Giáo trình Phương pháp giảng dạy tiếng Anh 2

TRƯỜNG ĐẠI HỌC THỦ DẦU MỘT KHOA NGOẠI NGỮ GIÁO TRÌNH PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH (TEACHING ENGLISH – FROM THEORY TO PRACTICE) TS Nguyễn Hoàng Tuấn (Chủ biên) Th.s Trần Thị Thanh Mai Bình Dương, tháng 12 năm 2014 ACKNOWLEDGEMENTS A number of research paper, academic journals and coursebooks from famous authors, i.e Asher, Celce-Murcia, Chomsky, Cunningsworth, Doff, Harmer, Nunan, etc have been adapted for the development of Teaching English – from theory to practice and have changed the theories into something much more pedagogical and practical for those who are interested in how to teach English in reality – whether directly or indirectly I am grateful to Dr Ly Quyet Tien of Thu Dau Mot University for inviting me to compose this book and to our editors for their helps in shaping the book I only hope that they will like the way it has turned out Trần Thị Thanh Mai i AUTHORS’ PREFACE With the ever-increasing development of technology, the classroom teacher and the program coordinator have been approaching a wider variety of methodological options for learning and teaching than ever before They can choose methods and materials according to the learners’ needs, the teachers’ preferences and the constraints of the school or educational setting To others, however, the wide variety of method options currently available confuses rather than comforts Methods appear to be based on very different views of what language is and how a language is learned Some methods recommend apparently strange and unfamiliar classroom techniques and practices This book is written in response to synthesize and organize popular and practical approaches and methods in language teaching as well as to review some useful techniques and principles to deal with a particular teaching skill Teaching English – from theory to practice is designed to provide a detailed account of major issues in language teaching, of ways of teaching English and of ways to plan a lesson To avoid too much reading, each part is designed into various activities ranging from filling the blanks to jigsaw reading Further references are also recommended right after each session This book is designed for prospective or novice teachers who are not yet familiar with the basic theories, methods, and basic practices of teaching English as a Foreign Language or for those experienced teachers needing a further grounding in the most current, up-to-date methods and practices to be more successful in their current teaching The book introduces the basic skills of listening, speaking, reading, and writing as well as issues in language teaching and lesson planning It also introduces the teaching of the micro-skills of pronunciation, vocabulary, grammar, and discourse ii CONTENTS ACKNOWLEDGEMENTS AUTHORS’ PREFACE CONTENTS INTRODUCTION ISSUES ABOUT LANGUAGE TEACHING Chapter 1: How to choose a coursebook 1.1 Criteria to choose a coursebook 1.2 The role of coursebook in language teaching Chapter 2: How to deal with content of language 2.1 Language form 2.2 Language function HOW TO TEACH ENGLISH Chapter 3: How to teach vocabulary 3.1 Methodology in teaching vocabulary 3.2 Principles of teaching vocabulary 3.3 Techniques in teaching vocabulary 3.4 Strategies in teaching vocabulary 3.5 Error correction in teaching vocabulary 3.6 Suggested activities in teaching vocabulary 3.7 Further reading Chapter 4: How to teach pronunciation 4.1 Methodology in teaching pronunciation 4.2 Principles of teaching pronunciation 4.3 Techniques in teaching pronunciation 4.4 Strategies in teaching pronunciation 4.5 Error correction in teaching pronunciation 4.6 Suggested activities in teaching pronunciation 4.7 Further reading Chapter 5: How to teach grammar 5.1 Methodology in teaching grammar 5.2 Principles of teaching grammar 5.3 Techniques in teaching grammar 5.4 Strategies in teaching grammar 5.5 Error correction in teaching grammar 5.6 Suggested activities in teaching grammar 5.7 Further reading Chapter 6: How to teach listening 6.1 Methodology in teaching listening 6.2 Principles of teaching listening iii i ii iii v 12 13 20 23 24 25 35 38 39 42 45 46 55 57 59 60 63 65 66 68 72 74 6.3 Techniques in teaching listening 6.4 Strategies in teaching listening 6.5 Error correction in teaching listening 6.6 Suggested activities in teaching listening 6.7 Further reading Chapter 7: How to teach speaking 7.1 Methodology in teaching speaking 7.2 Principles of teaching speaking 7.3 Techniques in teaching speaking 7.4 Strategies in teaching speaking 7.5 Error correction in teaching speaking 7.6 Suggested activities in teaching speaking 7.7 Further reading Chapter 8: How to teach reading 8.1 Methodology in teaching reading 8.2 Principles of teaching reading 8.3 Techniques in teaching reading 8.4 Strategies in teaching reading 8.5 Error correction in teaching reading 8.6 Suggested activities in teaching reading 8.7 Further reading Chapter 9: How to teach writing 9.1 Methodology in teaching writing 9.2 Principles of teaching writing 9.3 Techniques in teaching writing 9.4 Strategies in teaching writing 9.5 Error correction in teaching writing 9.6 Suggested activities in teaching writing 9.7 Further reading HOW TO PLAN A LESSON CONCLUSION BIBLIOGRAPHY APPENDICES APPENDIX APPENDIX APPENDIX APPENDIX iv 76 78 79 80 86 89 90 95 96 97 101 102 104 105 109 112 115 117 119 120 123 125 128 130 139 140 143 153 159 169 INTRODUCTION Who is the book for? Teaching English – from theory to practice is a book designed for those who are interested in teaching and are just about to teach mostly learners of whatever age What is it about? Teaching English – from theory to practice is about teaching English as a foreign or second language: what it is about, and how to it Here is what it contains  The first two chapters discuss general issues about teaching and learning: how to choose a coursebook, how to deal with content of language  Chapter discusses how to teach vocabulary with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter deals with how to teach pronunciation with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter looks at how to teach grammar with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter mentions how to teach listening with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter suggests ways to teach speaking with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter is about how to teach reading with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  Chapter is concerned with how to teach writing with various aspects, i.e methods, principles, techniques, strategy, error correction, suggested activities and further reading  The last session is about how to plan a lesson  A list of references provides the authenticity and validity of the contents in the book  The book ends with four appendices of lesson plan designed for a whole lesson from grade to v ISSUES ABOUT LANGUAGE TEACHING -1- CHAPTER 1: HOW TO CHOOSE A COURSEBOOK Aims of the chapter: In this chapter, the learners will be provided with some criteria to choose a cousebook as well as the role of a coursebook Chapter includes two main parts: + Part 1.1 Criteria to choose a coursebook This part consists of five activities presenting various criteria to choose a coursebook + Part 1.2 The role of coursebook in language teaching Two activities will be included in this part to deal with the role of coursebook in language teaching 1.1 Criteria to choose a coursebook Choosing a coursebook is a daunting, sometimes overwhelming prospect for both program administrators and teachers Nevertheless, it is a prospect that must be respected as it has significant impact on the ability of students to meet their language learning objectives, and affects both the process of how they learn and the outcomes Many researchers have compiled checklists and guidelines for choosing appropriate course books for different students Some are more detailed and some are less so, but all deal with more or less the same issues It is very important to know what to look for when choosing a book Before choosing a course book for the students in any course, it is important to create a needs-analysis for your own students What will the students need to know by the end of the course or school year? Once the needs-analysis is done, it's a good idea to create a list of items that you consider desirable in a course book Based on these lists, any course book can then be analyzed Below are a few basic questions (to help get you started) that should be asked when we are in the process of choosing a course book for our classes and our students Initial Questions  Do the principles stated in the introduction or teacher's guide reflect my own principles?  Is the teacher's guide comprehensive and does it offer many extra ideas?  Does the book follow the rationale of the current English curriculum? o How I know this? o Where can I check it?  Are the topics covered in the book appropriate for my students?  Is the material appropriate for my students?  Are there enough reading passages and tasks in the book? Are they varied?  Are there enough listening comprehension tasks in the book? Are they varied?  Are there enough writing tasks in the book? Are they varied?  Is grammar presented, taught and practiced in the book? Is there enough practice of grammar in the book?  Are there performance-based tasks in the book? Are these varied and include both oral presentations and written ones?  Is the language authentic?  Is the book appealing to me? Do I think the students will also find it appealing?  Is the font size or style appropriate for the age group of my students?  Do I think I would enjoy using this book? Checklist for choosing a coursebook Use the checklist below to grade each book you inspect This will help you to judge all the books by the same criteria It will also help you to see what you may need to add, substitute, adapt or ignore in the coursebook What does the book offer the teacher? Do the book’s priorities match with your priorities? Does the book seem to what it claims to do? Is it clear how to use the book? Is the book clearly sequenced and structured? Does it provide integrated revision of key items? Are there any useful, additional materials? Does it offer lots of practical ideas? How does the book develop a balance of all skills? Does this meet your needs? Does it provide plenty of varied practice of any one set of language items? 10 Does it help you to set tests? 11 Does the book manage to avoid sexual, racial and cultural stereotypes? What does the book offer the students? 12 Does the book look interesting and fun? 13 Can the students easily see what they have to do? 14 Does the book provide much for them to independently? 15 Does it give them activities and tasks which are interesting and worthwhile in themselves not just language exercises? 16 Does it provide plenty for those children who cannot read and write with confidence? When completing the questions from the table, teachers should then follow this 4stage procedure Step 1: Analysis The teacher can look through the various books to analyze each for answer to the questions on the next page It helps to have a chart to write down the answers for this so that the information is clearly displayed Step 2: Piloting By far the best way to find a book’s strengths and weaknesses is to try it out with a class, seeing which lessons work and which don’t work The teachers are teaching more than one group at the same level, they may choose to teach two different books to compare them Step 3: Consultation Before choosing a book, teachers should try and find out any of their colleagues have used the book before and how well they succeed with it Through discussion, they can get an idea about whether or no book is likely to be right for them Step 4: Gathering opinions Anyone who might have an opinion on the textbook is worth speaking to, from the publisher and bookshop owners, to colleagues and friends It is also a good idea to let students look through the book to see how they react to a first sight of it They they express a preference with what you agree with, they are likely to be more committed to the textbook  Practice Read carefully the following Areas to consider a coursebook and compare these kinds of coursebook: New American Streamline - Connections (Bernard Harley & Peter Viney); Face Face – Pre-intermediate (Chris Redston & Gillie Cunningham); American Headway (Joan & Liz Soars) and Upstream– pre-intermediate (Virginia Evans & Jenny Dooley) based on mentioned nine areas to consider a coursebook Areas to consider a coursebook Area Price Available Layout design and Methodology Skills Syllabus Topic Stereotyping Teacher’s guide Questions to consider How expensive is the textbook? Can the students afford it? Will they have to buy an accompanying workbook? Can they afford both? What about the teacher? Can he or she pay for the teacher’s book and tapes? Is the coursebook available? Are all its components (students’ book, teacher’s book, workbook, etc.) in the shops now? What about the next level (for the next term/semester)? Has it boon published? Is it available? What about tapes, videos, etc.? Is the book attractive? Does the teacher feel comfortable with it? Do the students like it? How user-friendly is the design? Does it get in the way of what the book is trying to or does it enhance it? What kind of teaching and learning does the book promote? Can teachers and students build appropriate ESA sequences from it? Is there a good balance between Study and Activation? Does the book cover the four skills (reading, writing, listening and speaking) adequately? Is there a decent balance between the skills? Are there opportunities for both Study and Activation in the skills work? Is the language of the reading and listening texts appropriate? Are the speaking and writing tasks likely to Engage the students’ interest? Is the syllabus of the book appropriate for your students? Does it cover the language points you would expect? Are they in the right order? Do the reading and listening texts increase in difficulty as the book progresses? Does the book contain a variety of topics? Are they likely to engage the students’ interest? Does the teacher respond to them well? Are they culturally appropriate for the students? Are they too adult or too childish? Does the book represent people and situations in a fair and equal way? Are various categories of people treated equally? Is there stereotyping of certain nationalities? Does the book display conscious or unconscious racism or sexism? Is there a good teacher’s guide? Is it easy to use? Does it have all the answers the teacher might need? Does it offer alternatives to lesson procedures? Does it contain a statement of intention which the teacher and students feel happy with? e The pulp fibers were poured out g The pulp was conveyed under the rollers * READ 1,2 I Pre-teach vocabulary: Brainstorm Teacher - Ss Microwave Household appliances While – reading Post – reading Homework Elicit words from Ss or write them on the board Microwave (n) Vacuum (n) Toaster (n) - Have Ss copy Checking technique :Bingo - Get Ss to brainstorm a list of 10 new words and write them on the board - Ask Ss to choose any 4/5 words and copy them into their paper - Call out the words until someone has ticked all of their words and shout “Bingo” and wins Suggested words : microwave, vacuum, hairdryer, dishwasher, telephone, toaster, washing machine,… II Matching (Read 1) - Get Ss to read the poem on page 151 - Ask Ss some questions to help them understand the reading more + What’s the 1st verse about? + Is the 2nd verse about the appliances used in the kitchen? + What are “doom, chug-chug, vroom, boom”? - Have Ss match the headings to the verses on page 152 - Call on Ss to give their answers - Give feedback and correct Answer Key: - Verse : b Appliances that cook food - Verse : c Appliances that clean or dry things - Verse : a Instrument invented by Alexander Graham Bell III Gap fill : (Read 2) - Tell Ss to read the sentences carefully and fill in the gaps with the inventions taken from the poems - Have Ss compare their answers with their from the poems - Have Ss compare their answers with their partners - Call on ss to give their answer and correct Answer Key: Vacuum Telephone Washing machine Microwave 164 Whole class Individual Individual Pair work Teacher – Ss Pair work Teacher - Ss Hair dryer Toaster Do the exercises in the workbook, page… UNIT 16 : INVENTIONS Lesson : Section - Write 1,2 (page 152, 153) Period 101 : - Language Focus (page 155) Aim : Further practice in using the sequence markers Objectives : Ss can use the sequence markers to describe a manufacturing procedure Teaching aids : Pictures (p 153) cardboards PROCEDURE Stage Steps/ Activities Warm – up * Jumbled words - Put the cardboards with jumbles words on the board - Inform the topic: words related to papermaking procedure Lppu = Llreor = Morever = Darni ver = Berif ver = - Ask each group to write their answer on a piece of paper to hand in Answer key : Pulp remove fibre roller drain * WRITE I Pre-teach vocabulary - Elicit words from ss (a) log: (drawing/explanation) (a thick piece of wood that is cut from a tree) (to) flatten (to make sth become flat) (to) refine (Translation) Chemically (adv) (Translation) (treated in a chemical process) - Get Ss to copy Checking technique : Rub out and Remember - Ask Ss to close their books - Rub out the new English words (one at a time), point to the Vietnamese words and ask Ss “what’s this in English?” - When all the English words are rubbed out, go through the Vietnamese list and get Ss to call out the English words II Gap fill - Ask Ss to read the text on page 152 and fill in the gaps with the right sequence markers to describe the procedure of paper – making - Ask Ss some question to check if they understand the text + What is cut into chips? + What are chips mixed with before they are crushed to heavy pulp? + Why is the pulp passed through rollers? + What is the last step in paper – making? Pre-writing 165 Work arrangement Group work of 4/5 Ss Teacher – Ss Whole class Whole class Whole class While writing Post – writing Home-work Lesson : - Call on some Ss to read the completed sentences - Give feedback and correct Answer key: First Next Then Then After this Finally * WRITE : III Ordering Pictures - Have Ss look at the picture on page 153 - Ask Ss to think of the process of chocolate – making and put the pictures in the correct order - Call on some pairs to give their answers - Ask Ss to listen to check if their answers are correct or not - Read the statements aloud d The fruit harvest is fermented for to days to kill the beans and turn them brown 2.a The beans are dried in the sun 3.e The beans are cleared in special machines 4.c The beans are roasted to bring out the chocolate flavor 5.b They are shelled and ground to produce chocolate liquor 6.f The liquor is made into chocolate candy or cocoa powder - Give feedback and correct Answer key: 6-2-4-1-5-3 IV Write - Ask Ss to rearrange the sentences on page 153 according to the ordered pictures - Call on Ss to give their answer Answer key: d) a) e) c) b) f) - Have Ss use the sequence makers to link the sentences together in a paragraph - Monitor and assist Ss if necessary - Call on some Ss to read their writing for the class - Give feedback and correct - Have Ss copy V Word cue drill (Language Focus 4) - Ask Ss to use the picture and the word cues on page 155 to write a description of how white rice is produced in the traditional way, using the sequence markers - Have Ss complete the sentences orally first - Ask Ss to write the paragraph in their exercise notebook - Monitor while Ss are writing and help if necessary - Call on some Ss to read their writing - Give feedback and correct Answer key: First, the crop is harvested Then the rice plants are threshed (to separate the grains form the straw) Next (After this), the rice grains are husked in the mill to produce brown rice After this, the bran is removed in the mortar and it is finally winnowed to produce white rice Work book: Exercise …………., Page………… UNIT 16 : INVENTIONS Section - Language Focus 1, 2, (page 154, 155) 166 Teacher-Ss Pair word Teacher – Ss Teacher Teacher – Ss Individual Teacher-Ss Individual Teacher-Ss Whole class Individual Teacher – Ss Period 103 : Aim: Further practice in using the passive Objectives: Ss can change active sentences into passive ones and write WH questions in the passive Teaching aids: Cardboards PROCEDURE Work arrangement Stage Steps/ Activities Warm – up * Pelmanism - Inform the topic: Infinitive – Past participle - Divide the class into teams Infinitive Past participle Write written Draw Drawn Sell Sold Win Won Run Run * LANGUAGE FOCUS Pre-teach Vocabulary (to) run a business/company: (translation) (to be in charge of sth) around the corner = very near due to = because of flood (n): (situation) (There might be… When it rains heavily for days) Zipper (realia) xeropraphy - Have Ss copy Checking Technique: Slap the board - Put the English words all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class - Call out the Vietnamese translations and Ss run forward to slap the English words on the board - The student slapping the right word first is the winner and gets one point for his/her team Run a business Xerography Teamwork Teacher – S Whole class Around the corner Zipper Flood Due to Teacher –Ss - Have Ss review how to change an active Teacher – Ss sentence into a passive one Language Focus : - Have Ss exercise on page 154 - Call on some ss to give their answers orally for the class - Get some Ss to go to the board and write the sentences - Give feedback and correct Answer key : a The document was typed by (Mrs Quyen) b The computer was repair (by Mr.Nhan) 167 Pair work Production Homework c The picture was drawn (By Ba) d The lights were turned off (by Hoa) e The cake was baked (by Lan) Language Focus 2: - Have Ss exercise - Ask Ss to compare their answers Call on some Ss to give their answers orally then ask them to go to the board and write the sentences - Give feedback and correct Answer key: a …was awarded… b … won… c … ran… e …was run…/ was sold… f …was closed (or closed)… Language Focus 3: - Have Ss exercise - Go through the underlined words with Ss before have them write questions E.g a The zipper  what b Maize  what in the 16th century  when c by Lewis Waterman  who in 1884  when d in Hungary  where e in copying machines  in which machine  Get some Ss to give their answers in front of the class - Give feedback and correct Answer key : a What was invented by W.L Judson in 1893? What was brought in to Viet Nam by Phung Khac Khoan? When was maize brought into Viet Nam? c Who invented the fountain pen? When? d Where was the ballpoint pen invented? e In which machine is xerography widely used? Transformation Drill (Language Focus 3) -Have Ss change the passive sentences into the active ones -Call on some Ss to go to the board and write their sentences -Give feedback and correct Answer key: a W.L Judson invented the zipper in 1893 b Phung Khac Khoan brought maize into Vietnam in the 16 th century c Lewis Waterman invented the fountain pen in 1884 d Brothers Lazlo and George Biro invented the ballpoint pen in Hungary in 1935 e People use xerography widely in commerce and industry in copying machines -Language Focus 1, 2: Turn the sentences into the active if possible 168 Individual Pair work Teacher-ss Individual APPENDIX 4: Lesson Plan: English UNIT 10: LIFE ON OTHER PLANETS Lesson 1: Period 63: Aim: Objective: Teaching aids: Stage Warm-up Pre-reading Section - Before you read (page 83) - Listen and read (page 83-84) Reading a text about UFOs for details to complete the notes By the end of the lesson, students will be able to know more about UFOs Text books, pictures PROCEDURE Steps/ Activities Work arrangement * Guessing words: T-whole class - Have students guess three words - Give students the number of the letters of each word and give the definitions so that students can guess the words 1) -* This word has 12 letters It is the opposite of identified 2) -* This word has letters It means moving through the air as a birth does 3) * This word has letters It is in form It means a thing that can be seen or touched * Answer keys: Unidentified Flying  UFOs Objects * Chatting: T-whole class - Show the picture on page 83 to the students and ask them some questions about UFOs * What can you see in the pictures? * What we call them in Vietnamese? * Do you know another word for UFOs? (flying saucer) * Do you thing they really exist? * Have you ever seen any films on UFOs? * Do you want to see a UFO? What you want to know about UFOs? * If you saw an UFOs, what would you do? I Pre- teach vocabulary - spacecraft (n): (picture) T-whole class - meteor (n): (visual, picture) - evidence (v): (definition: anything that makes clear, shows or proves) - alien (n): (definition: person on other planets) - capture (v): (synonym: catch (by force) arrest) - device (n): (translation) - claim (v): (translation) * Checking vocabulary: what and where - Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word - Go on until students can remember the words 169 While reading Post read Home work - Get students to write the words again in the correct circles II Guessing the meaning of the words: - Get students to read the text and find the words in the text that have the meanings given in * a on page 84: - Ask students to work in pair - Give feedback * Answer keys: proof, support = evidence falling star or shooting star = meteor unknown/strange people or thing = aliments bringing together or gathering = collecting caught as a prisoner = captured because impossible to see = disappeared III Complete the notes - Have students to exercise 2b on page 84 - Get students to read the text again and complete the notes They have to work individually then compare with their partners - Call on some students to read aloud their sentences * Answer keys: UFO Sightings: a) An aircraft, a weather balloon or a meteor can be mistaken for a alien spacecraft b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours c) There were over 1.500 UFO sightings worldwide in 1952 d) In 1954, a woman and her children saw a UFO above their house e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964 f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft g) A pilot and his plane disappeared after sighting an UFO in 1978 h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden * Discussion: - Have the whole class discuss the topic “UFOs” - Choose good students to be the leader - Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends - Give the leader some questions for him / her to ask his/ her friends * Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house? * Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why you think so? - Have students write the notes on page 84 in their notebook Pair work Group work Individual work Pair work Whole class UNIT 10: LIFE ON OTHER PLANETS Lesson 2: Section - Speaker (page 85) Period 64: Aim: Practice speaking about Mars Objective: By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets Teaching aids: Text books, pictures, posters 170 Stage PROCEDURE Steps/ Activities Warm-up * Word square  Earth S E A R T H  Sun M U M E R C  Mars U R N S A U S S R U B R  Moon A A R V C Y  Mercury M O O N T S - Ask students some questions about the solar system * Which planet is the nearest to the sun? (M) * Which is the biggest? * Which is the hottest? I Pre-teach vocabulary - microorganism (n): (translation) - gemstone (n): (relia) - sparkling (adj): (realia) - creature (n): (translation) - trace (n): (visual) - mineral (n): (example) * Checking vocabulary: Rub out and remember - Rub out the new word one at a time Each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat in English When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words II Revision of model verbs: may – might * Form: May/might + infinitive * Use: We use may, might to talk about present or future possibility - Might is normally a little less sure than may II Matching - Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawing of things Try to guess and match the drawings with their names - Number from to from left and right * Answer keys: 1) Minerals 2) Water 3) Mountains 4) Plants 5) Little creatures 6) Gas 7) Gemstone II Drill - Use the drawing to drill * Exchange: what’s this? This may be water on Mars What are they? They may be minerals on Mars What are they? 171 Work arrangement T-whole class Production Homework They might be plants on Mars What’s this? This may be gas on Mars What are they? They may be gemstones on Mars What are they? The may be little creatures III Practice the dialogue - Have students practice the dialogue between Nam and Hung on page 85 - Call on some pairs of students to practice the dialogue - Correct their pronunciation - Have all students work in pairs to practice the dialogue * Dialogue Nam: What these drawing say, Hung? Hung: There might be water on Mars Nam: And what about those back sparkling spots on the right corner? Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars IV Matching dialogue - Have students make up similar dialogue about the drawings, using the cues in 3a * Sample: You: What these drawing say? Your friend: These may be mountains on Mars You: And what about the red signs on the left corner? Your friend: Well, they might be gas on Mass - Call on some pairs of students to practice their dialogue before the class - Give feedback * Discussion: - Give students the topic “What may there be on Mercury/on the moon/ on Mars?” - Ask students to write the dialogue in their notebooks Whole class Individual work UNIT 10: LIFE ON OTHER PLANETS Lesson 3: Section - Read (page 86-87) Period 63: Aim: Reading a text about a space trip Objective: By the end of the lesson, students will be able to understand the text about a space trip Teaching aids: Text books, pictures PROCEDURE Stage Steps/ Activities Work arrangement * Chatting: Warm-up - Prepare some lectures of a spaceship or of the first travel of man to the moon - Show students that picture and ask them some questions to involve students in the topic of the lesson * Do you want to travel? * Have you ever traveled in our country or broad? * Have you ever dreamed of a trip to space? 172 Pre reading * Do you want to be an astronaut? * Do you think traveling into space takes a lot of money? I Pre-teach vocabulary - push – up (v): (mime) - orbit (n/v:) (visual/picture/translation) - totally (adv): (synonym: completely) - marvelous (adj): (synonym: wonderful) - physical condition (n): (translation) * Checking vocabulary: Slap the board - Write the new words all over board, each word in one circle Push-up Orbit Physical condition Space trip Totally Marvelous While reading T-whole class - Call on two teams of students to the front of the lass - Call out the Vietnamese and two students run forward to slap the English equivalent on the board The students slapping the correct word first get one mark - Go on until all the word is slapped II Ordering statements - Show the poster of five statements on the board - Have students work in pair to put the statements in order to show what they need and get in Joining a trip space Get a letter from a doctor to show you are in perfect health See pictures of the earth, its interesting places, and the stars from very far Feel tree and enjoy wonderful feeling Get ready and be in an excellent physical condition Get on the trip - Give feedback - Have students read the text and check their guess * Answer keys: a b c d e I Comprehension question: - Have students read the text again and work in pairs to answer the questions on page 87 - Call on some students to answer the questions loudly - Correct their answer - Get students to practice asking answering the questions * Answer keys: 1) What will you have to if you decide to take a space trip? - If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push – ups to have an excellent physical condition 2) What must you if you want to show you are in perfect health? 173 Pair work Post reading Homework - If you want to show you are in perfect health, you must get a letter from the doctor 3) What scenes on the earth can you see from the outer space? - You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains 4) How many times a day can you see those scenes? - We can see those scenes 16 times a day 5) What things can you while you are in orbit that you cannot when you are on the earth? - We can walk on the wall or on the ceiling * Discussion: - Give students the topic of the discussion “If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along? - Divide the class into groups The students discuss on groups - Ask each group to choose one leader who will present his/her group’s opinions - Help students to show their ideas Group word Individual work - Get students to write a short paragraph to answer the questions in the discussion UNIT 10: LIFE ON OTHER PLANETS Lesson 4: Period 66: Aim: Objective: Section - Write (page 88-89) Writing an exposition about rhea existence of UFOs By the end of the lesson, students will be able to write an exposition about the existence of UFOs Teaching aids: Text books PROCEDURE Stage Steps/ Activities Work arrangement * Jumbled words: Warm-up T-whole class - Write the words whose letters are in random other on the board - Divide the class into two teams Students from two teams go to board and write the correct words (rearrange the letters in correct order) The team which writes more correct words first wins the game ucinionttrod = introduction oybd = body nculcoonsi = conclusion taimnenterent = entertainment caret = trace peapaceran = appearance I Pre-teach vocabulary - imagination (n): (translation) Pre-writing - trick (n): (definition: a cunning action) T-whole class - man – like creature (n): (translation) - mysterious (adj): (definition: difficult or impossible to explain) - Flying saucer (n): (synonym: UFO) * Checking vocabulary: What and Where - Write the new words on the board, one word in each circle 174 Imagination Trick While writing Post writing Mysterious Flying saucer Exist Man – like creature - Ask students to repeat the words chorally the rub out word by word but leave the circles - Go on until all the circle is empty - Get students to go to the board and write the words again in the correct circles II Matching: - Get students to exercise 6a on page 88 - Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A * Answer keys: Introduction: I don’t believe there exist UFOs even though Many new sappers talk a lot about them Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light Secondly, there are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground Conclusion: There fore, UFOs are just the imagination of some writes and they exist only in films for entertainment III Reading the dialogue - Have students read the dialogue between An and Ba about the existence of UFOs - Give students some questions to make sure they understand the dialogue * Comprehension questions: Does An believe there are UFOs? (No, he doesn’t) Does Ba believe in UFOs? (Yes, he does) What does An think about UFOs? ( He think that is might be people’s imagination) Why does Ba think UFOs exist? (Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?) What evidence makes Ba believe in UFOs? (There are plenty of photos of them and the mysterious circles on the fields) - Call on some students to answer the questions - Correct their answers - Ask students to practice asking and answering in pairs * Writing: - Get students to use Ba’s opinion to write an exposition about the existence of UFOs - Let students write the exposition individually then share with their partners and correct mistakes by themselves 175 Pair work Individual work Pair work Pair work Individual work Pair work T-whole class Home work * Suggested writing: “I believe UFOs exist because article and reports in newspapers talked a lot about their appearance First, many people from different countries reports that once saw flying saucers Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain So I think UFOs are not human’s imagination They are real; and we should be ready to welcome their visits” * Correction: - Collect some writing to correct the mistake before the class - Call on some students to read aloud their writings - Get students to write an exposition, using An’s opinion Individual work UNIT 10: LIFE ON OTHER PLANETS Lesson 5: Section - Listen (page 3) - Language Focus - Period 67: Aim: Listening for details to complete a table and further practice in modal verbs – may, might Objective: By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that Teaching aids: Text books, pictures PROCEDURE Stage Steps/ Activities Work arrangement * Shark’s attack: Warm-up T-whole class - Prepare a shark (or a crocodile) and a school girl/boy on cards - Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps) - Draw gaps for the word: MOON - Get students into teams (or ask them as a whole class) They have to try to guess the letter If their guess is right, they will get one mark (The girl/boy stands till) - The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy - The game can go on with the words: * Temperature Pre listening * Lake * Mountain ……………………… I Pre-teach vocabulary T-whole class - expert (n): (definition: a person who has special knowledge, skill or proactive) - crater (n): (visual/picture) - one – sixth - two – fifths * Checking vocabulary: Matching II Prediction - Set the scene: “You will listen to the description of the moon But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect” Pair work 176 While listening Presentation - Have students work in pair to tick the statements that they think they are correct - Give feedback a There is no air on the moon b There are rivers and lakes on the moon c There is no sound on the moon d It is very cold at night on the moon e During the day the temperature is even lower f There are no round holes on the moon g There are no mountains on the moon h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two weeks I Listening and checking: - Have students listen to tape twice and check their perdition * Answer keys: a, c, d, f, i, j * Tape transcript: “Good evening Welcome to our Science For Fun Program This week, we’ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent because there is no air Of course, there will be no music, no sounds There are no rivers and no lakes At night, it is very cold The temperature rises to 100 0C above zero There are great round holes on the moon They look like big lakes They are called craters There are more than 30.000 craters on the moon There are also high mountains The highest mountains on the moon are about 26.000 feet or 8.000 meters high And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth If you weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion You can take very long steps as well And… May be you won’t sleep very well because one day the moon lasts for weeks So, is there life on the moon? I’ll leave the questions for you answer yourself” II Comprehension questions - Give students some questions and ask them to work in pair to answer them - Give feedback * Questions: Why are there no sounds on the moon? How many craters are there on the moon? How much will you weigh on the moon if you weigh 50 kilos on the earth? Will you sleep very well on the moon? Why? Why not? - Let students listen to the tape once again (or twice) and they check their answers - Call on some students to read aloud their answers Corrects their answer and let them listen to a tape again if they can’t answer the question * Answer key: Because there is no air on the moon There are about 30.000 craters on the moon 177 Pair work Practice Production If I weigh 50 kilos, I’ll weigh only a little more than kilos No, we won’t Because one day lasts for two weeks on the moon - Ask students to practice asking and answering in pairs * Revision of modal verbs: may and might * Form : May/Might + infinitive (without to) *Use: * May/Might is used to talk about present or future possibility * Might is normal a little less sure than May * Drill: - Have students look at the pictures on page 89-90 to exercise in Language Focus - Get students to work in pairs They have to practice asking and answering a E.g S1: What may it be? S2: It may be a look or it might be a game b What may it be? It may be a box of crayons or it might b a box of plaint c What may it be? It may be a football or it might bad a basketball d What may it be? It may be a boat or it might be a train e What may it be? It may be a flying saucer or it might be a meteor f What may it be? It may be an evening star or it might be a spacecraft * Guessing game: - Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb… - Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present - The game goes on until the time is over 178 Pair work T-whole class ... 6.1 Methodology in teaching listening 6 .2 Principles of teaching listening iii i ii iii v 12 13 20 23 24 25 35 38 39 42 45 46 55 57 59 60 63 65 66 68 72 74 6.3 Techniques in teaching listening... APPENDIX APPENDIX APPENDIX APPENDIX iv 76 78 79 80 86 89 90 95 96 97 101 1 02 104 105 109 1 12 115 117 119 120 123 125 128 130 139 140 143 153 159 169 INTRODUCTION Who is the book for? Teaching... in L2? Level High-frequency words Number of Words 2, 000 Text Coverage % 87 Academic vocabulary 800 Technical vocabulary 2, 000 Total to be learned 4,800 98 Low-frequency words 123 ,20 0 Total 128 ,000