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VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY Student Name: ........................................

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES Student ID:..............................................
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
DEPARTMENT OF ENGLISH TEACHING
Class: ................................................... ..

FINAL EXAMINATION
Course: TEACHING METHODOLOGY
Time Allotted: 60 minutes
Exam Date: ………/………../ 2017

Approved by Proctor Examiner Exam Score Micro Teaching Total score

Dept. Chair (CBCT) (60 %) Score(s) (40%) 100%
1. 1. Score in number:

2. 2. Score in letter
Nguyen Dang
Nguyen, Ph.D
Notes: - Neither dictionaries in print nor electronic devices are allowed during the exam.
- Students SHOULD write their answers on the same exam paper.

Question 1: Match the teaching methods and their respective descriptions by writing the letters:
GT(Grammar - Translation method), D (Direct Method), AL (Audio-Lingual Method), TPR (Total –
Physical Response), CLT (Communicative Language Teaching), SW (Silent Way);TBL (Task-Based
Learning) in the spaces numbered 1 – 10. (2.0pts)
DESCRIPTIONS METHODS
1. Students are given explanations of individual points of grammar, and then they are GT
given sentences which exemplify these points. These sentences have to be translated
from the target language back to the students’ first language.
2. Activities in this method typically involve students in real or realistic communication, CLT
where the successful achievement of the communicative task they are performing is at
least as important as the accuracy of their language use.
3. Translation is abandoned. Only the target language should be used in the classroom. D
Sentences, objects, pictures are related to grammatical forms to establish their
meaning.
4. The model of a sentence is directly presented to students. It relies heavily on drills to AL
form students’ habits. It is often carried out in the context of the language lab.
5. It is based on the coordination of language and physical movement. Teachers give TPR
commands to students in the target language, and students respond with whole-body
actions.
6. This method focuses on the use of authentic language and on asking students to do TBL
meaningful tasks using the target language. Students are presented with a task they
have to perform or a problem they have to solve.
7. This method aims at students’ ability to communicate. It focuses on the content more CLT

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 than on the form of language.
8. One of the most notable features of this method is the behavior of the teacher rather SW
than conversations with the students. Teacher says as little as possible.
9. Students are given a task to perform. Only when the task has been completed, does the TBL
teacher give adjustments on the students’ performance.
10. That is a traditional teaching method based on explicit instruction in the grammatical GT
analysis of the target language and translation of sentences from the first language to
the target language and vice versa.

Question 2:Decide whether the following statements are true or false. Mark your answer (X) in the
appropriate column T for true, F for false. (2.5pts)
Statements T/F
1. 1. Discovery activities suit students of all levels because they enjoy working things out. F
1. 2. In teaching reading, it is important to pre-teach all new vocabulary before students read
F
the text.
3. Periods of individual reading or writing tasks also allow the teacher time for personal
T
interaction with the learners.
4. Teachers should ask students to practice writing in reading, listening and speaking
T
lessons.
5. In the Direct Method, grammar is taught deductively. F
6. Getting students to read aloud is a useful way of making them understand what they are
F
reading.
7. Teachers should apply the Grammar -Translation Method to teach students for the
F
purpose of communication.
8. To develop students’ fluency, the teacher should tolerate students’ mistakes of form and
T
see them as a natural outcome of the development of communication skills.
9. In teaching pronunciation, the students should be given as much exposure to people
T
speaking the language correctly as possible.
10. Achievement tests are used to put students into groups or classes relevant to their
F
language levels.

Question 3: Distinguish three main types of techniques, namely controlled, semi-controlled or

guided, and free techniques, from each other. (3.0pts)
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Controlled: practice can be controlled in at least two senses- language control and interactional
control( drills, restricted practice)/ mechanical practice ............................................................................
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 Semi-controlled: meaningful practice with cues/ guides (gap filling, completing sentences) ...............
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Free technique: communicative practice with consciousness (produce new structures) .......................
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Question 4: Set at least THREE objectives of a lesson on teaching this sound /s/. (1.5pts)
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- Pronounce the sound /s/ ................................................................................................................
- Distinguish that sound in words ....................................................................................................
- Apply that sound in conversation ..................................................................................................
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Question 5: List different levels of students. Suggest at least TWO different techniques
appropriately used to teach for beginners and advanced learners. (1.5pts)

- Levels: Beginners, elementary, lower-intermediate, intermediate, upper-intermediate, advanced ..

- Beginners need to be exposed simple language (yes/no questions, substitution drills)
- Advanced need to be given more information (W-H questions, discussion, role-play)...................
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---The end of the test---