GETTING STARTED

THE 4 MAIN APPROACHES

Objective: Communicative language competence approach
Content: Thematic approach
Methodology: Leaning-centered approach
Outcome: Equivalent to level A1 of CEFR





TOPIC I: THE OBJECTIVES

Communicative approach: 5 skills + 3 language elements


LISTENING

SPOKEN INTERACTION

SPEAKING

Spoken
(Dicisive)





READING

WRITING

 Writen
(Supportive)




PHONICS + VOCABULARY + FUNTIONS

 Language
(Conditional)






TOPIC II: THE CONTENT

I. THE CURRICULUM
4 themes: 20 topics (20 units) + 4 reviews + 4 tests

Me & my friends
Five topics (Units) + Review 1 + Middle-term Test 1

Me & my school
Five topics (Units) + Review 2 + Term Test 1

Me & my family

Five topics (Units) + Review 3 + Middle-term Test 2

Me & the world around us
Five topics (Units) + Review 4 + Term Test 2



II. THE STUDENT’S BOOK
1. The book-map

THEME 1: ME AND MY FRIENDS
Unit 1. Hello!

Competences
(Năng lực giao tiếp)
Sentence Patterns
Vocabulary
Phonics

- Greeting & self-introducing (C1-L1)
- Greeting & responding to greeting (C1-L1)
- Hello / Hi. I’m Mai.
- How are you? I’m fine. Thank you. / Thanks.
Hello / hi
goodbey / bye
bye
hello



2. The units

Lesson 1:
Competence 1
Lesson 2:
Competence 2
Lesson 3:
Language focus

Page 1 / Period 1
Page 3 / Period 3
Page 5 / Period 5

1. Look, listen & repeat
1. Look, listen & repeat
1. Listen & repeat (phonics)

2. Point & say
2. Point & say
2. Listen & write

3. Let’s talk
3. Let’s talk
3. Let’s chant


Page 2 / Period 2

Page 4 / Period 4

Page 6 / Period 6

4. Listen & tick
4. Listen & number
4. Read & match (functions)

5. Let’s write
(words & structures)
5. Let’s write
(words & structures)
5. Writing …
(about you)

6. Let’s sing
6. Reading …
6. Project



III. THE TEACHING PLANS
4 periods per week

Lesson 1
Period 1/ Page 1
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structure



Period 2/ Page 2
4. Listen & tick
5. Let’s write
6. Let’s sing
Listening
Words & structures


Lesson 2
Period 3/ Page 3
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structure



Period 4/ Page 4
4. Listen & number
5. Let’s write
6. Reading
Listening
Words & structures


Lesson 3
Period 5/ Page 5
1. Listen & repeat
2. Listen & write
3. Let’s chant
Phonics


Period 6/ Page 6
4. Read & match
5. Writing …
6. Project
Functions
Writing.

2 periods per week


Lesson 1
Period 1/ Page 1
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structures


Lesson 2
Period 2/ Page 3
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structures


Lesson 3
Period 3/ Page 5
1. Listen & repeat
2. Listen & write
3. Let’s chant
Phonics



3 periods per week

Lesson 1
Period 1/ Page 1
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structures


Lesson 2
Period 2/ Page 3
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Spoken interaction
Words & structures


Lesson 3
Period 3/ Page 5
1. Listen & repeat
2. Listen & write
3. Let’s chant
Phonics


Period 4/ Pages
(2, 4, 6)
4. Listen & tick or 4. Listen & number
(L2, L3)
4. Read & match
6. Reading
5. Writing …(about you)







TOPIC III: THE METHODOLOGY

The approach: W.W.H (Who learn What and How)

Who
Learner-centered learning
Ss are those who learn
Learning actively, creatively, whole-heartedly
Learning how to learn

What
Task-based learning
Learning strategies through:
Many different texts / tasks / activities / for 5 skills and 3 language elements
Chants / songs / games / projects

How
Learning-centered learning
- Methods:
Methods: What methods are used
Procedures: How many steps & how they are formed
Techniques: What techniques & how they are used



- Modes:
Management: How the activitiy / tasks is managed
Inter-interaction: How Ss interact with each other
Outer-interaction: How Ss interact with teachers / books / materials








I. THE TEXT / TASK / ACTIVITY

1. The G. I. P. O

Goal + Input (Context-Content-Model) + Process + Outcome

Goal: Things that Ss will be able to achieve by the end of the activity / task
Input: - Context: The questions of Who / What / Where / When, …
- Content: The language focus (Phonics or Vocabulary or Structures or
Functions)
- Model: The sample / example
Process: The steps Ss have to follow
Outcome: Things that Ss CAN DO



2. The steps and learning activities: G D P

( Getting started Doing the task / activity Performing the task / activity)


Steps (1)
Components (2)
Learning activities (2)

Getting started
Goal:
Context:

Content:

Model:
Introducing what Ss will be able to achieve
Asking and answering the questions of who / what / where / when, … to understand the context
Introducing the main language focus (phonics or words or structures / functions)
Looking, listening and repeating the sample

Doing
Process
The steps of Doing the task / activity

Performing
Outcome
Applying new language in a new contexts
Performing / Responding what Ss CAN DO





3. The language focus:

(Phonics or Vocabulary or Structures / Functions)


Steps (1)
Learning activities (2)
Language focus (3)

Getting started
Goal
Context
Content
Model


Phonics or Vocabulary or Structures / Functions

Doing
Steps of Doing the task / activity


Performing
Applying new language in a new contexts
Performing / Responding the Outcome









4. The modes:

(Whole class Individual pair group whole class)


Steps (1)
Learning activities (2)
Modes (4)

Getting started
Goal
Context
Content
Models
Whole class (1st round)



Doing
Doing the task individually
in pairs
in groups
Individual work (2nd round)
Pair-work (3rd round)
Group-work (4th round)


Performing
Applying new language in a new contexts
Performing / Responding the Outcome
Whole class (5th round)



5. The 4 elements:

(Steps + Learning activities + Language focus + Modes)


Steps (1)
Learning activities (2)
Language focus (3)
Modes (4)

Getting started
Goal
Context
Content
Model

Phonics or Vocabulary or Structures / Functions
Whole class

Doing
Doing the task

Individuals
Pairs
Groups

Performing
Applying new language in a new contexts
Performing / Responding the Outcome

Whole class




II. THE LESSON PLAN

OVERVIEW: 3 components
1. Objectives:
Ss will be able to: Do (what skills), about (what topic), in order to do (what task)
2. The language focus:
Phonics or Vocabulary or Sentence patterns / Functions
3. Resources:
Books / materials, Audio-visual aids (what teachers and students have to)

PROCEDURE: 5 steps
1. Warm-up: Doing the previous home-link
2. The first task in Ss’ book
3. The second task in Ss’ book
4. The third task in Ss’ book
5. Supportive activities (chant / song / game / project) to reinforce learning & the
home-link



TOPIC IV: THE 4 MAIN GROUPS OF METHODS

1. Spoken interaction
2. Listening & reading
3. Spoken production / Speaking & writing
4. Language elements: phonics, vocabulary, structures / functions



I. THE SPOKEN INTERACTION

1. The characteristics

Spoken interaction means conversations or dialogues: direct exchanges of
information between speakers & listeners

The quality of spoken interaction depends on:
The number of exchanges
The quality of questions and answers
The discourse: How to start, sustain and end the conversations / dialogues / texts
The body language

The language focus:
New vocabulary & structures / functions



2. The procedure: G I P

(Getting started Interacting Performing)



Steps
Learning activities
Language focus
Modes

Getting started
Goal: What Ss will achieve
Context: Who, What, Where, When, …
Content: Language focus
Model: Look, listen & repeat


Whole class

Doing
Interacting between Ss
(direct exchanges of information)
New words & structures
Individuals
Pairs
Groups


Performing
Applying new language in a new contexts

Whole class










3. Lesson plans 1& 3: Perid 1, Lesson 1 & Period 3, Lesson 2
1. Look, listen & repeat
2. Point & say
3. Let’s talk
Main procedure: G I P


Objectives:
Ss will be able to: ask and answer questions (talk) about ….

Language focus:
New words & structures

Resources:
Ss’ book, recording, fresh cards, puppets, posters, …

PROCEDURE




Steps
Learning activities
Language focus
Modes

1. Warm-up
(5 minutes)
From the previous home-link

Pairs or groups

2. Look, listen & repeat
Getting started: Goal + Context + content + Modes

Whole class

3. Point & say
(10 minutes)
Interacting between Ss
(direct exchanges of information)
New words & structures / functions
Individuals
Pairs
Groups


4. Let’s talk
(10 minutes)
Performing: Applying new language in a new contexts



5. Home-link
(3 minutes)
Setting the home-link

Whole class




II. THE LISTENING & READING

1. The characteristics

Receiving information (Contrasting with speaking / writing)
Passive in language (Unfamiliar vocabulary & structures)
Double-task: doing listening / reading & doing the tasks (E.g. listen and complete / tick / circle, … ) exercises should be short / simple
Can’t remember and recall everything
Having no time to re-listening


2. The procedure: G D L

(Getting started