Ministry of Education and Training
Ministry of Education and Training
Lower Secondary Education Development Project-II &
Lower Secondary Education Development Project-II &
National Institute for Educational Strategies & Curriculum Development
National Institute for Educational Strategies & Curriculum Development
WORKSHOP
WORKSHOP
ON TEACHING & LEARNING OF ENGLISH
ON TEACHING & LEARNING OF ENGLISH
AT LOWER SECONDARY SCHOOL LEVEL
AT LOWER SECONDARY SCHOOL LEVEL
Do Son, 21-25 August 2006
Do Son, 21-25 August 2006
Nguyen Quoc Tuan
Nguyen Quoc Tuan
National Institute for Educational Strategies and Curriculum
National Institute for Educational Strategies and Curriculum

Theme 1: Viewpoints on teaching
Theme 1: Viewpoints on teaching
and learning of English at L.S.S.L
and learning of English at L.S.S.L
FIVE MAIN TOPICS
FIVE MAIN TOPICS
1. Teaching-learning approaches
1. Teaching-learning approaches

reading and writing) are the way/mode as well as the last
goal of teaching-learning of English at L.S.S
goal of teaching-learning of English at L.S.S
•
English language (pronunciation, vocabulary, grammar) is
English language (pronunciation, vocabulary, grammar) is
the means, condition to develop language skills
the means, condition to develop language skills
•
Through learning the language and practicing the skills,
Through learning the language and practicing the skills,
Ss receive/acquire information/understanding about
Ss receive/acquire information/understanding about
countries, people and culture of which English is used as
countries, people and culture of which English is used as
a native/second language
a native/second language

2. Thematic approach
2. Thematic approach
•
Themes are the sources/bases to develop the teaching-
Themes are the sources/bases to develop the teaching-
learning content and recycled/repeated throughout the
learning content and recycled/repeated throughout the
grades
grades
•
Topics are under the themes. They make the units of the
Topics are under the themes. They make the units of the

Ss practice the English language interactively
Ss practice the English language interactively
(through pairwork/groupwork/whole classwork)
(through pairwork/groupwork/whole classwork)
•
Teaching-learning content should be authentic
Teaching-learning content should be authentic
and closed to Ss’ needs, interests, knowledge
and closed to Ss’ needs, interests, knowledge
and experiences
and experiences

Topic 2
Topic 2
OBJECTIVES OF TEACHING AND LEARNING
OBJECTIVES OF TEACHING AND LEARNING
1. General objectives
1. General objectives
•
Forming and developing Ss’ communicative
Forming and developing Ss’ communicative
competences through listening, speaking,
competences through listening, speaking,
reading and writing
reading and writing
•
Understanding and using English language such
Understanding and using English language such
as pronunciation, vocabulary and grammar in
as pronunciation, vocabulary and grammar in

themes/topics of about 50-180 words (grades 6-9)
themes/topics of about 50-180 words (grades 6-9)
for general of specific information
for general of specific information
Writing
Writing
Write about related topics of 40-100 words (grades
Write about related topics of 40-100 words (grades
6-9) using suggested idea / words / picture cues or
6-9) using suggested idea / words / picture cues or
a guideline
a guideline

Topic 3
Topic 3
CONTENT OF TEACHING AND LEARNING
CONTENT OF TEACHING AND LEARNINGThe three sources that make the content of
The three sources that make the content of
the curriculum/textbooks
the curriculum/textbooks
1. Themes and topics
1. Themes and topics
2. Language competences or language skills
2. Language competences or language skills
3. English language (Language focus)
3. English language (Language focus)



2. Language competences/language skills
2. Language competences/language skills
Listening
Listening
Listen for general/detail information
Listen for general/detail information
Listen for main ideas/gists
Listen for main ideas/gists
Speaking
Speaking
Carry out everyday talks
Carry out everyday talks
Ask for and give information
Ask for and give information
Exchange ideas or opinions
Exchange ideas or opinions
Talk about places, people, things on related topics
Talk about places, people, things on related topics
Reading
Reading
Read for general/detail comprehension
Read for general/detail comprehension
Read for main ideas/gists
Read for main ideas/gists
Writing
Writing
Write a description/instruction, a paragraph/passage,
Write a description/instruction, a paragraph/passage,
formal/informal letters, a biography/story on related

comparison
comparison
Prepositions
Prepositions
Conjunctions
Conjunctions
Articles
Articles
Types of sentences
Types of sentences

3.1 The structure of the curriculum
3.1 The structure of the curriculum(Theme 1, grade 9)
(Theme 1, grade 9)Themes / Topics
Themes / Topics
Competences
Competences
Language focus
Language focus
1. Personal
1. Personal
information
information
•

letter / an exposition
•
Tenses: past simple
Tenses: past simple
with wish, present
with wish, present
perfect
perfect
•
Modal verbs: may /
Modal verbs: may /
might
might
•
Modal verbs with if
Modal verbs with if
•Tag questions
Tag questions
•
Direct and reported
Direct and reported
speech
speech

3.2 Standard/Criterion of language & skills
3.2 Standard/Criterion of language & skills
Themes /

- Identify oneself and others
Listening
Listening
Listen to a monologue or a
Listen to a monologue or a
dialogue of 40-60 words for
dialogue of 40-60 words for
general information
general information
Reading
Reading
Writing
Writing
Grammar:
Grammar:
-
Present simple of
Present simple of
to be
to be
(
(
am, is, are
am, is, are
)
)
-
Wh
Wh
-questions:

development
development
2.
2.
The content of textbooks for grades 6,7
The content of textbooks for grades 6,7
3.
3.
The content of textbooks for grades 8,9
The content of textbooks for grades 8,9

1. The approaches of development
1. The approaches of development
•
Communicative approach
Communicative approach
•
Thematic approach
Thematic approach
•
Learner-centered approach
Learner-centered approach

2. The content of textbooks for grades 6,7
2. The content of textbooks for grades 6,7
1. The bookmap: Overview the whole book
1. The bookmap: Overview the whole book
2. The content: There are 16 units in each
2. The content: There are 16 units in each
textbook, each unit consists of 2-3 sections

Listen-repeat, Listen-read, Read
Introducing the new language
Introducing the new language
Ask-answer, Practice with a
Ask-answer, Practice with a
partner, Match, True-False
partner, Match, True-False
Checking Ss’ understanding of the
Checking Ss’ understanding of the
language
language
Listening, Speaking, Reading,
Listening, Speaking, Reading,
Writing
Writing
Practicing the four skills/language
Practicing the four skills/language
competences
competences
Remember
Remember
Summarizing the language
Summarizing the language
Language focus
Language focus
(after each theme)
(after each theme)
Strengthening and systematizing
Strengthening and systematizing
the language

Warm-up
Warm-up
Listen and read
Listen and read
Introducing topic, vocabulary, grammar
Introducing topic, vocabulary, grammar
Speak
Speak
Practice speaking about related topic
Practice speaking about related topic
Listen
Listen
Listening for comprehension
Listening for comprehension
Read
Read
Reading for comprehension
Reading for comprehension
Write
Write
Practice writing
Practice writing
Language focus
Language focus
Summarizing/strengthening the language
Summarizing/strengthening the language

Topic 5
Topic 5
METHODOLOGY OF TEACHING-LEARNING

Learner of how to learn
Learner of how to learn
•
Self-check
Self-check
•
Negotiator (in pairs, groups)
Negotiator (in pairs, groups)

1.2 The roles of teachers
1.2 The roles of teachers
•
Lesson planner
Lesson planner
•
Investigator
Investigator
•
Researcher on the body of knowledge and range of skills
Researcher on the body of knowledge and range of skills
•
Instructor
Instructor
•
Performer, language modeler
Performer, language modeler
•
Observer
Observer
•