Methods of teaching english language

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC MỞ HÀ NỘI METHODS OF TEACHING ENGLISH LANGUAGE (PHƢƠNG PHÁP GIẢNG DẠY TIẾNG ANH) Editor: Le Phuong Thao, Ph.D HANOI, 2022 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC MỞ HÀ NỘI METHODS OF TEACHING ENGLISH LANGUAGE (PHƢƠNG PHÁP GIẢNG DẠY TIẾNG ANH) Edited by: Le Phuong Thao, PhD Le Thi Anh Tuyet, M.A Le Thi Vy, M.A Nguyen Thi Thuy Hong, Ph.D Pham Thi Bich Diep, M.A Nguyen Thi Hong Minh, M.A Vu Thi Mai Que, M.A HANOI, 2022 LỜI NÓI ĐẦU Cuốn sách Phương pháp giảng dạy tiếng Anh sách sử dụng khóa học giảng dạy ngoại ngữ, chủ yếu dành cho sinh viên năm thứ tư với vai trò thực tập sinh giáo viên vào nghề Trường Đại học Mở Hà Nội Tuy nhiên, tài liệu tham khảo hữu ích cho người dạy tiếng Anh ngoại ngữ mà chưa đào tạo cho giáo viên đào tạo thời gian trước muốn cập nhật kiến thức lĩnh vực giảng dạy tiếng Anh cho người nói ngơn ngữ khác Phương pháp giảng dạy tiếng Anh sách thực tế, tập trung vào ví dụ giảng dạy thực hành giảng dạy phân tích chi tiết lý thuyết học tập Mục đích chúng tơi biên soạn sách để giới thiệu toàn diện việc giảng dạy tiếng Anh cho người nói ngơn ngữ khác Nó bao gồm kỹ thuật dạy bốn kỹ ngôn ngữ cộng với ngữ âm, ngữ pháp từ vựng, với hướng dẫn cách đánh giá kỹ thông qua đánh giá quy mô lớn dựa lớp học Cuốn sách bao gồm sáu chương với mười sáu Chương giới thiệu nguyên tắc cách tiếp cận việc giảng dạy tiếng Anh cho người nói ngơn ngữ khác, với mục đích giúp giáo viên-sinh viên hiểu nguyên tắc việc giảng dạy chiến lược lớp học nhằm tạo bầu khơng khí động lực thúc đẩy học sinh thành thạo tiếng Anh Chương đề cập đến cách tiếp cận phƣơng pháp dạy học theo hƣớng phát triển hệ thống ngôn ngữ Chương cung cấp chi tiết kỹ thuật giảng dạy phát triển ngôn ngữ, dạy ngữ âm dạy từ vựng Chương đưa phƣơng pháp dạy học kỹ tiếp nhận, nêu bật quy trình dạy kỹ phương pháp dạy kỹ nghe, đọc Chương đề cập đến phƣơng pháp dạy kỹ sản xuất, đề xuất phương pháp dạy kỹ nói viết Chương nói đánh giá quản lý lớp học Chương xây dựng quan điểm nhận thức kiểm tra đề xuất phương thức kiểm tra khác Hơn nữa, kỹ thuật để quản lý lớp học với quy mô khác đề cập Chương đề xuất phƣơng pháp giảng dạy đại, cập nhật việc sử dụng công nghệ việc giảng dạy tiếng Anh ngoại ngữ Mỗi học thiết kế bao gồm: Các mục tiêu cần nhắm đến;  Các kỹ thuật phương pháp áp dụng;  Câu hỏi thảo luận;  Tài liệu tham khảo  Nhìn chung, học xếp có hệ thống, với chủ đề đề cập trước Các chương đứng riêng sử dụng độc lập với Tuy nhiên, giáo viên giáo sinh đọc Phương pháp giảng dạy tiếng Anh từ đầu đến cuối trước họ bắt đầu khóa học Sau đó, họ có nhìn tổng quan nghề nghiệp yêu cầu nghề Cuốn sách sử dụng cho khóa học kéo dài khoảng 80-90 lên lớp Mỗi chương chia thành học; học thường kéo dài từ hai đến ba để học Tuy nhiên, chương riêng lẻ sử dụng làm sở cho khóa học chức ngắn hạn; chương kéo dài khoảng sáu để hồn thành Vì vậy, thầy giảng dạy sử dụng sách cách linh hoạt Cuốn sách dùng giáo trình cho khố học tài liệu tham khảo tồn diện cho phương pháp giảng dạy ngơn ngữ Phiên có số thay đổi so với phiên trước Chúng mở rộng phần thảo luận tập tình sau học để giúp học viên ôn tập lại áp dụng kiến thức học Ngồi ra, chương cơng nghệ thêm vào cơng nghệ khơng phần bổ trợ cho việc giảng dạy tài nguyên cho giáo viên mà hội để học tập Chúng hy vọng bạn thấy sách hữu ích Hãy đọc hành động theo lời khuyên sách Đọc sách hay đánh thức tâm hồn chúng ta, thường không thực theo, đóng sách lại mà không thay đổi Với sách này, việc đọc bạn trở thành hành động, hành động chìa khóa dẫn đến thành cơng Hà Nội, tháng 11 năm 2022 PREFACE The book Methods of Teaching English Language is a book which can be used in a course for foreign language teaching, addressed mainly to the fourth year students acting as trainees or novice teachers of Hanoi Open University However, it is also a useful reference and guide for those who are already teaching English as a foreign language without having had specific training and for practicing teachers who received their training some time ago and are looking to update their knowledge of this field as the field of Teaching English to Speakers of Other Languages Methods of Teaching English Language is a practical book, concentrating on examples of teaching and teaching practice rather than on a detailed analysis of learning theory Our purpose in preparing this book is to produce a comprehensive introduction to teaching of English to speakers of other languages It covers techniques for teaching the four language skills plus pronunciation, grammar and vocabulary, along with guidance on how to assess these skills through large-scale and classroom-based assessment The book is composed of six chapters with sixteen units Chapter introduces basic principles and approaches of TESOL with the aim to enable student-teachers to understand the basic principles of ESOL teaching as well as classroom strategies to create a motivational atmosphere to boost students to master English Chapter deals with approaches of teaching methods based on developing language systems The chapter supplies detailed techniques of teaching process for a language development lesson, teaching pronunciation and vocabulary Chapter provides methods of teaching receptive skills, in which the teaching process for a skill lesson and the methods of teaching listening and reading skills are highlighted Chapter refers to methods of teaching productive skills The methods of teaching speaking and writing skills are recommended Chapter is about the assessment and classroom management The chapter is to establish the views and perceptions about testing and recommend various kinds of tests Furthermore, the techniques to manage different sizes of classes are also mentioned Chapter recommends modern teaching methods, which update you on the use of technology in teaching English as a foreign language Each unit, thereafter, includes: - Unit objectives - Techniques or methods to be applied - Questions for discussion - Suggestions for further reading On the whole, they are ordered systematically, with the more basic topics first These chapters are free-standing and may be used independently of one another However, teachers and potential teachers may want to read Methods of Teaching English Language from cover to cover before they start a training course They will then have an overview of the profession and what it entails The book can be used for a course that would take about 80-90 hours of class time Each chapter is divided into units of study; a unit usually takes between two and three hours to Nevertheless, individual chapters may be used as bases for short in-service courses; a single chapter should take about six hours to get through Thus, there is flexibility in how instructors will choose to use the book As a result, the book may serve as a course text and a comprehensive reference for language methodology There are several major changes that have been made for this edition We have expanded the discussion and situation exercises after each unit to help students to revise the lesson as well as to recycle what they have learnt In addition, a new chapter on technology has been added as technology is not only a supplement to teaching or resources for teachers but an opportunity for learning We hope you will find this book helpful Read it and act on its advice Reading a good book awakens our minds, but too often never gets carried into action, so we close the book unchanged With this book, your reading becomes action, and action is the key to success Hanoi, November 2022 LIST OF ABBREVIATIONS CLT Communicative language teaching ESL English as a second language ESOL English speakers of other languages G Guess IPA The International Phonetic Alphabets KWL Know, want, learn PPP Presentation, practice, production STT Student talking time TESOL Teaching English to speakers of other languages TPR Total physical response TTT Teacher talking time TABLES AND FIGURES Figure 1.1 The Common European Framework of Reference for Languages Figure 1.2 Benefits of Planning a Lesson 25 Figure 1.3 Features of a Good Lesson 26 Figure 2.1 Linear Progression of the PPP Pattern 41 Figure 2.2 The International Phonetic Alphabet 47 Table 1.1 TESOL Methodology 16 Table 1.2 Activities in a Lesson 27 Table 1.3 The Importance of Each Stage 28 Table 1.4 Activities in a Certain Lesson 29 Table 2.1 The International Phonetic Alphabet (IPA) 46 Table 2.2 Techniques for Introducing Grammar 54 Table 2.3 Advantages and Disadvantages of Each Technique to Teach Grammar 57 Table 4.1 The Commodity to be Bought 127 Table 4.2 The Grading Table of Accuracy and Fluency 129 Table 5.1 IELTS Guide to Acceptability 163 TABLE OF CONTENTS Introduction CHAPTER I: BASIC PRINCIPLES AND APPROACHES OF TESOL Unit Basic principles to TESOL and Warm-Ups for the TESOL Classroom Motivation Unit Basic Approaches of TESOL: TESOL Methodology and Learning Styles 15 Unit Planning Lessons 22 CHAPTER II: DEVELOPING LANGUAGE SYSTEM Unit The Teaching Process – The Shape of a Language Development Lesson 37 Unit Teaching Pronunciation 43 Unit Teaching Grammar 50 Unit Teaching Vocabulary 61 CHAPTER III: TEACHING RECEPTIVE LANGUAGE SKILLS Unit The Teaching Process: The Shape of a Skills Lesson 82 Unit Teaching Listening Skills 85 Unit 10 Teaching Reading Skills 94 CHAPTER IV: TEACHING PRODUCTIVE SKILLS Unit 11 Teaching Speaking Skills 122 Unit 12 Teaching Writing Skills 131 CHAPTER V: ASSESSMENT AND CLASSROOM MANAGEMENT Unit 13 Assessment and Evaluation in a TESOL Classroom 144 Unit 14 Class Management 152 CHAPTER VI: APPROACHES TO MODERN TEACHING METHODS Unit 15 Integrated and Communicative Teaching 170 Unit 16 Using Technology in Teaching English 186 References • listen to dialogues about introducing oneself, getting acquainted then fill the information in the blanks - Standard: Make sentences to describe the people in the pictures Listen to the conversations and fill the information in the blanks Free practice describing the people in the class… + Vocabulary: slim (adj); curly (adj); bald (adj); blond (adj) = fair (adj); dark (adj)=; black (adj) + Structures: - It‟s a pleasure to meet you (listening) - I‟d like you to meet… (listening) - Higher: b Skills: All four skills but pay good attention to speaking and listening skills c Education: Educate students to work hard and be friendly 2.5 Preparation a Teacher: books, computer, planning, visual aids, speaker b Students: books, notebook 2.6 Procedures a Organization: (2‘) - Greeting - Checking the number of students b Checking up: (5‘) - Asking and answering about Hoa and Lien c New lesson: (38’) Time Teacher’s Activities Students’ Activities I / Warm up 5‘ Listening - What we usually say when we meet each other after greeting? How are you? • Listen to the teacher and answer the questions Nice to meet you – Write on the board – Present the expressions in the box – Have students listen to the conversations • Read aloud • Listen and complete the conversations • Read aloud to correct and complete them – Give feedback Brainstorming - Ask students to think of the adjectives used to describe somebody‘s build and hair 220 • Work in groups 3‘ Adjectives to describe * Possible answers: - thin - straight chubby - long tall short - color: black/dark overweight - slim blond/grey brown/grey II / Presentation - Show students a picture of Alice and ask them to describe her hair and body build E.g., She has short blond hair She is tall and thin Form S + have / has + adjective + N S + be + adjectives III / Practice Word cue drills - Prepare cards so that students can drill easily a He / small / thin c He / short / chubby e wavy / blond 7‘ b She / tall / fat d short / black f straight / grey • Look at the pictures and read each example aloud • Copy and elicit some examples - Ask students to read their complete sentences aloud 18‘ • Call out all the adjectives • Work individually - Correct and give feedback a He is small and thin b She is tall and fat c He is short and chubby d She has short black hair e She has wavy blond hair f She has straight grey hair Practice speaking • Read the sentences aloud - Ask students to have a look at six people in their textbooks 221 - Call on one student to describe one person, the 3‘ 2‘ • Drill on speaking in front of rest students have to make a guess about who the person is E.g., S1: This person is small and thin She has short blond hair S2: Is this Alice? => Yes - Go on until six people on the poster are described * Write it up: - Ask students to write down all the sentences they have described above class • Write their sentences alone • Listen and copy • Listen to the description and guess who he/she is IV/ Consolidation Remember the important points V / Homework Copy all the correct sentences above Do the homework in the workbook Prepare for the next lesson UNIT 10 SAMPLES OF LESSON PLANS FOR READING SKILLS TEXTS SAMPLE Unit – English 6: My friends Period 2: Lesson Getting started – Listen and Read Preparing date: August 20th, 2021 Teaching date: August 26th, 2021 i The Objectives of the Lesson Knowledge By the end of the lesson students will be able to listen and read a dialogue about Hoa‘s old friend Lien in Hue for general or detailed information - Standard: Read and understand the dialogue between Lien and Hoa 222 - Higher: Ask and answer more questions about the dialogue + Vocabulary: receive (v); smile (v; n), look like (v); seem (v); enough (adv; adj) + Structures: - ― be (not) + adj + enough + to + V(inf.) - Past simple: regular and irregular verbs (review) - Exclamations: What a lovely smile! (review) - What does she look like? To ask about one‘s appearance Skills: All four skills Education: Educate students to study hard and be friendly ii Preparation Teacher: book, planning, visual aids, cassette Students: books, notebooks Set the Scene Listening Text You are about to listen to a text about rubber trees Think of five words you think you will hear Write them down • Glue is made of latex Only four statements are true • Latex is liquid from rubber trees • Rubber trees grow easily in tropical countries like Vietnam • Rubber is useful in industry • Many things are made from it: tires for bikes, motorbikes, cars, etc Answers: iii Procedure Organization: (3‘) ● Greeting 223 ● Checking numbers of students ● Checking up: No checking up New lesson (42’) e 5‘ 10‘ Teacher’s Activities Students’ Activities I / Warm up Pelmanism meet come live think send thought receive met lived received came sent - Give comments and lead in the new lesson • Play games in the whole class II / Presentation Pre-reading a) Pre-teach vocabulary Introduce the aims and provide some new words hear - to seem (translation) - a next-door neighbour: a person who lives • Do group work Work in groups • Listen and jot down what you • Listen and repeat in chorus and individual • Predict meanings Note them down next to your house - to look like (translation) - to receive - smile (v/n) * Checking vocabulary: Rub out and remember b) Pre-reading questions - Provide students with some questions and ask them to work with a partner to answer them Is Lien Lan‟s friend or Hoa‟s friend? What is Lien‟s age? Where does Lien live? Is she a beautiful girl? - Provide comments While-reading - Turn on the tape twice and ask students to read the dialogue between Hoa, Lan and Lien Then check if their responses are right or wrong Answers She is Hoa‟s friend 224 • Work in pairs 15‘ She is 12 years old She lives in Hue Yes, she is - Call up some pairs to show their work in front of class and correct their mistakes or pronunciation - Do corrections and provide feedback: a She lives in Hue b No, she does not c The sentence is “She was not old enough to be in my class.” d at Christmas - Ask them to work in open pairs to practice asking and answering the questions and the dialogue b) Gap filling - Ask students to use either the present simple or simple past tense to complete the paragraph, using some verbs: live – send – be – come Hoa (1) in Hue last year, but now she (2) _ in Ha Noi Yesterday, Hoa's friend Lien (3) Hoa a letter Lien (4) _ Hoa, neighbor when Hoa lived in Hue She (5) _ younger than Hoa She (6) to Hanoi in December - Help students to work on their own and then compare their responses with their partners • Repeat all the right responses and copy them down • Do pairworks • Demonstrate in front of the class • Practice asking and answering the questions and the dialogue - Provide comments lived – lives – sent – was – is – comes - Call some students to read the finished paragraph in front of class • Complete the paragraph by Post-reading Writing yourselves - Ask students to write a paragraph about Hoa and Lan - Give students some suggestions and require them to use the simple present or past tense in their 225 • Read the complete paragraph aloud writing work * Cues: a Lan / Hoa‟s best friend b They / same class / Quang Trung School c d • Write a paragraph about Hoa and Lan Last year / Hoa / to school / first time Lan / show / round / introduce / to new friends - Let students discuss with their partners - Choose some answers and correct them in front of the class 7‘ III/ Consolidation - Memorize the dialogue and demonstrate in front of class details about Hoa, Lan, Lien • Demonstrate in front of class 5‘ IV/ Home work Rewrite all the answers and complete the paragraph on their notebooks Do Exercise 1, in the workbook Prepare for the next lesson • Listen and copy 226 SAMPLE Unit – English 8: My friends Period – Lesson 3: Reading A The aims of the lesson a Knowledge + The aims: At the end of the lesson, students can read a passage describing the characters of of Ba‘s close friends and the exercises – Standard: Read and choose the best answers (Exercise 1) and answer the questions (Exercise 2) – Higher: Write some sentences to describe one of the three friends + Vocabulary: character (n); orphanage (n); sense of humor; joke (n); annoy (v); sociable (adj); generous (adj); outgoing (adj) = easy going (adj); kind (adj); reserved (adj); hard-working (adj) + Structures: - Present simple: be (not) + adj + enough + to- infinitive b Skills: Reading skills c Education: Educate students to learn hard, love their friends, and conserve their friendship B Preparation a Teacher: Lesson plan, English 8-book, pictures, extra boards, flash cards b Students: Review the grammar points and vocabulary of builds and characters C Procedure: a Organization: (2‘) - Greeting - Checking numbers of students b Checking up: (5‘) Describe a friend‘s appearance 227 New lesson: (38’) c Time 3‘ Teacher’s activities I / Warm up Students’ activities Chatting Ask students to talk about their activities they wish to after they finish school work or in their spare time: What you usually after school? (play soccer / play chess / read books / play volleyball) Who you enjoy playing with? - Correct any mistakes if students make and guide them to the new lesson II / Pre-reading Introduce the aims and some new words to students 12‘ • Work in pairs • Listen carefully • Listen and repeat • Predict its meanings and Pre-teach vocabulary - a character (translation: nhân vật ) - an orphanage: a place where children without copy parents live - reserved (adj) - sociable (adj) • Play games - to tell jokes = to tell a story which makes people laugh - sense of humor (translation: có khiếu hài hước) • Work in pairs to predict * Checking vocabulary: what and where - Present the words on the board, put one word in each circle T/F statements predictions: - Stick the poster of T/F statements about Ba and his friends, ask students to read them and guess which statements are true, which are false: a Ba only has three friends – Bao, Song, Khai 228 the word b Ba and his friends have the same characters c Bao – Song – Khai are quite reserved in public d They all enjoy school and study hard - Askstudents to work in pairs - Call on some students to read their predictions and write them on the board • Read their predictions III / While-reading 15‘ - Ask students to open the books and read the text carefully and check their predictions • Read the text and check their predictions - Give feedback a F b F c F d T - Ask students to correct the false statements * Correction (3‘) a Ba has a lot of friends, but he spends most of his time with Bao, Song and Khai b They have different characters • Correct the false statements and copy c Only Song and Khai are quite reserved - Call on some students to read the text aloud (12‘) • Read the text aloud • Listen and copy down Choose the best answer and write - Explain the meanings of the phrases: + does not affect his school work: không ảnh hưởng đến việc học hành + rather shy: nhút nhát + get tired of: chán ngấy… - Ask students to pairwork to choose the best answers - Call on some pairs to report their answers - Listen and correct Then give them the feedback a A b C c B d D Now answer the questions 229 - Let students read the text again and work in pairs • Work in pairs to the exercise - Call some pairs to ask and answer - Correct and give comments • Read their answers aloud a He feels lucky having a lot of friends • Copy down b Bao is the most sociable c Khai likes reading d His jokes sometimes annoy his friends e Bao spends his free time doing volunteer work at a local orphanage - Let students practice asking and answering the questions in open pairs Practice asking and answering the questions • IV / Post-reading 5‘ • - Ask students to group work and talk to each other about their friends, remember to use the adjectives they have just learnt to describe Copy the right answers • Work in groups to talk about their friends - Call on some students to show their work in front of the class V / Consolidation • Demonstrate in front of class Remember the passage 2‘ VI / Homework Do exercises 6, (P10, 11) in the workbook Prepare for the next lesson 1‘ 230 • Listen and copy UNIT 12: TEACHING WRITING SKILLS A Lesson Plan Sample for a Writing Lesson Unit – English 8: My friends Period – Lesson 4: Write Preparing date: August 28th, 2021 Teaching date: September 4th, 2021 I The aims of the lesson Knowledge By the end of the lesson, students will be able to write a passage about the personal information of the friend from word cues - Standard: write a passage about the personal information of the friend from word cues - Higher: ask and answer the questions about the friend + Vocabulary: humorous (adj); helpful (adj) + Structures: Present simple What does he look like? What is he like? Skills - Writing skills: guided writing skills using word cues - Speaking skills: ask and answer about the friend Education - Educate students to learn hard, love friends, and conserve friendships II Preparation Teacher: lesson plan, English 8-textbook, pictures, extra boards Students: books, notebooks, pens… III Procedures Organization: (2’) - Greeting - Checking numbers of students Checking up: (5‘) Correct the exercises New lesson: (38’) 231 Teacher’s activities Time 5‘ I Students’ activities Warm up • Answer the question in Net work What you mention when you want to tell short form about one of your friends? ( Use the words they have learnt in the previous lesson.) II Pre-writing 10‘ * Reading - Ask students to read the information about Tam, then answer some questions a What is his name? b How old is he? c What does he look like? d What is he like? e Where does he live? f Whom does he live with? g Who is his friend? - Ask students to practice asking and answering the questions above - Correct and give feedback a Le Van Tam b He is 14 c He is tall and thin He has short black hair d e f He is sociable, humorous and helpful He lives at 26 Tran Phu Street, Hanoi He lives with his mother and an elder brother g Ba and Bao 232 • Read the information about Tam • Practice asking and answering the questions 12‘ III While-writing - Let's write a paragraph about one of their friends, using the information they have just got - Work individually Then compare with the paragraph in their books - Ask students to write some information about one of their friends, then write a paragraph about her / him - Get students to share with their partners and correct them if possible * Sample Write a paragraph about Tam individually Read their writings aloud His / her name He / she is years old He / she lives at in with … He / she is Write another paragraph, using the sample He / she has …… hair He / she is … helpful He / she has friends, but his / her close friends are and - Call on some Ss to read their writings aloud Demonstrate in front of class IV/ Post-writing 7‘ - Ask students to write a similar paragraph about himself / herself - Go around the class and help students, then ask Write about himself / herself some students to speak in front of class about himself / herself V/ Homework: 4‘ Listen and copy Write a paragraph about one of their family members Prepare for the next lesson 233 234