Teaching vocabularies and structures by concepts m a

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE  TEACHING VOCABULARIES AND STRUCTURES BY CONCEPTS A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) SUPERVISOR SIDSEL MILLERSTROM, Ph.D NGUYỄN THỊ BÍCH TRÂN TESOL 2005 HO CHI MINH CITY April, 2009 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: TEACHING VOCABULARIES AND STRUCTURES BY CONCEPTS In terms of statement of Requirements for Theses In Master’s Programs issued by the Higher Degree Committee HCMC, Aril 24th 2009 NGUYỄN THỊ BÍCH TRÂN ii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN THỊ BÍCH TRAÂN, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reception of theses HCMC, April 24th 2009 NGUYỄN THỊ BÍCH TRÂN iii ACKNOWLEDGEMENTS I would like to express deepest gratitude to my Thesis Supervisor, Dr Sidsel Millerstrom, for her guidance and support in my search for the documents and material for my thesis Her valuable comments and advice played an important role in the preparation and completion of this thesis I am also grateful to Dr Nguyen Hoang Tuan for his encouragement and for believing my thesis was worth pursuing I also appreciate his good introduction to my supervisor I wish to express my gratitude to all the teachers of English in Foreign Language and Informatics School, particularly, Thaêng Long, who help me with the contribution of methodology to build my arguments and the use of statistics in the thesis I am grateful for the opportunity to earn a degree in education; I am indebted to my former teachers, Ms Nguyễn Thị Bích Vân and Mr Nguyễn Vónh Khuê, who taught me the love for the profession They motivated me to become an English teachers and inspired me to pursue a higher education I also own my tremendous recognition and credit to my mom HỒ THỊ VIỆT and my dad NGUYỄN XUÂN HUY for their support and encouragement during my study Finally, I gratefully acknowledge my husband, NGUYEÃN THANH SÔN, who contributes with a large number of good ideas and provided me with valuable comments during my post-graduate course  iv ABSTRACT This thesis tries to justify the feasibility of the method to teaching vocabularies and structures by concepts The Concept Method is the combination of conceptualization, Communicative Approach, Situational Method Beside this, the research shows the benefit for learners in communication through learning vocabularies and structures by this method Data collection through questionnaires for teachers reveals that the Concept Method is still strange to a number of teachers and it is difficult to carry out without pedagogical training course The responses of the questionnaire to primary learners show their acceptance of the “Concept Method” and the learners’ love for English Moreover, the scores from pre-intermediate learners demonstrated the benefits of teaching English by Concept Method It is my hope that the Concept Method presented in this thesis in the hopes that it can help learners understand word and structure meanings correctly and have fast reaction in communication so that learners can omit the translation stages in their mind when communicating  v LIST OF TABLES, CHARTS and FIGURES TABLES 1.1 Table 4.1.1a (question 1, 2, 3, 4, 5, 6, 8, 10) 36 1.2 Table 4.1.1b (question 7) 40 1.3 Table 4.1.1c (questions 9a, 9b, 9c, 9d, 9e) 41 1.4 Table: 4.1.2.1a (questions to 7; 10 to 19) 44 1.5 Table: 4.1.2.1b (questions 8a, 8b, 8c, 8d, 8e, 8f) 51 1.6 Table: 4.1.2.1c (question 9) 53 CHARTS 2.1 Chart 4.1.1a (Questions 1, 2, 4) 37 2.2 Chart 4.1.1b (Questions 3, 5) 38 2.3 Chart 4.1.1c (Questions 6, 8, 10) 39 2.4 Chart 4.1.1d (Question 7) 41 2.5 Chart 4.1.1e (Questions 9a, 9b, 9c, 9d, 9e) 42 2.6 Chart 4.1.2.1a (Questions 1, 4, 5, 7) 46 2.7 Chart 4.1.2.1b (Questions 2, 6, 18) 47 2.8 Chart 4.1.2.1c (Questions 3, 11, 17) 48 2.9 Chart 4.1.2.1d (Questions 10, 14, 15) 50 2.10 Chart 4.1.2.1e (Questions 8a, 8b, 8c, 8d, 8e, 8f) 52 2.11 Chart 4.1.2.1f (Question 9) 54 2.12 Chart 4.1.2.1g (Questions 12, 13, 16, 19) 55 2.13 Chart 4.2.2.1a (April 2nd 2007) 57 2.14 Chart 4.2.2.1b (September 9th 2007) 60 2.15 Chart 4.2.2.1c (November 11th 2007) 62 2.16 Chart 4.2.2.1d (May 10th 2007) 63 vi FIGURES: 3.1 Figure 5.2.1a 67 3.2 Figure 5.2.1b 68  vii CONTENTS Certificate of Originality i Retention and Use of the Thesis ii Acknowledgements iii Abstract iv List of Tables, charts and figures v Contents .vii CHAPTER 1: INTRODUCTION 1.1 Background to the research 1.2 Problems 1.3 Hypothesis 1.4 The aim of the study 1.5 The research questions 1.6 Significance of the study 1.7 Thesis structures CHAPTER 2: LITERATURE REVIEW 2.1 Previous research 2.2 Theoretical background 17 2.2.1 Definition of terms 17 2.2.1.1 Vocabulary 17 2.2.1.2 Context 18 2.2.1.3 Structure 19 2.2.1.4 Types of structures 20 2.2.1.5 Signals or symbols 21 2.2.1.6 Gestures 22 viii 2.2.1.7 Nonverbal communication 23 2.2.1.8 Concepts 23 2.2.1.9 Semantic features – semantic fields 24  Semantic features 24  Semantic fields 26 2.2.1.10 Word classification 27 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 30 3.1 Study design 30 3.1.1 Population 30 3.1.2 Samples 30 3.1.3 Scores 31 3.1.4 Characteristics 31 3.2 Instruments 32 3.2.1 Scores 32 3.2.2 Survey questionnaires 33 3.3 Data collection 34 3.3.1 Questionnaires to learners 34 3.3.2 Questionnaires to teachers 34 3.3.3 The scores 35 3.4 Instruments for analysis 35 3.4.1 Data analysis (tables and charts) 35 3.5 Discussion of reliability and validity 35 3.5.1 The questionnaires for the elementary learners 35 3.5.2 The questionnaires for the trained and non-trained teachers 35 3.5.3 Scores of higher-level learners 35 ix CHAPTER 4: RESULTS AND DISCUSSION 36 4.1 Questionnaire results 37 4.1.1 Questionnaires to primary learners 36 4.1.2 Questionnaires to teachers 44 4.2 Scores - the results from level A and level B 56 4.2.1 The formula 56 4.2.2 The statistics of the exam of level A - April 2nd 2007 57 4.2.3 The statistics of the exam of level A - September 9th 2007 59 4.2.4 The statistics of the exam of level A - November 11th 2007 61 4.2.5 The statistics of the exam of level B - May 10th 2008 62 CHAPTER 5: RESULTS AND SUGGESTIONS 65 5.1 Statement of findings 65 5.2 Suggestions 66 5.2.1 Methodology: Concept Method 66 5.2.1.1 Why is Concept Method important? 66 5.2.1.2 The background of Concept Method 69 5.2.2 Teaching procedure in Concept Method 75 5.2.2.1 Preparation (at home) 75 5.2.2.2 Presenting the concepts of vocabularies 76 5.2.2.3 Practicing the concepts of vocabularies and spellings 77 5.2.2.4 Presenting the concepts of the structures 77 5.2.2.5 Practicing the concepts of the structures 78 5.2.2.6 Practicing the whole (students fix and use) 78 5.2.2.7 Testing students’ communicative competence and comprehension of new words and new structure 78 5.2.3 Lessons plans: 78 8.4 102 APPENDIX D: Lesson Plan (for teachers at Pre-intermediate Level) Topic: Teaching Vocabularies and Structures Lesson: AN ACCIDENT -Vocabulary: teenage student, middle-aged, worry, traffic light, opposite, think, bone, across, brake, crash into, accident, telephone booth, ambulance -Structures: -Past Continuous Tense -Game: competition in reading and writing Learners: teenage (the year of 12-over 18) Level: pre-intermediate Numbers of learners: 15 Learners’ mother tongue: Vietnamese Teacher’s mother tongue: Vietnamese Time duration: 120 minutes Main method: Concept Method PREPARATION (at home) 1.1 Choose the key words in the structures:  Teenage (student), middle-aged, worry, traffic light, opposite, think, bone, across, brake crash into, accident, telephone booth, ambulance 1.2 Determine parts of speech of the key words:  Adjectives: teenage (student), middle-aged, opposite  Nouns: traffic light, traffic light, bone, brake, accident, telephone booth, ambulance,  Verbs: worry, think, brake (put her foot on the brakes), crash into  Adverb: across 1.3 Find and show all semantic features with the main denotation in the dictionary, with parts of speech and others in reality and culture of the first language and the target language  teenage [+from 13 -19 years old, +often careless, +adjective]  middle-aged [-young, -old, -old, +from 30 – 49, +often careful, old-fashion, +adjective] 103  worry [+keep thinking about unpleasant/unhappy things that might happen, + to make sb/yourself anxious about sb/sth, + annoy/disturb sb, +verb]  traffic light [+a signal that controls the traffic on a road, +red light: stop, +orange/yellow light: ready to stop/go, +green light:, +compound noun]  opposite [+on the other side of a particular area from sb/sth and usually facing them, +adjective]  think [+have a particular idea about sth/sb; +believe sth, +use your mind to consider sth, +form connected ideas, +try to solve problems, + to have ideas, words or images in your mind, + form an idea of sth; +imagine sth, +verb]  bone [+of skeleton, +hard, +of human/animal, +noun]  across [+from one side to the other side, +in a particular direction towards/at sb/sth +adverb]  brake [+of vehicle, +device, +for slowing a vehicle, +for stopping a vehicle, +discbrake/handbrake +common noun]  brake [+to slow down/make a vehicle slow down using the brake, +verb]  crash into [+hits an object or another vehicle, +cause damage, +phrasal verb]  accident [+unpleasant event, +of vehicle, +a vehicle crashes into a person or another vehicle, +unexpected, +injury/death, +damage, +common noun]  telephone booth [+room, +partly enclosed, +containing a public telephone, +for telephoning, +in street/hotel/restaurant, +compound noun]  ambulance [+vehicle, +special equipment used for taking sick/injured people to a hospital, +white, +run fast, +common noun] 1.4 Select the appropriate semantic features of the key words according to the contexts  teenage [+from 13 -19 years old, +often careless, +adjective]  middle-aged [-young, -old, +from 30 – 49, +often careful, old-fashion, +adjective] 104  worry [+keep thinking about unpleasant/unhappy things that might happen, + to make sb/yourself anxious about sb/sth, + annoy/disturb sb, +verb]  traffic light [+a signal that controls the traffic on a road, +red light: stop, +orange/yellow light: ready to stop/go, +green light:, +compound noun]  opposite [+on the other side of a particular area from sb/sth and usually facing them, +adjective]  think [+have a particular idea about sth/sb; +believe sth, +use your mind to consider sth, +form connected ideas, +try to solve problems, + to have ideas, words or images in your mind, + form an idea of sth; +imagine sth, +verb]  bone [+of skeleton, +hard, +of human/animal, +noun]  across [+from one side to the other side, +in a particular direction towards/at sb/sth +adverb]  brake [+of vehicle, +device, +for slowing a vehicle, +for stopping a vehicle, +discbrake/handbrake +common noun]  brake [+to slow down/make a vehicle slow down using the brake, +verb]  crash into [+hits an object or another vehicle, +cause damage, +phrasal verb]  accident [+unpleasant event, +of vehicle, +a vehicle crashes into a person or another vehicle, +unexpected, +injury/death, +damage, +common noun]  telephone booth [+room, +partly enclosed, +containing a public telephone, +for telephoning, +in street/hotel/restaurant, +compound noun]  ambulance [+vehicle, +special equipment used for taking sick/injured people to a hospital, +white, +run fast, +common noun] 1.5 Choose the tools or techniques:  teenage (adjective): numbers of ages, comparison with “middle-aged”, examples  middle-aged (adjective): numbers of ages, comparison with “teenage”, examples 105  worry (verb): picture, drawing, definition, examples, gestures  traffic light (compound noun): pictures, gestures  opposite (adjective): picture, gestures  think (verb): picture, gestures  bone (noun): picture  across (preposition): picture, gestures  brake (noun): picture, gestures  brake (verb): action, synonym (put the foot on the brake)  crash into (phrasal verb): gestures, pictures, sounds  accident (noun): pictures and actions, sounds,  telephone booth (compound noun): picture, gestures  ambulance (noun): picture, actions, sounds 1.6 Put these words back to the structure and find the way to express the concept of the structure (the actions and performance will be presented in the presenting the concepts step) TEACHING STEPS (in the classroom) 2.1 Warm up: Teacher’s actions Greets the class “Hi, how are Students’ actions Greet the teachers “Hi, Mr./ you?” and uses the command Mrs./Miss+name” and answer his/ her “Straight” to settle the class question” I’m fine/ Ok Thank you How about you?” Answers the question “I’m Sing the song “Sha la la” cheerfully fine/Ok Thanks.” Have the class sing and interestingly the song “If you’re happy” Settles the class again 2.2 Sit in order and are ready to learn Presenting and practice the concepts of vocabularies: 106 2.2.1 Present the new concepts of the words “teenage” and “middle-aged”  Teacher’s actions: give the examples and Definition: “teenage” means at the age from thirteen to nineteen Ex1: She is thirteen years old She is a teenage girl Ex2: He is fifteen years old He is a teenage boy Ex3: sticks the pictures of boys, girls in the ages from thirteen to nineteen and asks students “How old is he? How old is she? How old are they? Definition: “middle-aged” means at the age from thirty to forty-nine Ex3: She is forty years old She is middle-aged Ex4: He is fifty years old He is middle-aged Ex5: The middle-aged person is often more careful than teenage-one  Students’ actions: listen, watch, and try to generate the concept of the words “teenage” and “middle-aged 2.2.2 Show the pronunciation of the words: teenage (adjective) and middle-aged (adjective)  The teacher pronounces extremely slowly every single sylable without stress: [tIn], [$J] in order that students can immitates Then the teacher pronounces the word slowly with the stress [øtIn] [$J], and finally with the natural speech [øtIn$J] The same steps are applied to the word “midle-aged” [øm1dl$Jd]  [m1dl], [$Jd]  [øm1dl], [$Jd]  [øm1dl$Jd]  Students repeat in chorus, in group, and individuals 2.2.3 Practice the words:  The teacher sticks several pictures of boys, girls, women and men on the board and has the students ask and answer, “How old is he/she? / How old are they?” “He/she is ….years old He/she is teenage/middle-aged They are …years old They are teenage/middle-aged” “He/she/they is/are teenage boy/girl Or He/she/they are 107 middle-aged men/women.” The students practice speaking and listening first then reading and writing on the board as fast as possible 2.2.4 Present the new concepts of the key words: worry (verb), traffic light (compound noun), opposite (adjective)  worry (verb): the teacher draws the picture Low scores? Fail? on the board and uses the gestures of anxiety to express the meaning of “worry” Then the teacher gives the examples: Ex1: He took the exam but he did not it well so he worried about the result (low scores!, fail!”) Ex2: She worried much about her son because he had to go to school under the heavy rain  traffic light (compound noun): the teacher sticks the picture on the board and expresses: “ If the traffic light is red, your car/motor bike has to stops (the teacher use the gesture of stop) If the traffic light is yellow, your car/motorbike is ready to stop or to run If the traffic light is green, your car/ motor bike runs.”  opposite (adjective): the teacher points to the picture on the board and say: this is the corner 1, corner 2, corner Then he/she give the examples: Ex1: Corner is opposite to corner Ex2: Corner is opposite to corner  Students listen, watch, and try to generate the concept of the words “worry”, “traffic light” and “opposite” 2.2.5 Show the pronunciation of the words: worry [øw6ri], traffic light [øtr`fikl#t], opposite [ø4p9zit] 108  The steps of teaching pronunciation are the same as in 2.2.1: worry [øw6ri]:  [w6], [ri] [øw6], [ri] [øw6ri]; [øtr`fikl#t] [tr`], [fik], [l#t] [øtr`], [fik], [l#t] [øtr`fikl#t]; [ø4p9zit] [ø4p9zit] [4p], [p9], [zit] [ø4p], [p9], [zit] [ø4p9zit] 2.2.6 Practice the words: “worry”, “traffic light” and “opposite”  The teacher draws the traffic light in red/yellow/green and asks students to make sentences: For example: the traffic light was red but he didn’t stop Thus the police punished him $150.000 The teacher encourages students in creative ideas  The teacher asks the students to make sentences with “worry”, and “opposite” Which group has the most sentences/examples will win the game The teacher encourages the students to make sentences as many as possible The teacher observes the students’ examples and helps them to correct the errors with the spirits of light suggestion in order that the students can correct their mistakes by themselves 2.2.7 Present the concept of the Money! Promotion! To be or not to be?!!! words; “think”, “bone”, “across”:  think (verb): the teacher draws the pictures on the board and uses the gestures of thinking like the pictures to express the meaning of “think” Then the teacher gives the examples: He thinks about money and promotion He is thinking about…  bone (noun): the teacher draws the picture of the bone on the board and says,” It’s the bone.” In addition, the teacher uses the action of eating the bone He/she gives the examples: Ex1: Dogs like bone more than cats Ex2: Bone is often hard  across (preposition): the teacher sticks the picture on the board and uses the piece of chalk to draw the arrows to refer the direction of the person 109 from one side to the other side of the street/road The teacher does the action two or three times in order that the students can generate the concept of “across” The teacher is both drawing the arrow and saying, “across” The teachers gives the examples: Ex1: He is walking across the road Ex2: Don’t walk across the midle of the road when the traffic light is green 2.2.8 Show the pronunciation of the words: think [8i7k], bone [b!n], across[9økr4s]  The steps of teaching pronunciation are the same as in 2.2.1: think [8i7k]: [8i7] , [k] [8i7k] ; bone [b!n]: [b!n] ; across [9økr4s]:  [9], [kr4s] [9], [økr4s] [9økr4s] 2.2.9 Practice the words: “think”, “bone”, “across”:  The teacher sticks the pictures on the board and asks the students to make sentences in oral first then in writing In the first time, they make the sentences in present tense Next time, they make sentences in the past tense Picture 1: The dog is thinking about a bone The dog was thinking about a bone Picture 2: The dog sees the cat  The dog saw the cat Picture 3: The cat run across the road  The cat ran across the road In this stage, the students not care about the concept of the Past Continuous tense They only know how to change the verbs from present from to past from exactly 2.2.10.Present the concept of the words “brake” (noun), “brake” (verb), crash into, accident”, “telephone booth”, “ambulance”: 110  brake (noun): the teacher sticks the picture on the board and points to the brake of the motorbike or of the car and says, “brake”  brake (verb): the teacher does the action of braking and says, “I brake” and the sound, “ket, et…” The teacher gives the synonym of “brake” put the foot on the bake  crash into (phrasal verb): the teacher sticks two shapes of car and moves two of them and makes them to crash into and produces the sound “wham! wham!” and says, “two cars crash into.” 2.2.11.Practice the words: “brake”, “crash into”:  The teacher sticks the pictures on the board and asks the students to make sentences in oral first then in writing In the first time, they make the sentences in present tense Next time, they make sentences in the past tense  Picture 4: The woman sees the dog  The woman saw the dog  Picture 5: She quickly puts her foot on the brakes (she quickly breaks). She quickly put her foot on the brakes (she quickly braked)  Picture 6: The Ford crashes into the Chevrolet  The Ford crashed in to the Chevrolet 2.2.12 Show the pronunciation of the words: “brake” [br$k], “crash into” [kr`S øintU]:  The steps of teaching pronunciation are the same as in 2.2.1: brake: [br$k]  [br$k] [br$k]; crash into [kr`S øintU]  [kr`S], [intU]  [kr`S], [øintU]  [kr`S øintU]; 2.2.13.Present the concept of the words: “accident”, “telephone booth”, “ambulance”:  accident (noun): the teacher sticks two cars on the board and moves them toward each other and has them crash into then adds the sounds “Wham! Wham!” The 111 teacher says, “accident” On the other hand, the teacher sticks the picture of the motorcycle and the picture of a person on the board Then he/she move the motorbike quickly and crash into the person The teacher says: “accident”  telephone booth (compound noun): the teacher sticks the pictures of telephone box on the board and says: “ telephone booth or phone booth is a place that is partly enclosed, containing a public flashing warning lights telephone, in a hotel, restaurant, in the street, etc It requires coins or a telephone card.”  ambulance (noun): the teacher sticks the pictures of the ambulances and says “This is the ambulance and that is the ambulance, too It is a vehicle with special equipment, used for taking sick Sick or injury person or injured people to, from a hospital or between places of treatment for an illness or injury These are usually fitted with flashing warning lights and sirens to facilitate their movement through traffic It’s color is often white with a red cross 2.2.14.Show the pronunciation of the words: accident [øıksid9nt], telephone booth [øtel9f!n], ambulance [ø`mbjÙl9ns]  The steps of teaching pronunciation are the same as in 2.2.1: accident [øıksid9nt]  [ık], [si], [d9nt],  [øık], [si], [d9nt]  [øıksid9nt] telephone booth [øtel9f!nbUš]  [te], [l9], [f!n], [bUš]  [øte], [l9], [f!n] , [bUš] [øtel9f!nbUš]; ambulance [ø`mbjÙl9ns]  [`m], [bjÙ], [l9ns] [ø`m], [bjÙ], [l9ns] [ø`mbjÙl9ns] 2.2.15.Practice the key words:  112 The teacher sticks the pictures on the board and asks the students to make sentences orally first then in writing In the first time, they make the sentences in present tense Next time, they make sentences in the past tense Picture 7: A young woman sees the accident  A young woman saw the accident Picture 8: She runs to the telephone booth  She ran to the telephone booth Picture 9: The police and an ambulance come immediately  The police and an ambulance came immediately 2.3 Presenting the concepts of the structures: The Past Continuous Tense  The teacher reminds the Present Continuous Tense The teacher sticks the pictures in the column of the present time and says/ writes a sentence in the present continuous tense Then he/she moves the picture to the column of the past time and says/writes a sentence in the past continuous tense The teacher points to the time (at o’clock yesterday/ last week/ last month and today) and emphasizes on the verb “to be” in the present and past tense (please, see the chart below.) He/she was playing the piano He/she is playing the piano She was drinking milk She is drinking milk I am teaching English 113 The dog (it) was thinking about a bone You are eating breakfast We are playing football They are fishing The teacher Then the teacher writes the sentences in the present continuous tense and has the student writes in the past continuous tense in the right column  With several examples like the above ones, the teacher introduces to the students the Past Continuous Tense The teacher does not write the formation: S + To be (was/were) + V+ing The students will generate the concept of the structure through the following examples 2.4 Practicing the concepts of the structures:  The main structure in the lesson is “Past Continuous Tense”  The teacher sticks the picture on the board and then guides the students to describe the pictures using the Past Continuous Tense and the vocabularies that they have learnt The teacher helps the students to talk from every two or three sentences up the whole text (please, see the original unit at the end of the lesson plan) The students try to remember the structures and they can describe by their own words  The students practice in the form of competition among groups 114 Examples: Two cars were going down Second Street in Lawrence, Kansas 2.5 Practicing the whole:  The whole class listens to the tape and repeats the first paragraph in chorus and individually  When hearing the sounds from pictures number to number 9, the students talk about these pictures 2.6 Testing students’ communicative competence and comprehension of new words and new structures:  The teacher makes questions several to test students’ comprehension  Then the teacher asks the students to make questions to ask their friend as the teacher does According to this task, the teacher can also test the students’ comprehension 1./ How many cars were going down the Second Street in Lawrence, Kansas 2./ Who was driving a Chevrolet? 115 3./ Who was driving an old Ford? 4./ How was the woman driving her car? 5./ How was the student driving his car? 6./ Why was the student not driving his car carefully? 7./ Why was he worrying about his classes in school? 8./ Was he paying attention to the road? Why or why not? 9./ What color was the traffic light? 10./ Who was walking down the street? 11./ What was the cat doing near the traffic light? 12./ Where was the dog sitting? 2.7 Ending:  The teacher has the student listen to the tape and practice their pronunciation and intonation to imitate the native like accent and prepares for the dictation in next periods  Settle the class again  Sing the song “Goodbye”  116 The original unit from New American Streamline – Departures – Unit 55 ... Teaching and Learning Grammar (1987), Harmer mentions too many techniques of teaching grammar He gives out two concepts of grammar: covert and overt grammar However, he assumes that teachers should... grammar, basic steps necessary for learners to acquire vocabulary and errors, evaluation of teacher techniques and language teaching materials promoting vocabulary acquisition The teaching and. .. phrases “What is/What’s your name and “My name is/My name’s”) and their language functions 20 (ii) Hi, Mom! I am/ I? ?m home (Nakata, Frazer, and Hoskins, 2006:28) In this model, the learner learn