TEST’S FORMAT

Course: TEACHING METHODOLOGY

Question 1: Match the teaching methods and their respective descriptions.
_ The Grammar-Translation Method
_ The Direct Method
_ The Audio-Lingual Method
_ The Silent Way
_ Desuggestopedia
_ Community Language Learning
_ The Structural-Situational Method
_ Total Physical Response
_ Communicative Language Teaching
_ Task-based Learning
_ The Lexical Approach (?)
_ PPP
_ ESA
_ An eclectic approach

Question 2: Decide whether the following statements are True or False.

_ Terms in the Glossary section
_ Learners
_ Teachers
_ Managing the classroom
_ Describing learning and teaching
_ Teaching Grammar, vocabulary, pronunciation.
_ Teaching Reading, Writing, Listening, Speaking.
_ Planning lessons
_ Using coursebook
_ Testing
Question 3: Distinguish between … and … => Give specific examples to
illustrate your ideas.
E.g. Distinguish between the inductive way and the deductive way in teaching
grammar. Give specific examples to illustrate your ideas.

Question 4: Suggest … (the ways to form rapports with students, maintain

students’ motivation, etc.)
Question 5: Design a task to …
*Note: The instructions may ask you to apply a specific method to the designed task.

TEACHING METHODS

● Grammar-Translation Method
- The main focus is to translate sentences and texts from the target language
(L2) to the mother tongue (L1). => Ss can understand the text in their mother
tongue.
- Grammar: deductive approach
- Vocabulary is taught from the text only and in a bilingual list.
- Rote learning (học thuộc lòng) => Ss become passive.
-Promotes accuracy (grammar+vocabulary) and fluency (reading+writing) NOT
communication.
➢ Deductive vs Inductive

Deductive (diễn dịch) Inductive (quy nạp)

T explains -> Ss practice + Ss discover the rules

+ Ss are given explanations or themselves.
grammar rules, then based on + Much like ESA boomerang
these explanations/rules, they (EAS).
make sentences using new
language.
+ Much like ESA straight arrows.
- Ss feel more secure with a rule
-> teacher-centredness, blind learning - Ss can employ their intellects
-> learner-centredness, discovery
learning

● Direct Method
- The meaning is conveyed directly in the target language by using
demonstration and visual aids, realia (physical objects).
- No L1. No translation -> difficult to explain abstract words
- Develop communicative competence among the students.
-T interrupts Ss to correct pronunciation.
- Self-correction (A or B?)
- Grammar: inductive approach.
- Promotes fluency (on speaking and listening)

● Audio-Lingual Method (Structural-situational teaching)

- Emphasizes the acquisition of structures and patterns in daily conversations.
- Drills: used to teach structural patterns.
- Grammatical explanations: minimum
- Vocabulary: set phrases, pronunciation and intonation, in context.
- T corrects pronunciation immediately
- Promote oral skills with accurate pronunciation, grammar and the ability to
respond quickly and accurately

Cons:
- The speaker has no choice of the form or content
- Ss not exposed to real language
- Chain drill: no information gap => real communication does not occur

➢ Substitution drills
T gives more cues:
+ the bank, supermarket
+ she is, they are
➢ Transformation drills (change type of sentence)
+ Is she going to …?
● Silent Way
- T not model new sounds, use gestures instead
- Help Ss to produce the target language sounds accurately
- Not supply the correct language until all self-correct options have failed
- Pronun: basic sounds (use sound color chart + word chart)
- Grammar: no explicit rules given
- 4 skills are important
=> SW can be used in teaching sounds, colors, alphabets, comparative Adjs,
sentence structures, etc.
- Ss: independent, autonomous (explore the language, self-correct)
● Community Language Learning
- Consider Ss as “whole person” (not consider their intellect but also their
feelings, physical reactions, desire to learn)
- Conversation starts in L1 then comes to L2 with T’s help
- T: a language counselor -> help Ss say/pronounce with the equivalent. No
correction -> less threatening
- Ss ask what they want to know
- Ss: dependent at first -> increasingly independent
- Fluency -> accuracy
- 4 skills, grammar, vocab, pronun
- combines innovative learning tasks with conventional ones

● Total Physical Response

- T uses command to direct Ss’ behavior in L2 -> Ss listen and perform
- enjoy the experience of learning
- Vocab + grammar, listening comprehension (speaking later): emphasized
- Only correct major errors
- Focus on communicating in another language
- unconscious learning -> more conscious

➢ Affective filter
- low affective filter: ss not forced to speak. They speak when they’re ready to
do so
● Desuggestopedia (đọc sơ)
- The emphasis is on content, not structure. Errors are tolerated.
- Grammar + vocab: presented by T
- No test, no assignment
- Conversation with translation
- Games, songs, role play, posters
- Comfortable environment -> facilitate learning

● Communicative Language Teaching

- Language function > forms. A variety of forms are introduced for each
function
- Develops communicative competence among the students.
=>Lis + speak > Read + write
- Promotes fluency, collaboration and comfort.
- Learner-centered approach=> Ss engage in one-to-one conversations, group
discussions, and presentations.
- Various activities in English language classrooms such as role-plays,
interviews, language exchanges, language games, … authentic materials scramble sentences
- Errors are tolerated during fluency-based activities and are seen as a natural
outcome of the development of communication skills. T may note the errors and
return to them later with an accuracy-based
● Task-based learning
- The task is the main focus for subsequent study
- Communicative activities -> language is acquired through use
- The meaning dimension of language is emphasized. Any of 4 skills can be
utilized
- Sequence:
1. Pre-task: introduce the topic and the task
2. Task cycle: Ss plan the task (gather in4 to solve the task)
3. Language focus: Ss analyze the language they use for the task -> improve
and practice language
- Tasks: in4-gap task, opinion-gap task, reasoning-gap task
- Focus on forms. Error correction: modelling, brief grammar explanation,
recast
- Learner-centered
- Allows for more meaningful communication, provides for practical
extra-linguistic skill building

GTM DM ALM SW

Language L1 L2 L2 L1/L2
used

Student little much much much

talking time

Teacher much not much not much none

talking time

What T does controller demonstrate model of the gesturing/

target indicating
language =>
technician/
engineer

Interaction 1 way 2 ways Yes, initiated Yes

btw T and Ss by T

Interaction none much Yes, directed Yes

among Ss by T

CLL TPR CLT TBL

Language L1/L2 L2 L2 L2
used by T

Student much not much much much

talking time

Teacher much much not much less

talking time

What T does counselor director facilitator/

advisor/
co-communic
ator

Interaction 2 ways 1 way much

btw T and Ss
Interaction Yes not much much a lot
among Ss

✍️✍️✍️
Descriptions Methods

1 In this method, grammar rules are taught inductively. DM

2 In this method, the teacher uses the tools at his/her SW

disposal to elicit the correct language from the
learners.

3 In this method, learning depends on mimicry and ALM

memorization of set phrases.

4 Techniques used in this method are mainly authentic CLT

materials, language games, role-play, and scrambled
sentences.

5 This is an unnatural method of teaching English GTM

language because it starts with the teaching of
reading.

6 In this method, teachers model the target language, ALM

i.e., sounds and chain drills.

7 In this method, learning is facilitated by SW

accompanying physical objects.

8 In this method, students should not be forced to TPR

repeat the commands; they are supposed to speak
when they are ready.

9 In this method, the teacher translates the text from the GTM
target language back to the students’ first language
and vice versa.

10 In this method, vocabulary is taught through realia. DM

1. New items are explained by comparing and contrasting with those of native
tongue and target language. GTM
2. This method is a learner–centered and emphasizes fluency over accuracy.CLT
3. the teacher gives the students instructions and the students follow the
instructions by using whole body responses. TPR
4. Students are encouraged to use language creatively and spontaneously
through tasks and problem-solving. TBL

a. After students have been introduced to a situation which exemplifies the

meaning and use of the new language (and had the language explained to
them), they do some controlled practice before being asked to produce
examples of the new language themselves. PPP
b. By repeated drilling of new language (coupled with appropriate rewards and
encouragement), students learn correct language habits. ALM
d. Language learning is a process of working out the similarities and differences
between the language you speak and the language you are learning. GTM
e. Students learn by being involved in communicating with each other. CLT
f. Students study how language is used - and what language to use to perform
certain functions, such as requesting, agreeing, etc. CLT
g. The syllabus is organised into certain tasks; the students learn by trying to
complete these tasks. TBL
h. The teacher says almost nothing; the students have to listen to each other,
think and correct themselves as far as possible. SW
i. Learners are actively involved in using the target language in realistic,
everyday situations and be encouraged to think in the target language. DM

✍️✍️✍️
1. Students are given explanations of individual points of grammar, and then
they are given sentences which exemplify these points. These sentences have to
be translated from the target language back to the students’ first language. GTM
2. The teacher acts as a facilitator in setting up communicative activities and as
an advisor during the activities. CLT
3. Translation is abandoned. Only the target language should be used in the
classroom. Sentences, objects, pictures are related to grammatical forms to
establish their meaning. DM
4. The model of a sentence is directly presented to students. It relies heavily on
drills to form students’ habits. It is often carried out in the context of the
language lab. ALM
5. It is based on the coordination of language and physical movement. Teachers
give commands to students in the target language, and students respond with
whole-body actions. TPR
6. Students' understanding of the target language should be developed before
speaking. TPR
7. This method aims at students’ ability to communicate. It focuses on the
content more than on the form of language. CLT
8. One of the most notable features of this method is the behavior of the teacher
rather than conversations with the students. The teacher says as little as
possible. SW
9. The teacher is like an orchestra leader, directing and controlling the language
behavior of his or her students. TPR
10. That is a traditional teaching method based on explicit instruction in the
grammatical analysis of the target language and translation of sentences from
the first language to the target language and vice versa. GTM

TRUE-FALSE
1. Intrinsic motivation comes from outside factors such as the need to pass an
exam, the hope of financial reward or the possibility of future travel. FALSE ->
EXTRINSIC MOTIVATION
2. Extensive listening is usually done in classrooms and students listen under the
teacher’s guidance in order to work on listening skills and/or aspects of spoken
English. FALSE -> Intensive listening
3. The term ‘acquisition’ is used to refer to a conscious study of language.
FALSE -> subconscious
4. Peer correction is a classroom technique where learners correct each other.
TRUE
5. In the Direct Method, grammar is taught deductively. FALSE
6. In bottom-up processing, the reader or listener makes use of their schemata
(previous knowledge) to have appropriate expectations of what they are going to
read or listen. FALSE -> top-down
7. Teachers should apply the Grammar-Translation Method to teach students for
the purpose of communication. FALSE -> CLT
8. To develop students' fluency, the teacher should tolerate students' mistakes of
form and see them as a natural outcome of the development of communication
skills. TRUE
9. Scanning a text is reading fast to find specific information. TRUE
10. An inductive approach starts with examples and asks learners to find rules
later. TRUE

1. In bottom-up processing, the reader gets a general view of the reading

passage by absorbing the overall picture. FALSE
2. When inductive approach is used in class, students are given the rules and
asked to apply it to do grammar exercises. FALSE
3. Opinion-gap task requires that students express their personal preferences,
feeling or attitudes in order to complete the task. TRUE
4. New words are often introduced before the teacher asks students to read or
listen. TRUE
5. The age factor is nothing to do with learner’s acquisition. FALSE
6. Students should only listen to listening texts in class where the teacher can
help and guide them. FALSE
7. Receptive skills include speaking and writing skills. FALSE
-> Receptive skills: lis+read
Productive skills: speak + write
8. Groupwork and pair work increase the talking opportunities for individual
students. TRUE
9. A straight arrows lesson and a lesson with PPP sequence are similar. TRUE
10. The most important thing that students should get from a listening text is
information about how language is used. TRUE

1. One of the teacher’s main aims should be to help students to sustain their
motivation. TRUE
2. Good teachers need to be flexible enough to cope with unforeseen events.
TRUE
3. Most successful teachers tend to spend most of their class time in one place-
at the front of class. FALSE
4. Successful classroom management also involves being able to deal with
difficult situations. TRUE
5. The best lessons are ones where TTT is maximized. FALSE
6. Teachers need to shout to be audible. FALSE
7. Effective teacher personality is a blend between who we really are and who
we are as teachers. TRUE
8. Mother tongue (L1) should never be used in an English class (L2). FALSE

1. ALM and CLT are similar in that the real communication does occur. FALSE
2. When the teacher is presenting or explaining sth to class, his/her role is a
prompter. FALSE -> CONTROLLER
3. When inductive approach is used in class, Ss are given the rules and asked to
apply it to do grammar exercises. FALSE
4. One basic rule in Direct Method is that Ss are to think in the target language.
TRUE
5. In a Silent Way class, the teacher models the new sounds and asks Ss to
match the sounds with the colors. FALSE
6. Intrinsic motivation is the kind of motivation that is generated by what
happens inside the classroom. TRUE
7. In TPR, the meaning in the target language can be conveyed through actions.
TRUE
8. GTM teaches about language. It doesn’t really help Ss communicate
effectively with it. TRUE
9. Eliciting is a term which describes a range of techniques that enable T to get
learners to come up with vocab and language forms and rules rather than giving
them. TRUE
10. In GTM class, Ss learn about grammar and vocab through dialogues they are
drilled. FALSE
11. Working in groups allows Ss to work at their own speed, to have thinking
time, and to relax their public faces. FALSE
13. Learner-centered approach is in CLT class. TRUE
14. Test-teach-test procedure is just like the EAS sequence. TRUE
15. In a PPP lesson, Ts often start with some explanation before letting Ss
practice. TRUE
16. ALM believes that the development of language skills is a matter of habit
formulation. TRUE
17. Desuggestopedia and CLL are similar in that they make use of L1 in class.

SEQUENCES
 ● PPP

- Presentation:
+ T presents the target language through eliciting to see if S know it and
then providing the language if no one does
+ T explains and demonstrates the meaning + form of the new language,
usually on a board
+ Ss: listen, limited speaking
- Practice:
+ Teacher-led
+ >1 activity, each one allowing Ss progressively more freedom to produce
the language themselves
+ This stage is sometimes divided into 2 - a controlled practice and a freer
practice
+ Oral exercises
+ Drill sentences or sounds, chorally or individually
+ Substitution drill in pairs
+ Pair work asking and answering questions
+ Sentence matching
+ Gap fill
=> Accuracy > Fluency. Error correction: important
- Production:
 + Role play
+ Communication/collaborative tasks
+ Discussion
+ Free writing exercises
=> Fluency
❖ Controlled practice vs Freer practice

Controlled practice Freer practice

- Ss’ use of language is controlled by - The activity gives Ss more choice

the design of the activity about the language they can use to
complete the activity and express
themselves.
- they have to use the target language. - Use the target language where
appropriate

- Aim: accuracy - Aim: fluency, speak naturally

- Repetition of the target language:
important
- Error correction: important, done - Error correction: delayed -> not
during the activity interrupt Ss - this would impede their
fluency

● ESA
Straight arrows ESA sequence
- Engage: Ss are involved in an activity that leads to the lesson
- Study: Ss study the lesson (T explains, Ss practice the language)
- Activate: Ss are able to use language by themselves
=> appropriate for low-level Ss

EAS boomerang:
Ss are first asked to use language in an activation stage and then taught how to
deal with things they made mistakes
=> intermediate+advanced Ss/ difficult for T to find materials

❓Distinguish between PPP and ESA

PPP ESA
- Ss are not involved to the topic - Ss are engaged to the topic initially.
though games, discussions, music, (Engage)
etc. -> Ss are more involved in the study
- In the Practice stage, activities are - In the Study stage, discovery
teacher-led activities can be used to employ Ss’
intellects.
- Focuses on language construction - Focuses on communicative language
before moving on to freer practice use.
- T takes a more central role. In the - T is a facillitator. Students are
Present stage, T is a controller. encouraged to actively participate,
interact, and control their learning

❓In what ways is ESA straight arrow sequence like PPP?

- ESA straight arrows sequence is similar to PPP in 2 phases
+ Study = Practice - controlled practice
+ Activate = Production - freer practice

❓
-> appropriate for low-level Ss
In what way is EAS boomerang like TBL?
- EAS boomerang is much like TBL where the task comes first.
+ Ss are first asked to use language in an activation stage and then taught
how to deal with things they made mistakes before trying the testing part
of it again) (Test-Teach-Test)
-> intermediate+advanced Ss/ difficult for T to find materials

TERMS
● Extrinsic motivation vs Intrinsic motivation
- Extrinsic motivation: the motivation Ss bring into the classroom outside
(external factors: society, family, peers_
- Intrinsic motivation: motivation generated by what happens inside a classroom
(T’s method, activities)
● Rapport: the successful relationship btw Ts and their classes
❓How to establish a good rapport with Ss?
+ Remember positive things about Ss
+ Recognized Ss -> Know their names
+ Listen to Ss -> available to listen to the individual and in lesson
+ Be impartial
+ Be with Ss rather than against them.
● Teacher’s roles
Controllers
- Often for grammar explanation or other in4 presentations and giving
instruction
- T is the focus of attention
- Little chance for Ss’ learning possibility
Prompters
- T encourages Ss & pushes them to achieve more -> T elicits Ss’ answers
Assessors
- Tell Ss how well they have done or giving them grades
A resource
- T is a language tutor (sometimes Ss ask for in4 or guidance, T can act as a
tutor to individuals)
Organizers/Task-setters
- Engage Ss in the task + give instructions + demonstrate the activity
- Decide when to stop an activity
- Provide feedbacks
● Rough tuning: simplifying the language in order to increase the chances
of being understood
● Comprehensible input: language that Ss understand more or less, even if
it is a bit above their own level of production
● Mistakes
- Slips: mistakes that Ss can correct themselves
- Errors: mistakes that Ss can’t correct themselves
- Attempts: mistakes that Ss make when they try to say sth but do not yet know
how to say it
- False friends: same sound, different meaning
- Developmental errors: errors that occur naturally as learners gain more insight
into the language system
● Acquisition
- using language with no real conscious effort (automatically and
subconsciously), anxiety free
- A need to communicate with language
- opportunities to use language
❖ Acquisition vs Learning

Acquisition Learning
- Similar to child’s first language - Formal knowledge of language
acquisition
- “Picking up” a language - “Knowing about” a language

- Subconscious (language - Conscious (study and practice)

exposure+rough tuning)
- available to retrieve from the - not available for use
acquired-language store - Explicit knowledge
- Implicit knowledge - Formal teaching helps
- Formal teaching doesn’t help

● personalization: where Ss use language they have studied to talk about

themselves, or to make their own original dialogues, often as the third
phase of PPP
● in4 gap activity: when 1 person in an exchange knows sth the other
person doesn’t know
● referential question: a question to which the person asking doesn’t know
the answer >< display question
● reasoning-gap task: it requires Ss derive some new in4 by inferring it
from in4 they have already been given
● Receptive skills vs Productive skills
- Receptive skills: Lis + Read, where meaning is extracted from the discourse
(somehow passive)
- Productive skills: Speak + Write, for which Ss actually have to produce
language themselves (somehow active)
● Top-down vs Bottom-up
- Top-down processing: reader/listener gets a general view of the
reading/listening passage by absorbing the overall picture
- Bottom-up: focuses on such things as individual words, phrases or cohesive
devices and achieves understanding by stringing these detailed elements
together to build up a whole
❖ Extensive reading vs Intensive reading

Extensive reading Intensive reading

- Novels, web pages, newspapers, - Specific learning aims and tasks

magazines, or other references - Focuses on the construction of
→ reading for pleasure reading text.

- Outside classroom - Inside classroom

- Improves R&W competence, - Develops questioning and
vocabulary growth, answering skills.
- Improves academic reading
strategies. Enhances vocabulary and
sentence structures.
- Increases motivation, self-esteem - Seldom imparts joy and pleasure.
and empathy -Time-consuming.
- Less understanding of language.

❖ Writing-for-learning vs Writing-for-writing

Writing-for-learning Writing-for-writing

- Includes exercises that require Ss - Focus on the entire text (language

+ to create sentences with a use, text, construction, layout, style,
certain structure and effectiveness)
+ use the new words or phrases
they have been studying

- a practice tool - improve Ss’ writing abilities as

writers
- develop writing skills (emails,
letters, and reports)
- Ss mechanically write their essays - not all Ss are interested in genuine
- less enthusiastic about the writing writing
process - T may not have a suitable approach
in teaching this method

● Lesson aims and lesson objectives

- Aim: broadly focuses on what you plan to do and achieve with your Ss in a
lesson
- Objective: the smaller steps that will help you achieve your main aim
● Formative vs Summative assessment
- Formative assessment:
+ to monitor student learning and provide ongoing feedback to Ts and Ss
+ helps Ss identify their strengths and weaknesses, usually carry no grade
+ Quiz, games, projects, presentations
- Summative assessment:
+ to evaluate student learning at the end of a course
+ tests, final exams, reports, final projects
● Washback effect/Backwash effect
- T prepares Ss for a test by
+ familiarizes them with the test format
+ shows them test types
+ discusses general exam skills
+ do practice tests
● Indirect & Direct test items
- Indirect test items: test knowledge of how language works
+ Multiple choice
+ Fill in and cloze text
+ Transformation
- Direct test item: Ss are asked to use language to do sth (test 4 skills)
-> More difficult to mark than indirect items. -> the matter of subjectivity
-> to avoid this, use marking scales for a range of different items

● Instructional scaffolding: a process through which a teacher adds supports

for students in order to enhance learning and aid in the mastery of tasks.
+ systematically building on students’ experiences and knowledge as they
are learning new skills.
 + these supports are temporary and adjustable. As students master the
assigned tasks, the supports are gradually removed.
● appropriacy:
+ establish the right professional relationship with Ss in classrooms
+ choose language that is not just correct but also appropriate to the
situation
● back-chaining: Ss repeat sentences bit by bit, starting from the back, e.g.
“known … I’d known … if I’d known”
● jigsaw listening/reading: where different Ss listen to or read different
excerpts from a whole and then have to share what they have heard or
read in order for everyone to get all the in4
●

❓How to correct Ss?

+ use a student’s peers
+ teacher’s explanation
+ echo correction: T repeats what Ss have just said incorrectly with a
questioning intonation
+ reformulation: T reformulates what a Ss has just said. T says it correctly
but not insist on S repeating the correct one
+ give a hint
+ give 2 options. A or B? -> self-correct

❓When should T use L1?

+ T and Ss share the same mother tongue
+ T gives complicated instructions
+ Ss need individual help (e.g. gives Ss equivalent when being asked to
reduce Ss’ anxiety)
+ T explain difficult things (grammar, vocabulary)
+ T use films in L1 with subtitles in English
-> L1 may help Ss to understand things that they’re finding difficult to grasp

❓Suggest two different ways in which the role play technique can be carried
out. Give specific examples to illustrate each way. Write no more than 200
words.
➢ A good test requires
- Validity:
 + it tests what is supposed to test (Test A gives us the same kind of results
as test B)
+ gives concrete and enough instructions
- Face validity: satisfies the format
- Reliability: gives consistent result
+ no 2 keys for a question
+ designed to minimize the effect of individual marking style
- Practicality: gives Ss reasonable amount of time to complete

5.2 Group work and pair work

* Pros
Ss:
- Foster cooperative activity (Ss involved work together to complete a task)
- More active; more chances to experiment with the language than in a whole
class arrangement (discuss, role-play, work at a computer, write a report)
- Greater independence (without controlling every move)
- Take their own learning decision (Ss decide which language they use to
complete the task, work without the pressure of the whole class listening to
what they are doing)
T: easy to focus attention on particular groups

* Cons
- Some Ss feel uncomfortable without teachers' supervision, unconvinced by
the student-centered nature of groupings
- One student may dominate while the others stay silent

* How to handle these problems?

- T structure the task so that everyone's participation is mandatory
- T may call Ss in random order (kêu làm thuyết trình bữa đó kêu random người
lên thuyết trình, tuy nhiên không nên gọi đứa im lặng, ko tự tin, tội nó)

5.3 Solo work (working individually)

*Pros
 - Work at their own speed
- Have thinking time
Relax their public faces, allow them to be individuals (bữa đó mệt thì nghỉ đừng có
mang mặt chù ù đi học)

Design one activity to teach the superlative of the short adjectives

(one-syllable words) using inductive approach. (The activity can be in any
stage of the lesson and should be briefly described including its aim, the
related instructions, and the required type of grouping.) Write no more
than 200 words (1.5pts)
● Description of students
+ Student age: Adolescents (12-17)
+ Student level: Pre-intermediate
● Aims:
+ To familiarize students with the structure of the superlative of the
short adjectives
+ To help students know the usage the superlative of the short
adjectives in their speaking
● Objectives
By the end of the activity, students will be able to:
+ Recognize the structure of the superlative of the short adjectives
+ Know when to use the superlative of the short adjectives

Stage/Time Teacher activity Student activity Explanation

Introducing - T lets Ss individually T -> C - Ss are exposed
(4 mins) read a text containing - Ss read the text to the target
the comparative and and try to identify grammar point in
superlative of short the adjectives a text.
adjectives in 1 minute. following by
- T asks Ss to identify “est”.
the adjectives that
follow by “est” and
then T writes an
example on the board
(“smartest)
- T invites 2 Ss to say - Ss volunteer to
their answers and then answer.
check them.
- T writes those
adjectives on the
board.
- T asks the whole - Ss are supposed - Ss can discover
class, “Look at the text to say “the”. the rule
again. Which word can themselves.
you see before those - Ss’s prior
adjectives?” knowledge can be
- T circle the - Ss are supposed activated.
adjectives and ask Ss, to answer “Short
“Are they short or long adjectives.”
adjectives?”
- T writes the rule on
the board “the + short
Adj-est” and introduce
to the lesson “This is
the superlative.”