This seminar discusses effective English teaching methodology. [1] It provides guidance on key teaching elements like lesson planning, presenting vocabulary and structures, asking questions, and using games and songs. [2] Detailed examples are given for developing lesson plans, introducing new words visually and through examples, and practicing different types of questions. [3] The seminar aims to help teachers develop practical skills for teaching English in an engaging way.

1. SEMINAR
METHODOLOGY
This seminar is finished from all knowledge learned from the
methodology course of the University of Social Science and
Humanities. On behalf of the entire group 7, I should like to express
special thanks to Ms. Kim Dung, who undertakes this training course.
She helps us to develop practical skills in teaching English as well as
give us suggestions to complete this seminar.
2016
Instructor: Ms. Kim Dung
Group 7 – Class Ck17.01& TQ17.02
15/10/16
Vietnam National University
University of Social Sciences and Humanities

2. 2
01 • Lâm Đức Chí
02 • Lê Thị Khánh Vy
03 • Hồ Thị Khen
04 • Dương Phương Thảo
05 • Hoàng Phan Thanh Thảo
Group 7

3. 3
Part 1: Introduction-----------------------------------------------5
Part 2: Discussion -------------------------------------------------6
I. Planning a lesson ---------------------------------------------------- 6
A. Lesson plan (for reading) ------------------------------------------ 6
1. Objectives
2. Contents
3. Techniques
4. Teaching aids
5. Times
6. Teaching steps
6.1 Warm-up
6.2 Pre- reading
6.3 While – reading
6.4 Post – reading.
B. Lesson plan (for structure) -------------------------------------- 12
1. Objectives
2. Teaching aids
3. Time
4. Procedures.
II. Presenting vocabulary---------------------------------------------14
1. Direct translation
2. Put the new word in some sentences.
3. Showing meaning visually
III. Asking question --------------------------------------------------- 17
1. Yes – No questions
2. Or – questions
3. Wh – questions
4. Practices
5. Questioning strategies
IV. Presenting structures ---------------------------------------------18
1. Teach structure
2. Teach structure
3. Teach structure
Index

4. 4
V. Practicing structures----------------------------------------------19
1. Repetition drill
2. Substitution drill
VI. Teaching pronunciation ------------------------------------------20
1. Rising tone
2. Falling tone
VII. Games---------------------------------------------------------------- 22
1. Find the connections
2. You will never guess
3. How to get out
VIII. SONGS ---------------------------------------------------------------28
1. Lead in
2. Teaching the songs.
Part 3: Conclusion----------------------------------------------- 31

5. 5
This is the seminar about the training course for teachers.
To teach English vividly and effectively, this seminar presents some
following ways:
 Planning a lesson.
 Presenting vocabulary.
 Asking questions.
 Presenting structures.
 Practicing structures.
 Teaching intonation.
 Games.
 Songs.
The detailed instruction is presented in part of discussion.

6. 6
I Planing a lesson
A. Lesson plan (for reading)
The goal of a lesson is to teach English language , it means to provide the knowledge of English
to student. Effective instruction requires carefull preparation. Therefore, the lesson plan should
be clear and coherent.
1. Objectives
By the end of the lesson, Students can know about the worldwide, especially, Students can find
out about the Panda. Through the lesson, Students can practice about listening, speaking, reading
and writing skills.
2. Contents
 Vocabulary: worldwide, forest, Panda (picture and direct translation).
 Grammar: The simple present tense.
3. Techniques
 Plays game
 Questions and answer
 Listening, speaking, reading, writing skills.
4. Teaching aids: Picture (prepared at home), chart.
5. Time: 60 minutes
6. Teaching steps
6.1 Warm-up

7. 7
Teacher (T): (Teacher puts 8 pictures on the board). Good evening classes. Today we are going
to study a new lesson “Unit 8”. Before learning a new lesson, we will play a game and its name
is “SLAP THE BOARD”. Now, whole classes look at these pictures and repeat after me.
Bamboo Forest Panda Lion Monkey
Fox Tiger Rabbit Mountain
Students (s): Listen and repeat word by word after teacher
T: Now I‟ll explain how to play this game. First of all, I will invite 2 students to stand in front of
these pictures. Then I say the name of a picture, both of you will put your hand on the right
picture. If you are faster, you will be the winner. Do you follow me?
S: Yes, we do.
T: Now, let‟s begin, who volunteers? (Teacher chooses Chi and Ha playing the game)
(After five times)
T: Now, we stop here. Looking at the score, Chi has three points and Ha two points. Chi has
more 1 mark, so Chi is the winner. Well done! Two good mark for Chi and one good mark for
Ha.
6.2 Pre-reading
6.2.1 Lead-in
Teacher puts the picture of the panda on the board and shows the panda to introduce the new
lesson.

8. 8
Panda
T: Now class, what is this?
S: It is a Panda.
T: Yes, it is, today we will study about Panda.
(Writing the name of new lesson and putting the Panda picture on the right of the unit‟s name).
6.2.2 Questions
T: Do you know the Panda?
S: Yes, I do.
T: Do you like it?
S: Yes, I do.
T: Is the Panda cute?
S: Yes, It is.
6.2.3 Vocabulary
T: Yes, the Panda is cute. Panda lives in the forest. Do you know the forest?
S: No, I don‟t.
T: The forest has a lot of animals live in here such as: Tigers, Lions, Monkey… and a lot of
several plants. We should not go to the forest for traveling because it very dangerous.
T: Anyone knows what food do Pandas like to eat?
S: I don‟t know.

9. 9
T: Pandas like to eat bamboo.
6.3 While-reading
Teacher: Now Classes, listen to me (reading aloud)
6.3.1 Reading aloud
Pandas
High in dense bamboo forests in the misty, rainy mountains of southwestern China lives
one of the world's rarest mammals: the giant panda, also called the panda. Only about 1,000 of
these black-and-white relatives of bears survive in the wild.
Pandas eat almost nothing but bamboo shoots and leaves. Occasionally they eat other
vegetation, fish, or small animals, but bamboo accounts for 99 percent of their diets. Pandas eat
fast, they eat a lot, and they spend about 12 hours a day doing it.
Pandas' molars are very broad and flat. The shape of these teeth helps the animals crush the
bamboo shoots, leaves, and stems they eat. To get the bamboo to their mouths, they hold the
stems with their front paws, which have enlarged wrist bones that act as thumbs for gripping. A
panda should have at least two bamboo species where it lives, or it will starve.

10. 10
6.3.2 Question
1. Are Pandas the relatives of bears?
2. Do Pandas eat fast?
3. Pandas prefer to bamboo or fish?
4. What is the color of Pandas?
5. What do The Pandas eat?
Answer keys
1. Yes, Pandas are the relatives of bears.
2. Yes, Pandas ate fast.
3. Pandas prefer to bamboo.
4. The color of Pandas is white–and-black.
5. The Pandas ate bamboo, other vegetation, fish or small animals.
6.4 Post-reading
6.4.1. Fill in the blanks
1. Only about 1,000 of Pandas are ………..relatives of bears
2. Pandas eat almost nothing but ……… shoot and leave
3. Pandas eat ……
4. Pandas' molars are very ………..
Answer keys
1. Black-and-white
2. Bamboo
3. Fast
4. Broad and flat
6.4.2. Reproducing the text
1. Pandas eat almost nothing but………..shoot and leave.
2. They eat………..
3. Pandas' molars are very………..and flat.
Answer keys
1. Bamboo
2. A lot
3. Broad

11. 11
6.4.3. Retell/ summary (by chart):
Pandas
Live in bamboo forests Pandas' molars are very broad and flat
Eat fast, eat a lot,
Eat almost
nothing but
bamboo shoots
and leaves
The shape of these teeth
helps the Pandas crush
the bamboo shoots,
leaves, and stems they
eat.
One of the
world's rarest
mammals

12. 12
B. Lesson Plan (for structure)
When the teacher present a structure, it is important to:
 Show what structure means and how it is used by giving example.
 Show clearly how the structure is formed, so that students can use it to make sentences of
their own.
1. Objective: Present a new structure: I’d like to + Verb + Something
2. Teaching aids: pictures.
3. Time: 10 minutes
4. Procedures:
Teach structure: I’d like to + Verb + Something
T: Good evening classes. Today we‟re going to learn a new structure (write the structure and
stick the mountain picture on the board)
T: (Pointing to the mountain picture) Now, look at this picture, what is it?
S: It is a mountain.
T: Do you want to climb it?
S: Yes, I do.
T: So, we can say “I‟d like to climb this mountain”. Please listen and repeat after me “I‟d like to
climb this mountain”.
S: “I‟d like to climb this mountain”.
I’d like to + Verb + Something

13. 13
T: This sentence means “Tôi muốn leo ngọn núi này”
(Then teacher writes the example under the structure and translates it in Vietnamese).
Ex: I‟d like to climb this mountain = Tôi muốn leo ngọn núi này.
After that, teacher gives students some examples to practice this structure. Teacher puts other
pictures on the board, and asks each student stands up to practice.
Home (to go) coffee (to drink)
Paris (to visit) Money (to earn)
T: Now can you make some more sentences? Listen. You want to climb mountain, so you say,
“I‟d like to climb mountain”. Now - you want to go home. I‟d like to……
S: I‟d like to go home
T: Good, again.
S: I‟d like to go home.
T: I want to visit Paris.
I’d like to + Verb + Something

14. 14
S: I‟d like to visit Paris.
T: Good. (Indicating another student) Can you say it?
S: I‟d like to visit Paris.
T: Now, I‟ll just say a word, and you say the whole sentence. Ok? Coffee.
S: I‟d like to drink coffee.
T: Money.
S: I‟d like to earn money.
(And so on)
II. Presenting Vocabulary
There are three ways to present new words.
1. Direction translation.
2. Put the new word in some sentences.
3. Showing meaning visually
 By real objects (book, handbag, ruler, apple…): in class or from house.
 By pictures: Drawing pictures on the board or pictures prepared at home.
 By mining, using actions (such as walk, run …) and facial expressions (such as
pain, smile …).
Practices:
1. Direct translation
Teach the word: Flower
Teacher (T):
 Say “Hello, everybody, today we will study the new word”.
 Writes the word “Flower” on the board.
 Points to the word “Flower” and say “This is a flower”. The meaning in Vietnamese is
bông hoa.
Now class, listen and repeat after me: “Flower”.
Students (S) : Flower. (chorally, individually)
T: What does it mean in Vietnamese? Who knows?
S: Teacher, It means “bông hoa”.
T: Good. One good mark for you.
2. Put the new word in some sentences

15. 15
Teach the word : River
T: Say “Hello, everybody, today we will study the new word” . Write the word “ River” on the
board. Say “Now class, listen and repeat after me : “River” .
S: River. (chorally, individually)
T: There are many rivers in Viet Nam such as Hong river, Cuu Long river, Mekong river. Can
you guess the meaning of the word “River” ?
S: Teacher, it means “con sông”.
T:That‟s right. One good mark for you.
3. Showing meaning visualy
3.1. Teach the word : books (by real object).
T: Say “ Good evening class, today we will study a new word”. Writes the word “book” on the
board. Points to his or her book on his or her desk and say “Look – this is a book. A book. A
book”.
S: A book. (chorally, individually)
T: What is it ? / What‟s this ?
S: It‟s a book.
T: What does it mean in Vietnamese ? Who can ?
S: Teacher, It means “cuốn sách”.
T: That‟s right. One good mark for you.
3.2. Teach the word : Smile (by simple black board drawing).
T: Say “Hello, everybody, today we will study a new word”. Draw the picture of house and
write the word “Smile” on the board. Show the picture and says “Look – she is smiling. Now
look at me. I‟m smiling (show by facial expression). Smile. We smile when we are happy.
Smile. (gesture)”.
S: Smile. (chorally, individually)
T: Good. What does it mean ?
S: Teacher, it means “cười”.
T: Good. One good mark for you.
* Notes : Some following drawings are interesting, give meaning clearly, draw very quickly (a
few second).

16. 16
Smile Sad Cry Laugh Suprise
Stick figures
Walk Run Swim Bike Ski
3.3. Teach the word: Wave (by miming).
T: Say “Hello, everybody, today we will study a new word”. Writes the word “wave” on the
board. Says “Look at me (teacher is miming to wave or is miming someone waving)” I‟ve
just waved. Wave. Wave. Can you say it ?”
S: Wave (chorally)
T: Again.
S: Wave (chorally, individually)
T: Can you tell me the meaning of the word “WAVE” ?
S: Teacher, it means “vẫy tay”.
T: Good. One good mark for you.
3.4. Teach the word : Sing (by action).
T: Say “Hello, everybody, today we will study a new word”. Writes the word “Sing” on the
board. Says “Look at me (teacher makes the action sing). I‟m singing. Sing. Sing. Can
you say it ?”
S: Sing (chorally)
T: Again.
S: Sing (chorally, individually)
T: Can you tell me the meaning of the word “SING” ?
S: Teacher, it means “hát”.
T: That‟s right. One good mark for you.

17. 17
III. Asking questions
There are three kinds of questions :
 Yes – No questions.
 Or – questions.
 Wh – question.
1. Yes – No questions
 Do you drink tea?
 Can you paly piano?
 Did he do to college?
 Have you been a gap year before?
2. Or – questions
 Do you prefer coke or tea?
 Is she your sister or just friend?
 Will you drive car or go by bus?
 Is it hot or cool in here?
3. Wh- questions
 What do you do ?
 Where did you go last weekend?
 How long have you learnt French?
 Who is your sister into this picture?
4. Practice
To check that students understand a new word or phrase . Teacher should give short answer.
Because it is more natural, and also because at this stage the teacher only wants to check that
they understand.
Teach the phrase “Made of rubber”
T: Look (pointing to a pair of shoes) – is it made of rubber?
S: Yes!
T: (Pointing to a board) – How about this? Is it made of rubber?
S: No, it isn‟t.
T: What is it made of?
S: Wood.
5. Questioning strategies
There are four ways of asking questions.
1. Teacher asks questions and students call out answer. If student call out different answers
at the same time, teacher chooses on student to give the answer again.

18. 18
2. Teacher asks a question, the pauses to give (the students) the whole class a chance to
think of the answer. The teacher chooose one student to answer. Students are not allowed
to call out the answer or to raise their hand.
3. Teacher first choose a students, and then asks student a question. If student cannot answer
it, teacher passes it ont to the next student.
4. Teacher asks a question and lets students raise their hand. Teacher choose one of the
students with their hands raised to answer.
IV. Presenting Structures
1. Teach structure
T: (Points to the flower) what‟s that?
S: The flower.
T: Look – is it beautiful?
S: Yes, it is.
T: Yes, it‟s beautiful. What a beautiful flower!
(Teacher writes the example under the structure and translates it in Vietnamese)
(Câu cảm thán : dùng để diễn tả cảm xúc khen ngợi , hoặc phêbình)
Ex: What a beautiful flower!
Note: Don‟t use a/an when noun is the plural and uncountable nouns.
2. Teach structure
T: Now, we study a new structure.
(Writes the structure on the board)
What + (a/an) + Adjective + Noun(s)!
What + (a/an) + Adjective + Noun(s)!
(something)
It is + Adjective + (for someone) + to verb + (something)

19. 19
T: (Shows a picture prepared at home) look at this exercise. Is it easy?
S: Yes, it is.
T: Can you do this exercise?
S: Yes, I can.
T: Yes, it is easy to do this exercise.
(Teacher writes the example under the structure and translates it in Vietnamese)
(Nóthật làcái gì…..cho ai…..để làm…cái gì….)
Ex: It is easy for me to do this exercise.
3. Teach structure
T: (Points to the tree on the yard) what‟s that?
S: The tree.
T: Can I touch the top of the tree?
S: No.
T: No, I can‟t, because it‟s too high. It‟s too high to touch. The top of the tree is too high to
touch.
(Teacher writes the example under the structure and translates it in Vietnamese)
(Quá……….đến nỗi không thể….)
Ex: The top of the tree is too high to touch. (Đỉnh của cây quá cao đến nỗi không thể chạm vào).
V. Practicing structures
There are two kinds of drill.
 Repetition.
 Substitution.
1. Repetition drill
Practicing structure: I can sing.
It is + Adjective + (for someone) + to verb + (something)
Too + Adjective + to verb
Too + Adjective + to verb
VERB

20. 20
T: Today, we practice with repetition drill. I‟ll say a sentence and you‟ll repeat. Now, I can sing.
S: I can sing.
(Practice another structures)
T: I can write.
S: I can write.
T: I can swim.
S: I can swim.
2. Substitution drill
Practicing structure: I like Coca-Cola.
T: Today, we practice with substitution drill. I just say a word and you‟ll say the whole
sentences. Are you ready?
S: Yes, we are.
T: Now, let‟s begin. I like Coca-cola.
S: I like coca-cola.
T: Coffee.
S: I like coffee.
T: Milk
S: I like milk.
T: Ice-cream.
S: I like ice-cream.
VI. Teaching pronunciation
1. Aims of teaching pronunciation
 To make teachers more aware of their students pronunciation difficulties.
 To show a range of simple techniques for helping students to improve their pronunciation
of individual sounds.
 To make teachers more aware of the importance of stress and intonation in spoken
English, and to show ways of focusing on stress and intonation in class.

21. 21
2. Teaching sounds
T: (Say the sound alone) now class, listen: “Th” – “Th”. Next say the sound in a word “think”
“thank you”. Then get students to repeat the sound in chorus, whole class, listen and repeat after
me “Th”
S: “Th”
T: (Get individual students to repeat the sound), Mr Duy, can you say again the sound?
Duy: “Th”
T: Good! Then teacher write words on the board “Th”. (Explain how to make the sound) –
Whole class, look at me, tongue between your teeth. Let the air go through: “Th”
S: Look at teacher, follow the action.
3. Practicing sounds
Practicing sounds with minimal pairs /I:/ & /I/
T: Say the words “Sheep” and “ship” in random order, and ask students to tell you the number of
the word each time, e.g.: Now class, one stands for “Sheep” and two stands for “ship”, then I‟ll
read out loud these words, and you‟ll guess which word I read, do you follow me?
S: Yes
T: Ship
S: Two
T Sheep
S: One
T: Sheep
S: One
T: Say other words which have either the sound /I:/ or /I/. Students say which number fits the
word, e.g.: Now class, one stands for /I:/ and two stands for /I/, then I‟ll read out loud these
words, and you‟ll guess which number fits the word, do you follow me?
S: Yes
T: keep
S: One
T: chip
S: two
T: Tip
S: Two

22. 22
VII. Games
Besides “slap the board” , these are some other games using to make the warm up, lead in,
reviewing vocabulary and developing speaking , listening skill.
 Find the connections.
 You‟ll never guess.
 How to get out.

23. 23
1. Find the connection
2.1GAME 1:
 Time: 10 minutes.
 Teaching aids: game board pictures. ( prepare at home)
T: (stick 8 pictures on the board takes number for each picture). Hello, everybody. Today,
we‟ll play a game. “Find the connection”. Now, look at 8 pictures having numbers on the
board. I‟ll name each and please repeat after me (teacher reads names of all pictures and
all students repeat one by one).
T: I will show the way to play this game. When I say numbers of two pictures, you will make a
meaningful sentence to connect them. EX: 1. Girl and 6. Doll. The meaningful sentence is: The
girl is playing her doll. Do you understand?
S: Yes, I do.
T: Now, it‟s your turn. Who volunteers to make a meaningful sentence with the following pairs
of pictures 2+8, 7+3, 5+4?
S: 2+8: the dog is catching with the ball.
7+3: the mouse is running in the house.
5+4: the cat is thinking of jungle.
T: Good, one good mark for you.
T: (points to three pictures: 2.dog; 5. Cat; 7. Mouse) and ask he students. Look at these pictures.
What do we call them?
S: Teacher, we call them “animals”
T: That‟s right. Today, we‟ll study a new lesson.
1. Girl 2. Dog 3. House 4. Jungle
5. Cat 6. Doll 7. Mouse 8. Ball

24. 24
Unit 3: ANIMALS
(Teacher writes the title of the new lesson on the board)
2.1GAME 2:
 Time: 10 minutes.
 Teaching aids: game board pictures (prepared at home)
T: (stick 8 pictures on the board takes number for each picture). Hello, everybody.
Today, we‟ll play the game. “Find the connection”. Now, look at 8 pictures having
numbers on the board. I‟ll name each and please repeat after me (teacher reads names
of all pictures and all students repeat one by one).
T: I will show the way to play this game. When I say numbers of two pictures, you will make a
meaningful sentence to connect them. Now, I would like to invite Ha, numbers 2&3.
Ha: Shells live in the sea.
T: That‟s right. One good mark for you, and…..Hong, numbers 1&8.
Hong: The girl is in this house.
T: Good, one good mark for you, and….Chi, numbers 6&5
Chi: The lion wants to eat the horse.
T: Good, one good mark for you, and ….Nam, numbers 7&4.
1. House 2. Shells 3. Sea 4.Forest
5. Horse 6. Lion 7. Bird 8. Girl

25. 25
Nam: The bird lives in the forest.
T: Very good, one good mark for you.
T: (Points to the pictures 6) what‟s this?
S: Lion
T: Yes, this is a lion. Today we will study a new lesson.
Unit 7: LIONS
(Teacher writes the title of the new lesson on the board)
2. You will never guess
2.1 GAME 1:
 Time: 10 minutes.
 Teaching aids: pictures
T: Hello, class. Today, we will play the game “You‟ll never guess”. Please, listen to me
carefully, sentence by sentence. And try to guess what they are. Now, let‟s begin. (Teacher says
the first clue, the second, the third, if students can‟t guess what the thing is.)
 It‟s black, brown and yellow.
 It loves flowers.
 It‟s small.
 It often flies around the garden.
T: Can you guess?
S: Teacher, that‟s bee.

26. 26
T: That‟s right. This is the bee. Then teacher puts the pictures of bee on the board and says:
Today, we‟re going to learn a new lesson.
Unit 9: The bee.
(Writes the unit 10: The bee on the board)
3. How to get out
 Topic: Food and beverage.
 Time: 10 minutes.
 Teaching aids: Pictures on the board.
T: (sticks 12 pictures on the board). Hello, class. Today, we‟ll play the game “How to get out” to
review old vocabulary and find out the title of the new lesson.

27. 27
T: I‟ll show you 12 pictures. Look at the board, listen and repeat after me.
S: Repeat word by word after the teacher.
T: I show you the way to play this game. First, I start on the left and get out on the right. Now,
it‟s your turn to find the words relating to food and beverage. Who volunteers?
S: (Go to the board to play the game).
T: (Will give good marks or present to the students whose work is right. After the game finished,
the teacher will introduce the new lesson). Good. Today, we study the new lesson.
Cookies a girl dog ball
Candies pizza Panda Bee
Student cat milkshake hambuger

28. 28
Unit 11: Food and beverage
(Teacher writes the title of the new lesson on the board)
VIII. Songs
Teacher can also use the songs to lead-in or to make the warm-up. Below are two ways to
present the new lesson by song.
1. Lead-in
 The song: CHANGE THE WORLD by ERIC CLAPTION
 Time: 10 minutes.
T: Hello, class. Today, we will study the new lesson. I will sing a song now and then you guess
what the song is about. Listen to me (teacher sings).
CHANGE THE WORLD
If I can reach the stars,
Pull one down for you,
Shine it on my heart
So you could see the truth:
That this love I have inside
Is everything it seems.
But for now I find
it‟s only in my dreams.
And I can change the world,
I will be the sunlight in your universe.

29. 29
You would think my love was really something good,
Baby if I could change the world.
And if I could be king,
Even for a day,
I'd take you as my queen;
I'd have it no other way.
And our love would rule
this kingdom we had made.
Till then I'd be a fool,
Wishing for the day...
That I can change the world,
I would be the sunlight in your universe.
You would think my love was really something good,
Baby if I could change the world.
I could change the world,
I would be the sunlight in your universe.
You would think my love was really something good,
Baby if I could change the world.
Unit 12: CHANGE THE WORLD
(Teacher writes the title of the new lesson on the board)
2. Teaching the song
 The song: LOVE IS BLUE by PAUL MARIAT.
 Time: 30 minutes.
 Teaching aids: cassette player and tapes, copies of songs LOVE IS BLUE
by PAUL MARIAT.
T: Hello, class. Today, I show you to sing the song LOVE IS BLUE! (Teacher gives copies of
song to students). Now, listen to the tap. (Turn on the cassette and lets students listen three
times).
LOVE IS BLUE
Blue, blue, my world is blue
Blue is my world now I'm without you
Gray, gray, my life is gray
Cold is my heart since you went away
Red, red, my eyes are red
Crying for you alone in my bed
Green, green, my jealous heart

30. 30
I doubted you and now we're apart
When we met how the bright sun shone
Then love died, now the rainbow is gone
Black, black, the nights I've known
Longing for you so lost and alone
Gone, gone, the love we knew
Blue is my world now I'm without you.
T: (Makes them repeat a short paragraph after the singer, and do it up to the whole song until
they could sing individually and fluently. Then makes the class to discuss the meaning of the
song and introduce the new lesson). Now class, can you guess what the topic of the song is
about?
S: Teacher, the song is about life.
T: Good, that‟s right. And today we learn the new lesson.
Unit 13: LOVE IS BLUE
(Teacher writes the title of the new lesson on the board)
„

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Teach English is a teacher training course which develops practical skills in
teaching English as foreign language. Throughout the course, teachers are asked to
experience and evaluate techniques from the learner’s point of view, and the “self-
evaluation sheets’ following each unit encourage teachers to judge their own
lessons by what the students appear to have learnt from them. Thus, although its
subject is teaching English, the course aims to make teachers more aware of their
role as helpers in the learning process.

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