 'Can I help you?'

8. Prompting

Giving cues or partial input to help students produce language or continue a task.
🧩 Example: "He is...?" to help a student say “He is my brother.”

9. Personalizing

Connecting the lesson content to students' own lives, opinions, or experiences.

💡 Example: After reading about holidays, asking students to talk about their last trip.

10. Summarizing

Retelling the main points or essential ideas of a text or conversation in a shorter form.
🗒️Develops comprehension and synthesis skills.

11. Editing

Reviewing and improving a piece of writing by correcting grammar, punctuation, word choice,
and clarity.
✏️Often a stage in the writing process before final submission.

12. Paraphrasing

Rewriting someone else’s ideas using your own words without changing the meaning.
🔁 Useful in speaking, writing, and avoiding plagiarism.
13. Planning

Organizing ideas, structure, and language before speaking or writing.

📋 Improves coherence and fluency in productive tasks.

14. Demonstrating

The teacher shows how to do something, either through action, examples, or using tools (e.g.,
showing how to form the past tense on the board).
👩‍🏫 Helps clarify expectations and procedures.

15. Brainstorming

A pre-task activity where learners quickly generate as many ideas as possible about a topic.
🧠 Encourages creativity and activates background knowledge.

16. Deducing Meaning from Context

Using surrounding words, grammar, and ideas to guess the meaning of unknown vocabulary.
🔍 Important for developing reading and listening strategies.

17. Setting the Context

Creating a situation or background for a lesson or activity so learners understand the purpose and
relevance.
🎯 Example: Showing a travel brochure before teaching holiday vocabulary.

18. wordmap là gì mindmap là gì ….

Teaching steps

LANGUAGE MATERIAL

PRONUNCIATION

4. Recognition phase

Purpose: This phase helps the students identify sounds and sound sequences. Steps: 1. Students
listen to words or sentences pronounced by the teacher 2. Students discriminate sounds and sound
sequence

5. Production phase
Purpose: This phase helps the students produce sounds and sound sequences accurately.

Steps:

1. Students imitate the teacher

2. They repeat after the teacher

3. They say the words or sentences by themselves

VOCABULARY

Drill = a technique where students repeatedly practice a specific language item, by imitating a
model provided by the teacher or a recording

To present a new word means to introduce to students its forms, meanings and usage:

1. Convey the meaning of the new word by defining it or by using a visual.

2. Elicit the word (if the learners do not know it, or pronounce it correctly, say the word
yourself).

3. Concept check the meaning of the new word.

4. Provide a clear oral model of the word.

5. Drill the word with learners chorally and individually.

6. Write the new word on the board, indicating the word class and the stress.

GRAMMAR

1. Presenting: inductive/ deductive approach

2. Controlled practice: drilling, exercises, dialogues, games

3. Free practice

4. Personalization/ production: communicative activities

LANGUAGE SKILL

READING

1. Pre – stage

- Activate schemata

- Prediction

2. While – stage

- Gist
 - Details

- Reference

- Inference

3. Post – stage

- Communicative activities

- Personalization

LISTENING

1. Pre – stage

- Activate schemata

- Prediction

2. While – stage

- Gist

- Details

- Reference

- Inference

3. Post – stage

- Communicative activities

- Personalization

PRODUCTIVE SKILL <SPEAKING/WRITING> - presentation/practice/production – PPP

procedure

NOTE: “Ss have all the information they need”, meaning the task is set up in a way that students
are equipped to perform it.

1. Lead-in

2. T sets the task

3. T monitors the task <CONTROLLED SPEAKING/WRITING PRACTICE>

4. T’s feedback

5. After the initial task, students move on to:

- Controlled Speaking/Writing Practice

 - Further Practice/Guided Writing

- This stage reinforces the skills and allows students to consolidate learning.

It repeats the same cycle:

+ T sets the task

+ T monitors the task <FURTHER PRACTICE/ GUIDED WRITING>

+ T’s feedback

6. Personalization <ACTIVITY BASED ON STUDENTS’ EXPERIENCE>