MINDSET/TEACHING PSYCHOLOGY
Tesol: Teaching English to speakers of other languages.
Purpose: Studying and applying effective methods of teaching English.
Value: - Internationally recognized diploma or certificate.
- Standard to teach English required by schools or language centers.
Why do you choose to be a teacher?
When talking about the teaching job, what comes to your mind?
What makes an ideal trainer?
Watch the video and answer the following questions:
1 What did he blame for?
2 What made him change his mind not to keep blaming?
3 What did he say about “blaming”
4 What from the video impresses you the most?
5 What lesson can you get from the video?
What are you responsible for as a teacher?
Can you change your emotions? How? ………
Watch the video and answer the following questions:
2 What did he want to prove?
3 What did he do to prove this theory?
4 What image from the video impresses you the most?
5 What saying from the video impresses you the most?
6 What lesson can you get from the video?
Watch the video and answer the following questions:
1 How many subjects did the school have for the animals What are they?
2 What happened to the animals?
3 What from the video impresses you the most?
4 What lesson can you get from the video?
A fake treatment, an inactive substance like sugar, distilled water, or saline solution.
Watch the video and answer the following questions:
1 What is the video about?
2 Who is the happiest in the video?
3 What lesson can you get from the video?
1 What have we learnt so far?
2 What impressed you the most?
3 How will you apply it to your teaching?
LEARNING STYLE
3 What are their learning styles?
Who are your students? - Ages
Who are your students? - Levels
Who are your students? - Levels
- Can only speak ……… and ……… with limited vocabulary
- Trying to mastery of both the form and the use of simple tenses and everyday vocab items
Who are your students? - Levels
- Being able to communicate in English but ………
- Having ……… ………. because of their errors
- You can show them the form of most ……… at least once and they will sometimes use them accurately.
Who are your students? - Levels
- They can ……… in English but will often make ………
- Having mastery over the form of ………
- Their choice of vocabulary and idioms may need ………
Who are your students? - Levels
- Language can be used with ………
- They can effectively use words that convey more ………
Who are your students? - Purposes
1 ……… from teacher is very useful.
2 They need to find out how their learning is actually going.
3 Teachers can also facilitate learners getting feedback from each other.
They want to learn something ………
1 They need to know why something will be useful to them.
2 Even when they find it difficult, they are more likely to maintain their efforts until they have succeeded.
1 Definition: A learning style is the way that different students learn A style of learning refers to an individual’s preferred way to absorb, process, comprehend and retain information.
2 Why are learning styles important?
Visual learners prefer the use of ………, ………, and ………, to access and understand new information.
Auditory learners best understand new content through ……… and ……… in situations such as lectures and group discussions.
Aural learners use repetition as a study technique and benefit from the use mnemonic devices.
Students who are kinesthetic learners best understand information through tactile representations of information These students are ……… and learn best through figuring things out by hand
(i.e understanding how a clock works by putting one together)
Individuals often have a keen interest in the origins of words and enjoy engaging in word puzzles such as crosswords and word searches They frequently seek opportunities to debate with their teachers, showcasing their enthusiasm for language and discussion.
……… They do well in keeping a journal and easily reflect on their own learning.
Prefer an environment without ……… They want to study quietly and be free of distractions
- Let them set goals and tasks for themselves
- Let them choose their own topics
Like to ……… and they do well with the task-based approach.
- Give them the opportunity to ………
- Use drawing and writing as memory aids
Teachers with left-brain strengths generally prefer to ………
……… They give problems to the students to solve independently.
They assign more research and writing A clean, quiet, structured classroom is preferred.
These students prefer to ……… in a quiet classroom They like to read independently and incorporate research into their papers.
Teachers with right-brain strengths prefer to ……… They incorporate art, visuals, and music into their lessons They assign more group projects and prefer a busy active, noisy classroom environment.
These students prefer to ……… with interaction and activity These students like to do art projects and choose industrial art electives.
Give instructions and explanations verbally
Simplify tasks by breaking them into chunks
Give a practical task after a step-by- step process
Make use of controlled tasks like cloze activities (i.e fil in the blanks) to allow the students to find out what the right answer is.
Write instructions and give them verbally as well.
Make use of things like real life materials to allow for manipulation during learning.
Use a clear structure to guide your students through tasks.
Encourage students to give their response in drawing.
Assign open-ended tasks with no correct answer.
Present an overview of the entire course of lesson.
Allow students to use mind-maps to record their thoughts.
Choose tasks that allow students to improvise, such as role play activities.
TEACHING METHODOLOGY
English teaching methodology encompasses a range of methods designed for effective English instruction It serves as a scientific framework for exploring teaching principles and rules, ultimately aimed at enhancing students' communicative competence.
• There are many teaching methods depending on what information or skill the teacher is trying to convey.
• The teacher may be flexible and willing to adjust their style according to their students.
• There is not any single 'best' way of teaching a foreign language.
• Effective teaching is the base in the success of a student.
Methodology is combination of 3 things:
The ……… of the best way of teaching the particular lesson
A list of ……… that are employed in the lesson.
Tasks or ……… the teacher uses to engage the students in pratising the language in the lesson: i.e:
1 There is a number of different ways of distinguishhing between ………
….… , but the distinctions usually blur.
2 Approaches which suit one person may not suit another.
3 No single approach or method is ……… for all learning styles
learn to vary your techniques.
-Its principles are based on the theory that ……… skills are the fundamental practice that count in learning a language.
-Through different techniques, students have opportunities to practice conversations in ………. conditions (Introducing and meeting;
-The main focus would be to use techniques that ……… the speaking and listening skills but only incorporate the writing and reading skills where necessary.
-This acquisition-focused approach sees communicative competence progressing through three stages:
(c) ……… ………, all fostering "natural“ language acquisition, much as a child would learn his/her native tongue.
-Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously
Errors in speech are not ……….; however homework may include grammar exercises that will be corrected.
-The essence of language is meaning.
Vocabulary not grammar is ……… of language.
-Roles of materials: The world of realia rather than text books Visual aids are essential.
-No error correction unless errors interfere with communication
- This approach is based on the theory that for students to learn a second language effectively, they have to ……… in the said language.
- Language teaching using this approach focuses more on the tasks.
- Ask Ss to plan a vacation they’re going to take together as a group and then do a short presentation about it to the class, or submit a written assignment
- Ask Ss to design a 3-course meal and then make a short presentation about it to the class.
The theory behind this approach emphasizes that effective language learning occurs through the use of word families and collocations In this method, the teacher selects a specific theme for the lesson, ensuring that relevant vocabulary and expressions are taught in context.
At lower levels, the focus is primarily on acquiring new vocabulary, while at higher levels, words are taught within the context of basic spoken language The emphasis of the lessons is on the vocabulary used in everyday utterances rather than on grammar.
- In this approach, the ……… of the students are the main focus.
- The teacher usually focuses on the ……… and ……… that are relevant to the students.
- More activities are delivered to get Ss involved in the lesson
- Use of ……… rather than artificial, specially prepared texts and exercises designed to practice individual reading skills
- Focus on ……… events rather than on specially written stories that do not relate to the students' experience
- Reading of real texts of high interest, particularly literature
- Reading for the sake of comprehension and for a real purpose
- Writing for a ……… and not simply to practice writing skills
- Writing as a process through which learners explore and discover meaning
- Students learn ……… and then apply those rules by ……… sentences between the target language and the native language.
- Advanced students may be required to translate whole texts word-for-word.
- The method has two main goals: to ……… students to read and translate literature written in the target language, and to ……… students’ general intellectual development.
- Classes are taught in the ……….
- Much vocabulary is taught in the form of lists of ……… words.
- Little or no attention is given to pronunciation.
- Reading of difficult texts is begun early.
- Long, elaborate explanations of the intricacies of grammar are given.
- Being built around the coordination of ……… and ………
- It attempts to teach language
- The teacher says the commands as he himself performs ………
- The teacher says the commands as both the teacher and students then ………
- The teacher says the commands but only students perform the action.
- The teacher tells one student at a time to do commands.
- The roles of teacher and students are reversed Ss give commands to the teacher and to other students.
- The T and the Ss allow for command expansion or produces new sentences
The Audio-lingual method is a foreign language teaching approach that prioritizes speaking and listening skills before introducing reading and writing This method primarily utilizes dialogues for language presentation and employs drills as the key training technique, while discouraging the use of native language in the classroom.
- Backward build-up (expansion) drill
- It ……… and ……… different teaching method.
- It has to suit the requirement of the learners.
- It breaks the monotony of the class and makes the lesson more interesting and flexible.
LESSON PLANNING
Why is lesson planning important?
To structure and organize the lesson
To determine method of its delivery
To be clear on what you want to teach
To be ready to copy with whatever happens
To evaluate the application/ effectiveness of a lesson
It’s a reminder for the teacher when she gets distracted
It suggests a level of professionalism and real commitment.
To get them ……… to learn
Ss work in groups of 4 - 6
Ss will say something (name, occupation, hobbies, ) to their group while also trying to remember what everyone before them had said.
It’s a good game for the 1st or 2nd
The T hands out a list of questions to all of the Ss
Ss will walk around and ask their classmates to find out who: o has three siblings o has a camera o has been to Bangkok o
Follow-up: The T asks questions
(who has a camera, ), Ss answer
Ss write a true personal statement about themselves in a piece of paper.
Ss roll up their pappers into
“snowballs” then throw them at each other
Each S will find and pick up a ramdom snowball
Have each S take turns reading aloud the statements inside the snowballs
the entire class discuss who they think the snowball belongs to.
Hand out a sentence that has been cut up into multiple words and pieces
Ss work in groups to put the sentence back in the correct order.
To use this activity as a Warm Up, choose a sentence related to your lesson's topic.
Put an object in a box (one of your students' vocab words, if possible),
Students take turns guessing what's inside by asking yes/no questions about the object.
Tally the results on the board in two columns (Yes I No).
Example: Is it made of metal? / Does it have wings? / Is it a children's toy?
Think about warm-up activities for each topic? ………
- The teacher speaks up to 75% of the time, as they are ………. information (new vocabulary, pronunciation, grammar points, )
- The T focuses on ……… when correcting students at this stage.
- The T asks concept check questions to see if Ss have understood.
The teacher presents a vocabulary word or phrase to the class then say
“Repeat after me ”, and signal the class to repeat.
Repeat this process for each vocabulary word or phrase multiple times, using a lot of repetition.
Ss can practice their pronunciation
What’s happening in this picture?
The T holds up a picture and has Ss describe the picture in their own words.
Encourage Ss to use full sentences when appropriate.
For Ss at lower levels, write a few vocabulary words and fill-in-the-blank sentence starters on the board, if needed. i.e: The monkey is smiling.
In Round 1 of the activity, students form a circle and pass a ball or a fun object around When a student receives the ball, they must either say a word or phrase or act out a vocabulary term This engaging exercise promotes vocabulary retention and encourages active participation among learners.
Round 2: After a few minutes, start to encourage full sentences if possible. i.e: Round 1: Badminton
Round 2: I play badminton twice a week.
5 Fill-in-the-blank exercises
6 A quick exercise from a course book
Think about presentation activities/games for each topic
The T uses ……… to practice the new language (what was presented) orally and in written format
The T ……… and ……… when mistakes occur.
The T encourages lots of pair work and group work during this stage.
The T doesn’t have to give a strict line separating 2 parts of presentation and pratice He can go like: Presentation 1
Have Ss work in groups of 5 – 7
Have Ss pick a random vocabulary word or phrase or picture from a cup and say something (like describing) about it.
The rest of the group try to guess the word, phrase or picture
Have students pick a random vocabulary word or phrase from a cup, and then act it out without giving any other hints.
The rest of the class tries to guess the word or phrase.
Get into teams to add some friendly competition to this activity, or have students go one at a time while the entire class guesses.
At the end of each turn, have a
A dialogue is a written conversation, typically including several back-and- forth exchanges between 2 characters.
Get your Ss ready for a role play
What activities do you use for practice stage?
Ss talk about themselves or their daily lives or situations.
Focus is now on ……… and rather than accuracy.
Start with whole-class activities
Real-life tasks and situations
The T monitors but does not ……… until the end.
Predict the end of the story
What activities do you use for practice stage?
- Get Ss to look back: summarise, review, take a quiz
- Let them do “think-pair-share”
1 Think: they have to think to themselves what they learned in the lesson.
2 Pair: Ss share in pairs
3 Share: Pairs get tinto larger group, share about their partner with their group (like my partner told me )
4.Warm up: build Ss’ interest and get Ss ready for the lesson (5 – 10’)
5.Presentation (I): the T presents information (75% of the time)
6.Pratice (We): Ss practice what teacher presented and are controlled by the T
2 Lesson name: What will you call the lesson?
3 Class/Level: Age, topic, skill level, class name
4 Materials/Resources: List everything you need to teach the lesson
(handouts, photos, real objects, course book, textbook…) to make sure you won’t forget.
5 Goal/Aim: What will your Ss be able to do?
6 Vocabulary, grammar points: What will you present?
1 Always know your Ss’ ………. well.
2 Select topics ……… to a variety of ages, levels,
3 Focus on the target language
4 All tasks must have a ………. goal.
5 Always ……… about possible questions or extra material.
6 ……… Ss closely and provide feedback.
5 Goal/Aim: Ss can call the names of animals; they can say what each animal can do.
6 Vocabulary: bear, elephant, giraffe, jump, walk, climb, swim, fly…
An animal toy in a box
Activities: 20 questions: The T asks Ss to guess what’s inside? Ss guess using questions “Is it…?”, “Does it have….?”)
The teacher writes answers in 2 columns like:
- Present animal names using photos
- Activities: pronunciation, choral repetition, what’s missing game
- Activities: TPR action; game: guessing what the T is doing
- Present grammar point: Can + V-inf (in the inductive way)
- Activities: Matching; The T gives info –
Ss correct; The T asks – Ss answer
Toss the ball: Names of animals and verbs of action
Slap the board: 2 groups competing
Activity 1: Work in groups, look at the pictures and ask.
Follow-up: The teacher asks questions
Going to the zoo: work in groups of 5:
What can you see? Name the animals you see and tell your group what they can do using as many action words as possible
1 The T helps them look back on what they learned.
- Ss think quietly about 2/3 things they learned
Plan a complete lesson of 60 minutes.
• The aims of the lesson
• The main stages of activity
• Detailed notes for each stage.
Think about your lesson plan and answer these questions:
Structural clarity o Is the structure of the lesson plan clear?
Appropriateness of materials o Will Ss find the lesson very easy? o Will Ss have difficulty understanding the lesson?
Instructional clarity o Will they find the teacher’s instructions easy to understand?
Usefulness o Which teaching aids will I use in my class? How useful are they? o What activities/games will I use to help my Ss master the lesson?
Assessment o How can I make sure my Ss understood what I taught them?
TEACHING PRONUNCIATION
Active vs passive vocabulary - Examples
Active vs passive vocabulary - Examples
Active vs passive vocabulary - Examples
- All the words learnt at the elementarylevel are
- Most of the words at intermediate and advancedlevels are
Why do we need to know types of vocabulary items?
Different types of vocabulary items, different ways of teaching
Different types of vocabulary items, different levels of teaching.
How often you see the word
WHAT ASPECTS OF A WORD SHOULD BE
WHAT TO TEACH AT LOW LEVELS?
(i.e: a dog = a kind of animal; an apple = a kind of fruit)
(in)transitive V, singular/plural form
(ir.N), following V.form (enjoy-ing), V + prep (keen on),…
5 ………: words that go together i.e: decision; conclusion, ball, coin; party
WHAT TO TEACH AT HIGHER LEVELS?
2 ……….……: the emotional or feeling behind a word
3 ………: Items that are the same or nearly the
Items that mean the opposite of a word
5 ………: words which can be grouped together under the same superordinate concept
6 ………: items that are the same kind of things
7 ………: general concepts that cover specific items i.e: body
10.………: polite/taboo language, formal/informal dollar vs.i.e: vs cry vs want
- Thank you very much (formal)
Do I need to teach all those 10 aspects for a word?
Which approach is more effective? Why?
Teacher A introduced the word "grumble" by writing it on the blackboard and explaining that it means to complain about someone or something in an annoyed manner To enhance understanding, she translated the term into the students' native language and provided additional example sentences for them to translate, reinforcing their grasp of the word.
Ex: She spent the whole night grumbling to me about her job.
Which approach is more effective? Why?
Many individuals tend to complain incessantly, particularly about the weather When it's sunny, they often remark that it's too hot, while on cooler days, they express that it's too cold This constant grumbling about the weather illustrates a persistent dissatisfaction.
Then set out to check the students’
To effectively teach a new vocabulary word, begin by presenting its meaning through a picture or an oral definition Next, provide essential grammar information, including the spelling, pronunciation, and stress of the word After that, check for understanding by asking students a concept question to ensure they grasp the meaning Additionally, expand their vocabulary by introducing superordinates, hyponyms, co-hyponyms, and the word family Following this structured approach will enhance students' comprehension and retention of the word.
- Should we write the word on the board before we teach them how to pronounce it?
- List some methods used to teach pronunciation and stress
How can you show the meanings of these words?
• Real objects (realia) (in classroom, brought from home)
• Google images b PHYSICAL DEMONSTRATION (TPR)
What are the advantages disadvantagesand of presenting meaning visually?
Which way is better? Why? ………
• It is not ……… to give complicated explanations; the meaning can be shown in ……… sentences
• A good example should ……… show the meaning of the word to someone who does not know it already.
• Examples are specially ………….……… to show the meaning of ……… words, i.e love, happiness, impossible.
It is the general term applied to a fixed structure in which people dwell, work, etc.Building
This school is also a building In big cities, there are many large buildings – there are hotels, offices and hospitals.
Which way is better? Why? ………
Are the examples below enough to make the meaning of the words clear?
1 Market: You can buy food at the market.
2 Clothes: In the morning we put on our clothes.
3 Noisy: Students are often very noisy.
4 Look for: I’m looking for my pen.
5 Visit: Last weekend I visited my uncle.
6 Happiness: He was full of happiness.
7 Impossible: Your plan is quite impossible.
1 Advanced : A covering for part or all of your face worn to hide or protect it
LazyMy brother is lazy He gets up late and then he does nothing all day ɪ say to him “don’t be so lazy! Do some work.”
2 A small amount of money one carries to spend on nonessential things.
3 a small amount of money suitable for minor expenses.
You certainly ……… your students to use the context as a key to determine the word meaning.
Asking the students to guess the meaning of new words helps to ………on them, and makes them want to know what the words mean.
4 Guessing the meaning from CONTEXT
Try to guess the meaning of the underlined words: a It had been raining hard through the night so the ground wassaturated. b The Fire kept medryandwarm because I wassoaked
• It sometimes lacks enough clues, and so it turns out to be unhelpful.
• It is a little bit hard for our students but they may say the synonyms or the antonyms.
SYNONYMS panicked furious murder abnormal sorrowful
ANTONYMS accept absence frequent optimist permanent
6 Translation: L1: What does that mean in Vietnamese?
How do you teach the word:
7 ELICITING a What is eliciting ?: ……… …… from people as opposed to giving it to b Why elicit?them
- ……… students’ attention and make them think
- Give the teacher the ……… to see what students know and don’t know
1 Showing pictures: the pictures should contain ……….…… context or information
• The teacher uses varied, simple and general questions based on the pictures to ask Ss what they know (don’t need to write them on the board).
• Try to get them involved and get them ……….
direct them to “the word”
Look at the way that the teacher presents the word “smile”, what are the different techniques used to explain the word?
Look – He is smiling Now look at me I’m smiling We smile when we are happy.
Reorder the steps: a Get the class to repeat in chorus
(choral drill) b Ask Ss to translate the word c Say the word clearly and write it on board d Ask questions using the new word
(check understanding) e Give an example to show how the word is used + teaching related things
(provide the word) f Use ways of presenting meanings to
Choose the best method to convey the meaning of a word:
1 hop (v) a Showing students a physical object of some kind – sometimes called
(adj) b Doing a mime or an action.
(n) c Explaining the meaning by giving an oral definition of the word.
4 bitter (adj) d Asking students to think about the opposite meaning of a word they already know.
5 imitate (v) e Using a cline or diagram.
(adv) g Telling a short, personal story to give an example of the meaning.
Emily prepared her vocabulary lesson thoroughly She taught 12 new words associated with the topic ECOLOGY and prepared good questions to elicit words and check their meaning.
During the lesson, the pace felt slow, and afterward, a student kindly mentioned that learning the new word seemed to take longer than expected.
Question: How could Emily have made the vocabulary lesson more interesting for her Ss and improved the pace?
How could you present these words? ………
STEP 3 HOW TO USE THE WORD
A teacher has just presented the word
“mosque” Now he is asking questions using the new word What is the purpose of this?
Does your father go to the mosque?
When does your father go there?
What does he do there?
Do you live near a mosque?
Choose one of the concept questions that is not really relevant or necessary to checking the meaning of the word.
……… c Can colors in clothes fade? d Do clothes designers like colors that fade?
Among the concept questions provided, option a, "Is this a way of walking?" is not particularly relevant or necessary for checking the meaning of the word "shuffle." The other questions focus on specific characteristics and actions associated with shuffling, while option a is too broad and does not directly assess the understanding of the term.
Think of two or three questions you could ask the class, using the words:
What do you often do in the summer?
- In the summer, I often go swimming. he summer?
- In the summer, I often go swimming.
Qs using the new word i.e 1:
Is it hot or cold in the summer?
Look ar these sets of words How are the words in each box related to “cook”? ………
How:- The T writes a single word on the center of the BB
- Ss braintorm all the words they can think of that are connected with it and write them on the BB
(there are lines connecting the new words to the origional word.)
Aims: to revise words Ss already know; to introduce new words
Focus: the meaning of isolated items
(B) Cook bake fry boil grill stove stir pot spoon
Imagine you are teaching the words below Think of 4 or 5 other related words that you could teach at the same time
1 A lexical item can be more than one
2 Thereword is a difference between ……… and ……… vocabulary.
……… living room marry job subject
Diversity refers to recognizing differences and variety in people, while equality means treating individuals in an equal and fair manner A degree qualification given by a university is known as a doctorate, which signifies a high level of academic achievement Being dedicated involves being devoted or committed to a specific task or project, and leading or spearheading indicates taking charge or guiding a particular initiative.
BB, remember,jumbled words,etc
Match words to the correct meaning ………
Example:Cutlery: knife, fork, spoon
WHAT HAVE YOU LEARNT SO FAR? ………
TEACHING GRAMMAR
STEPS TO TEACH BASIC PRONUNCIATION
Usually, we teach sounds in pairs
- Fun stories, videos, examples, listening and dictating
- The T asks what’s the problem then introduce the sounds to learn.
- What kind of sounds are they? What are the differences?
- How to pronounce each sound?
- The teacher say the sounds, Ss repeat
- Put the sounds in words (and sentences)Choral drill
- Activities: practice in groups (The T goes around and check), listening,…
- Games/Activities to check Ss’ understanding
STEPS TO TEACH BASIC PRONUNCIATION
- Fun stories, videos, examples, listening and dictating
- The T asks what’s the problem then introduce the sounds to learn.
STEPS TO TEACH BASIC PRONUNCIATION
- What kind of sounds are they? What are the differences?
- How to pronounce each sound?
- The teacher say the sounds, Ss repeat
- Put the sounds in words (and sentences)
STEPS TO TEACH BASIC PRONUNCIATION
- Activities: practice in groups (T goes around and check), listening,…
Track 1: Lissten and repeat Circle the word in each group that does not contain the vowel /i:/
I want to try your …… a wife b wine
Are there any words else that have the same /waɪ/ sound but different endings?
• Occur in a native English speaker’s speech when they reduce or eliminate certain sounds.
• Important: if you want to speak like a native English speaker, and understand what the native English speakers say.
• Included: word reductions & phrase reductions
• I'll see you at eleven.
FOR• This is for you.
I’m gonna try to finish this book.
• Want to eat = Wanna eat
Do you wanna eat at 7 o’clock?
• Have to start = Hafta start
I really hafta start studying for that test.
• Has to try = Hasta try
• Got to leave = Gotta leave
I really gotta leave in 15 minutes.
• Ought to believe = Oughta believe
She really oughta believe what he’s saying.
• Out of bed = Outta bed
I got outta bed when I heard the alarm clock.
• Did you go = Didja go
How many syllables does each word have?
( music or melody of spee ch)
When did you call him?
Did you visit them often?
Have you seen my keys?
Are you ready to start?
Do you want coffee or tea?
Does he speak English or German?
It’s a beautiful town, isn’t it?
The speaker is sure and expects the answer “yes”
She knows him, doesn’t she?
The speaker isn’t sure and ask for confirmation
One, two, three, four, five.
She bought bread, cheese, oranges and apples.
1.Ididn’t say he stole the money.
2 Ididn’tsay he stole the money.
3 I didn’tsayhe stole the money.
7 I didn’t say he stole themoney.
• The T asks what’s the problem then ask Ss guess what they will learn.
•The importance of the pronunciation point
•Teaching – choral/individual drill correcting
• Activities: practice in groups (T goes around and check)
• Games to check Ss’ understanding
TEACHING SPEAKING
Grammar is a system of in complete sentences It recognizes how words and phrases fit together to make sense and create meaning.
A functional approach equips students with essential communication skills for everyday situations This method emphasizes practical knowledge, enabling learners to navigate tasks like grocery shopping and social interactions, such as greetings Even beginners can grasp complex concepts and effectively apply them in conversations, fostering confidence and competence in real-life scenarios.
•In this approach, it can be difficult to determine to focus on first.
Use examples of literature and popular writing to illustrate how grammar is used.
This can be an way to teach grammar.Students can choose their own texts or stories that they’d like to use.
This will make the lesson more interesting for the students Students will also benefit from increased vocabulary.
The texts can be difficult if they are too advanced for the student’s language level.
- Deductive approach is in which the teacher presents the grammar rule then gives students exercises in which they apply the rule
This approach is primarily utilized in classes focused on teaching grammar structures, making it particularly effective for those employing the grammar translation method.
•Inductive approach is where leaners the grammar rules themselves by examining the examples.
•The rules will become evident if the students are given enough appropriate examples.
•In an inductive approach, leaners are provided with samples which include the target grammar that they will learn.
Then leaners work on the examples and try to discover the rules themselves.
When students obtain the grammar
……… rules and they practice the language by creating their own examples ………
Step 1: The teacher shows the pictures of boys and then apples and says: “This is
Jim He’s talk This is Jack He’s short Jim is taller than Jack Jack is shorter than
Jim,…” (the T can provide more examples using students and items from the classroom,…)
Step 2: The T asks Ss to repeat after him
(Jim is taller than Jack, ) at the same time he writes those sentences on the board and then helps Ss analyze the examples and create the rule
- Jim is taller than Jack. to be adj+er than
- The green apple is bigger than the red one. to be adj+er than
Step 3: The teacher asks Ss to give more examples using the rule
Step 4: The teacher can help Ss with the rules of adding _er to the end of a short adjective.
- Speaking activities: work in groups and make comparison between things or people in the class.
Step 1: Conversation with a student The teacher ask a student to tell his last summer holiday.
Step 2: Student answers by using simple present tense as he has no information about past tense.
Step 3: Later, teacher corrects him by using past tense.
Step 4: Then, student repeats the correct sentence.
Step 5: After that teacher writes the past forms of some verbs on the board to make leaners practice.sentences
When grammar is taught deductively
• Rules go first: The teacher explains the rule to learners.
• Instruction goes from general to particular.
• The T provides NO CONTEXT or
COMMUNICATIVE PURPOSE for the grammar.
• The T focuses on form first and then meaning.
• There is an immediate application of rules: Drills for the students to learn the rule mechanically.
• It is rule-driven learning.
When grammar is taught inductively
•Instruction goes from particular to general There are no explanations, everything is implicit.
•There is exposure to language first.
•There is rule-discovery learning: Allows the learner to formulate and discover the rule ("to induct").
•Teacher focuses on meaning first and form second.
•Teacher helps learners discover the rule through meaningful communication.
……… solve and learn how to learn a language ………
-Less time to prepare & teach -Demanding for T and Ss
-Ss feel more relaxed -Interesting
-Suitable even for weak learners -Ss remember longer
Questions: Which approach should I use to teach my Ss?
Every learner is unique, with varying needs, ages, backgrounds, and skill levels Teachers must consider these factors when selecting appropriate teaching strategies to effectively accommodate diverse learning styles.
Adult learners often prefer deductive teaching methods because they are capable of abstract thinking, which allows them to better understand and apply the rules of the target language This approach aligns with their expectations and enhances their learning experience.
Young learners tend to grasp grammar structures more effectively through practical examples rather than through deductive learning This hands-on approach aligns with their learning style, as they often learn best by engaging in activities Given the complexity and abstract nature of grammar rules, this method proves to be more successful for them.
Mechanical practice refers to a controlled practice activity which students can successfully carry out without necessarily understanding the language they are usingaims at achieving accuracy.
Examples of this kind of activity would be repetition drills and substitution drills designed to practice use of particular grammatical or other items.
• Meaningful practice refers to an activity where language control is still provided but where students are required to make meaningful choices when carrying out practice.
• For example, in order to practice the use of prepositions to describe locations of places, students might be given a street map with various buildings identified in different locations.
Students are provided with a list of prepositions, including "across from," "on the corner of," "near," "on," and "next to." They are then tasked with answering location-based questions, such as "Where is the bookshop?" and "Where is the café?"
• The practice is now meaningful because they have to respond according to the location of places on the map.
Grammar is a system of in complete sentences It recognizes how words and phrases fit together to make sense and create meaning.
Grammar is essential for effectively representing the world and communicating with others through language It enables clear self-expression and helps refine your intended meaning.
Substitution Substitute the underlined, part with the proper forms of the given words: green lawn clean house pretty garden nice flower
Mrs Green has the largest house in town
Transformation Change the following sentences into the past tense Use the adverbs given in the brackets:
• Now he lives in London (last year, Paris)
• We have English and maths today.
Look at the table below Rank the items on the left column according to criteria listed on the top. cheap healthy important
MilkStudents may come up with:
• I think water is healthier than fruit.
No, no, I think fruit is healthier than water.
In a classroom activity, the teacher introduces a game where students practice second conditional sentences The first student begins with a second conditional clause, prompting the next student to reformulate the outcome into a new condition This collaborative exercise encourages creativity and reinforces the understanding of conditional structures in English.
If I had a million dollars, I would buy a yacht, and if I bought a yacht, I would go sailing However, if I went for a sail, there might be a storm.
Practice based on prompts is usually meaningful practice
•Using mime or gestures as prompts
•Using information sheet as prompts
•Using key phrase or key words as prompts
•Using chained phrases for story telling
Using information sheet as prompts
Names Favorite subjects Favorite sports Favorite food Hobbies
Lily Maths Basketball Pork Music
Susan Chinese Ping-pong Eggs Reading
David English Football Ice- cream Collecting stamps
Teacher: What about you? Tell your neighbor
STEPS TO TEACH A GRAMMAR ITEM
- Presenting the context in which the grammatical structure appears
- Aim:To get the Ss see the structure – its form and meaning in context.
STEPS TO TEACH A GRAMMAR ITEM
The focus is temporarily on the grammar item itself
Aim: to get the Ss perceive and recognize the grammatical item what it looks like.
Here you will try to make Ss analyze the isolated items.
The goal is to help students understand the formation, function, and significance of structures, enabling them to grasp the rules that govern these elements By exploring the various aspects of structure, students will gain a comprehensive understanding of its components and how they interact.
STEPS TO TEACH A GRAMMAR ITEM
The T helps Ss formulate the grammar rule
The T helps Ss to modify an add to the rules as necessary
Students apply rules to their own writing and speaking samples
The teacher plays the video “Go go – I can swim” – Ss watch
The Teacher asks Ss to give all the sentences in the video that contain “can” and “can’t”
the teacher write on the board and read out the sentences at the time.
The teacher helps Ss to analyze the sentences.
In Step 4, we focus on expressing ability and inability using modal verbs The verb "can" indicates present ability, as in the example "I can speak English." Conversely, "can't" or "cannot" conveys present inability, demonstrated by the sentence "I cannot play boxing." It's important to note that "cannot" is written as a single word The basic structure for these sentences is subject + modal verb.
1 Use examples to teach grammar.
2 Build upon concepts that are familiar to the student.
3 Give students plenty of time to practice.
4 Make the instruction appropriate for your students.
5 Plan games and interesting activities.
6 Correct students in a positive way.
Your student says, “I catched the ball.”
T1: No, you don’t say I catched the ball.
You say I caught the ball.
T2: You caught the ball? Did you score a point?
T3: You mean you caught the ball?
TEACHING WRITING
SS’ PROBLEMS IN SPEAKING – HOW TO
• Use pair work/group work
• Let the intrinsic & extrinsic work together
Ss only use language that has been taught
• Students pretend they are in various social contexts and have a variety of social roles.
• In role-play activities, the teacher gives
•Simulations are very similar to role- plays but what makes simulations different from role plays is that they are more elaborate.
•In simulations, students can bring items to the class to create a realistic environment For instance, if a student is acting as a singer, she brings a microphone to sing and so on.
In this collaborative activity, students will work in pairs, with one partner possessing information that the other lacks The objective is for each student to share their unique insights, fostering effective communication and teamwork.
•Information gap activities serve many purposes such as solving a problem or collecting information.
• On a given topic, students can produce ideas in a limited time Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely.
• The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to share new ideas.
• Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates.
• Storytelling fosters creative thinking It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.
•This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle.
In this engaging classroom activity, the teacher begins by telling a story but pauses after a few sentences Each student then takes turns continuing the narrative from where the previous student left off, fostering creativity and collaboration This exercise not only enhances storytelling skills but also encourages active participation and listening among students.
•Each student is supposed to add from four to ten sentences Students can add new characters, events, descriptions and so on.
•Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news.
•Teacher can also ask their Ss to watch a specific program on a specific channel.
Time of the program should be given well-in-advance.
•Then the students could be asked to report back what they have seen and express their views concerning what was presented in the program or cartoon film.
• Students should form groups of four
• Each student in a group will choose a card and ask the other people in the group questions in the card.
• Ss can also ask other questions related to the topic.
•This activity is based on several sequential pictures.
Students are encouraged to narrate a story based on sequential images, focusing on specific criteria set by the teacher, including required vocabulary and grammatical structures.
Utilizing pictures in speaking activities can enhance student engagement and communication skills One effective method involves providing each group of students with a distinct picture to analyze and discuss After collaborating within their groups, a designated spokesperson presents their group's interpretation of the image to the entire class, fostering discussion and encouraging public speaking practice.
This activity fosters the creativity and imagination of the learners as well as their public speaking skills.
For this activity students can work in pairs and each couple is given two
Pre-speaking → While-speaking → Post- speaking
•Provide language input (vocabulary, structures)
•Set the task on motion
• Ss work in pairs/groups
• T walks around, monitors, prevents use of L1, helps and take notes
•Ss report back (closed pairs/open pairs/representatives)
•T records mistakes, gives feedback and sums up focused points
• Give precise and clear instructions
• Reduce teacher speaking time in class while increasing student speaking time Step back and observe students.
• Keep most speaking activities short and maintain momentum.
• If an activity is starting to die, stop the activity
• Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
• Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.
•Provide written feedback like "Your presentation was really great It was a good job I really appreciated your efforts in preparing the materials and efficient use of your voice…“
•Do not correct students' pronunciation mistakes very often while they are speaking Correction should not distract student from his or her speech.
•Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.
•Equip Ss with everything they need
(vocabulary, grammar) in speaking activities before hand.
•Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.
TEACHING LISTENING
•To teach Ss the mechanics of writing accuracy and readiness for further writing activities.
•This kind of writing reduces Ss’ chances of making mistakes
•To draw Ss’ attention to words and patterns and punctuation marks.
•i.e: Copy these sentences into your notebook.
•i.e: Put these words in the correct order.
• table/ chairs/ is/ a/ room/ there/ the/ in/ 3/ and
4 Substitution i.e: Write similar sentences about yourself.
“Everyday Kate wakes up at 6 She prepares breakfast for the whole family before preparing herself to go to work.”
5 Sentence building i.e: Write complete sentences using these prompts: a John/write/letter/moment. b you/waiting/somebody?
6 Write a summary based on prompts i.e: Write the summary of the text using these cues:
One day – Annai – home – way – saw – old man – lying – side – street – ill – took – hospital.
……… i.e: Rewrite the following sentence Keep the meaning unchanged. a This café belongs to Mr Smith.
8 Correct the fact i.e: Rewrite the sentences so that they match the picture.
At the market, ɪ saw an old woman sitting in a chair She was selling eggs It was raining.
9 Spelling and punctuation i.e: Circle 5 spelling mistakes and underline 5 mistakes with capital letters in description.
My name’s Robert dawson and I’m Australian I have a degree in
Business Studys from Sydney Univercity, and I have experience working for a computer company my intrests is Soccer.
Stages of controlled writing task
Short writing tasks are usually controlled writing activities and done after a grammatical structure has been taught or writing sentences following oral practice.
- T introduce the task and give clear instructions.
- Ss write in groups or individually in class.
- T gives feedback (orally or by writing key on the board)
•It’s less controlled than the controlled writing – provides only some of the content and form of the sentences Ss will use.
•Finished products will be similar but not exactly alike.
•T helps Ss with ideas by brainstorming; language (vocabulary and structures) and organization.
•Ss can discuss, make note, share findings and plan strategies before they begin to write.
2 ways to guide Ss’ writing:
• Ss read a short text and study some features of itT asks questions to help Ss.
• Ss base on the text to write similar paragraphs/essays.
• Elicitation & brainstorming: T asks Ss questions to help them with ideas and language input.
• On the blackboard, T builds a list of key ideas/vocabulary/structures that Ss need to use.
Jopley is a small town in the north of
Jopley, located on the banks of the River Ouse near Leeds, features a spacious main street lined with a stone church, the town hall, and a cinema The town center boasts a large supermarket alongside numerous smaller shops and cafés The majority of Jopley’s residents are employed at the local factory, which specializes in manufacturing farm machinery.
Bexham — small village — south coast.
Harrow street — two shops — church.
• The details below show how a blind old man was helped by a kind girl.
Use the pictures and notes given to write the story
1 Whom can you see in the picture?
2 Is the man old and blind?
3 What was special about this man?
4 Where did he often play the violin?
5 What did people do to help him?
1 Who used to pass this shopping complex?
2 What did she always do?
Man – old and blind – played violin – collected money
1 What had happened one day?
2 What did she think about?
3 What did she do then?
……… missing – girl concerned went – his house
1 What did she find at his house?
2 What had happened to the old man?
3 What did she do then?
4 Where did she bring the old man to?
1 How did the old man feel?
3 What do you think he will say to her?
1 What do you think the doctor and the nurses will do/say to the girl?
……… found – old man - unwell taxi – sent - hospital old man – grateful
David was old and blind He always sat in front of a shopping complex playing his violin to collect money He was a very talented violinist, despite being blind.
Passerby would drop money into his collection bowl.
Jane frequently visited a shopping complex on her way to her tuition center, where she would pause to engage in friendly conversations During these visits, she often brought him a packet drink or some snacks, showcasing her thoughtful gestures.
One day, Jane was surprised to find David missing Suspecting that something was wrong, she immediately went to his house.
There, she found the old man unwell and shivering on the floor She called a taxi using her handphone and took him to the hospital.
David was very grateful to Jane Holding her hands he said with a faint voice, “I’ll always remember you for your kindness.”
The doctor and the nurses praised Jane for her thoughtfulness.
Stages of guided writing task
- T introduces the topic and gives clear instructions.
- Ss write in groups in class or individually at home.
- T marks Ss’ papers and gives comments
TEACHING READING
WHAT MAKES LISTENING SO DIFFICULT
- Quickly forget what is heard.
- Do not recognize words they know
- Don’t know the important words
- Be trying to understand every word
- Understand the words but not intended message
- Neglect the next part when thinking about meaning
- Cannot cope with the rate of delivery
- Have problems with different accents
Listening for gist involves understanding the overall message being conveyed, identifying the speakers and their audience, and assessing the effectiveness of their communication.
- Listening for SPRCIFIC INFORMATION oWhen we don’t need to understand everything, but only very specific part.
- Listening in DETAIL o When we don’t need to understand everything, but only very specific part.
- INFERENTIAL listening o The type of listening we do when we wish to know what the speaker feels.
-A man speaking to a girl by phone.
-He is asking her for suggestions about movies.
Which are the types of movies she likes:
-Asked her favorite kind of movies
-He is making a party tonight
-Katie doesn’t like action movies because of the violence
-She is not crazy about horror movies
-Love stories are fun to watch
- Man: Fine Well, what do you think of horror movies or love stories?
- Woman: Uh… I’m not really crazy about horror movies, but love stories are often fun to watch Oh, and I really like
-The bottom-up model emphasizes the decoding of the smallest units – phonemes and syllables – to lead us towards meaning
-It means we work at the level of words and sentences then we extract the meaning from it.
-The top-down model emphasizes the use of background knowledge to predict content
-It means we bring to comprehension background knowledge, ideas, information, expectation)
-The guy I sat next to on the bus this morning on the way to work was telling me he runs a Thai restaurant in
Chinatown Apparently, it’s very popular at the moment.
-I sat next to on the bus
-He runs a Thai restaurant in Chinatown
- The guy I sat next to on the bus this morning on the way to work was telling me he runs a Thai restaurant in
Chinatown Apparently, it’s very popular at the moment.
- There was a guy next to me
- He says he runs a Thai restaurant
“I heard on the news there was a big earthquake in China… ”
-Did it cause a lot of damage?
Brainstorming Goal: To generate large numbers of ideas based on a topic or a problem
•All contributions are accepted without criticism.
• whittling the ideas down to do before listening to factual passages with one main topic.
1 From one to many:Ss work alone, making notes on paper before sharing the ideas with the group
2 Poster display:Ss in groups make a poster based on a given topic A time limit on this activity tends to keep the Ss focused
•They are immediate and evocative.
•Ss learn better when seeing images.
1 Pictures: They can be used to help Ss regconize the lesson theme.
2 Picture story: Ss are given a story told inpictures Their task is to tell the story in groups.
Guess what’s happening: Ss make guesses in groups about what’s going on.
Key words: The teacher provides a list of key words from the passage The Ss use these words to predict what will happen in the text.
Example:You are going to listen to a short story by the American humorist
James Thurber calledThe Unicorn in the
Garden These are the main characters, objects and places in the story. a man his wife a policeman a straitjacket a psychiatrist the booby-hatch a unicorn a golden horn
From the key words, do you expect the story to be:
•With slightly higher-level learners
•List of quotations to be discussed
•Ss will relate the quotations to the content of the listening
•“If you think education is expensive, try ignorance”
•“the goal of education is to replace an empty mind with an open mind”
3 Get the students involved i.e: Predicting: People’s appearance
In this lesson, we’re going to listen to people describing someone’s appearance.
What do you talk about when describing someone’s appearance?
What does he/she look like?
What color is her/his hair?
1 Pre-teach words that are essential to the meaning of the passage or to the completion of the set task.
2 Pre-teaching words may also give
1 Marking/checking items in pictures
6 Text completion or gap-filling
- Teacher directs text-related tasks
1 Do focused exercises on grammar or vocab
model another conversation on one just heard
5 Write a summary of the whole
1 T shows a picture of food and drinks
2 T asks Ss to list all the words related to the topic that they know What drinks do they know?
3 T provide vocabulary and have them practice saying Words like ‘coffee’,
4 T give a quick question-and-answer drill with “What do you have for breakfast?”.
5 They now look at three photographs
•a woman at the counter of a café giving her order
•a woman in an office holding a coffee pot and (apparently) offering coffee to a
•manand a woman at a restaurant table being attended to by a waiter.
•The students look at the three pictures and say what they are (a café, an office and a restaurant).
1 Task 1.They are then asked to listen to three conversations All they have to do is to match the conversations to the pictures
(e.g ‘Conversation 1 is in …’) When the teacher has made sure they understand the task, she plays them these tapes.
WOMAN: Good morning An English breakfast, please.
•CLIENT: Oh yes, please That’d be lovely.
•CUSTOMER: A tea, 2 black coffees and an orange juice, please.
Students initially engaged with the tapes through a general listening task, and now they will focus on more detailed listening activities to enhance their comprehension skills.
2 Task 2 Listen again Tick (√) the drinks they have.
•A further listening asks the students to say how many drinks the people had.
•The students are now in a position to role-play offering and accepting various kinds of drink The role-play is a good follow-up to the listeners’ task.