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COMMON MISTAKES LANGUAGE LEARNERS MAKE

Attitude Skill Knowledge


Attitude Teacher's action Skil Element Levels
ls s Basic Intermediate Advanced
1 Topica -Let students watch a warm-up Vocabula Can understand isolated Can understand simple Can understand all Words:
keeps video ry words: words and phrases: words and phrases Immersio
promise -Introduce name and nationality Immersion, Frustrate, in extended n,
while profile is being shown Intimidating, spoken exchanges Frustrate,
-Ask students to send feedback to Intrinsically, Easy- Intimidati
advisor going, Gamify, Mess ng,
Intrinsical
sth up, Beat up on
ly, Easy-
somebody
going,
Can understand words Gamify,
Mess sth

Listening
or phrases in a text
regardless of the up, Beat
location in the spoken up on
exchanges somebod
y
2 Respect -Indicate the objectives of the Grammar Can understand simple Can understand Can understand
ful and lesson sentences made up from complex sentences extended spoken
serious simple grammatical made up from lesson exchanges using

Vocabulary and pronunciation


in class structures grammar grammar form of
lesson
3 Dare to -Encourage and give suggestions Can hear the
say, not when students can't answer targeted sounds in
be shy questions the extended
spoken exchanges
4 Seriousl -Point out and correct students’ Vocabula Can speak isolated words, Can use some complex Can flexibly use
Speaking

y study mistakes immediately. ry phrases and short sentences to support advanced words
LP -Show the assessment form for sentences with the help of opinion and phrases in the
student to review their mistakes teacher lesson to conduct
extended spoken
exchanges
1
5 Actively -Be friendly, willing to answer and Grammar Can speak a simple Can speak complex Can conduct Structure:
take create opportunities for students to sentence using targeted sentences using extended spoken It is no
part in speak grammar: targeted grammar: exchanges using doubt that
activitie It is no doubt that + S targeted grammar + S + V.
s + V.
6 Confide -Avoid negative Can conduct

Grammar
nt comments/feedback; make the task extended spoken
easier by making examples, giving exchanges using
suggestions and translation into targeted sounds
Vietnamese
7 Comfort -Be funny, easy going, flexible, Vocabula Can create a 5- sentence Can create a medium Can create an
able helpful and avoid pressure on ry conversation using simple conversation (about 10 - extended
students vocabularies 12 sentences) using conversation using
-Show the warm-up video phrases or complex lesson
sentences vocabularies

8 Be -Pronounce students’ names; Grammar Can create a 5-sentence Can create a medium Can create an
respectf -Acknowledge students' study Conversation conversation using targeted conversation (about 10 - extended
ul history grammar. 12 sentences) using conversation using
-Avoid interrupting students' talk, targeted grammar in lesson grammar
answer students' question, no complex sentences
swear words
-Take note of students’ mistakes in
the assessment form.
9 Practica -Give student more chances to Can create an
l speak/practice, refer to social extended
knowledge conversation using
10 Happy -Tell a joke related to the topic, use targeted sounds
humorous words/actions, facial
expressions and body language
11 Friendly -Regard students as friends, smile
and avoid formal words

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Detailed description
Notes:
- Teachers need to call students in random orders for different parts of the lesson.
- If there are fewer than 6 students in a session, let the students answer all the questions using all the suggestions in each section.
For example, in the “Wear your word” part, each student will define one word, if there is only one student; let him/her try to define all
words.
- Try to take note of students’ answers on the board as much as possible for each section and correct the mistakes (if any).
- Before moving to a new section of the lesson, remember to tell the link between this section with the topic or with the previous
section.
Teacher Students
Slide Activities Aims Action
Suggestion Timing Performance Timing
Teacher’s - Teacher reveals
introduction some information
about him/herself.
- To start our lesson, I
To help teacher would like you to answer
- Ask the students
and students to the given question:
to answer the 30
make • If you could
Students’ given question seconds 30
acquaintance speak any Answer the given
introduction seconds/
Getting to with each other. language question
student
know 4 natively, which
minutes one would you
choose?

- Here is what we will


learn today: some
Topic To introduce the - Introduce the
vocabularies and useful 30
introduction lesson topic and topic and aims of
structures to talk about seconds
objectives. the lesson.
the topic:
COMMON MISTAKES
3
LANGUAGE
LEARNERS MAKE
- Now, I would like you to
watch the video and
then answer the given
questions:
Students
To warm up the - Ask students to
watch the - Watch the video 60
Speak up atmosphere and watch the video 1. What are the
video and 1 minute and answer the seconds/
7 minutes get students and answer the main difficulties
answer given questions student
ready to learn. given questions in learning a new
questions
language?
2. Why do you want
to learn English?

- In this part, you will learn


some vocabularies related
to the topic.
- Firstly, listen to those
words. Then, I will call one
by one to repeat all of
- Read the words,
To learn them. - Repeat the words
and ask each
some - Now, define one of the after the teacher.
student to repeat all
vocabularies words, and make a - Choose one word
Wear your of them on his/ her 50
Learn single related to the sentence using one of the 30 to define. Then,
words turn. seconds/
words topic and words. seconds make a sentence
10 minutes - Then, make a student
make using one of the
sentence using one
sentences - Definitions of words: words.
of the words.
with them 1. Immersion
(n) /ɪˈmɜːrʒn/ the state
of being completely
involved in something
2. Frustrate
(v) /ˈfrʌstreɪt/ to make
somebody feel
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annoyed or impatient
because they cannot
do or achieve what
they want
3. Intimidating (adj)
/ɪnˈtɪmɪdeɪtɪŋ/ frighte
ning in a way which
makes a person feel
less confident
4. Intrinsically
(adv) /ɪnˈtrɪnzɪkli/ in a
way that belongs to or
is part of the real
nature of
somebody/something
5. Easy-going (adj) /ˌiːzi
ˈɡoʊɪŋ/ relaxed and
happy to accept things
without worrying or
getting angry
6. Gamify (v) /ˈɡeɪmɪfaɪ/
to use elements of
game-playing in
another activity,
usually in order to
make that activity more
interesting
-Example:
The atmosphere was less
intimidating than I had
imagined.

5
-After learning some
vocabularies, we learn
some related phrasal
verbs
- Firstly, look at the
meanings of the phrasal
verbs. Then, make a
sentence using one of the
- Ask students to given phrasal verbs.
- Look at the
To learn look at the + Mess sth up: to spoil or
definition of the
Learn to use some phrasal definition of the damage something or to
given phrasal 40
some verbs and given phrasal verbs do something wrong and 30
verbs and make a seconds/s
phrasal make and make a badly seconds
sentence using tudent
verbs sentences sentence using one + Beat up on somebody
one of the given
with them of the given phrasal : to blame somebody too
phrasal verbs
verbs much for something

Examples: - If you cancel


now you'll mess up all my
arrangements.
- Don't beat up
on Paul, he tried his best.

- Now, you will learn how


to use:
- Introduce the
It is no doubt that + S +
To learn how grammar structures
Make V.
to use the to students.
Essential sentences - Next, make a sentence 1 - Make a sentence 90
given - Ask students to
structures using using the given structure. minut using the given seconds/
structure make a sentence
10 minutes grammar e structure. student
using the given
structure - Example:
structure.
It's no doubt that
London is one the most
beautiful cities in the

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world.
- Now, you have learnt
useful vocabulary and
- Work in pairs to
structures; let’s use them
discuss with your
to have a conversation.
partner the topic.
To let
Raise your Make a - Try to use the 180
students talk - Discuss the given In 180 seconds, discuss
voice conversation 1 minute vocabularies and seconds/
about the topic with your partner
10 minutes on the topic useful structures pair
topic common mistakes
learnt in the lesson
people make when
in their
learning languages.
conversations.

- Give comments
on students’
- Take note of the
pronunciation,
Let students teacher’s
Assess grammar,
Assessment know their -Write short comments on 3 comments;
students’ vocabulary;
3 minutes progress after the assessment form minutes - Ask the teacher if
performance - Ask if students
each lesson there is any
have any questions
question.
related to the
lesson.
- Summarize the
Let students knowledge learnt in - So, let’s have a look at
- Remember what
What we gain Put things know what the lesson; the board for what we
1minute they leant and do
1 minute together they learnt in - Remind students learnt today and take
homework.
the lesson to do homework. notes if necessary.

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