Phương Pháp Dạy Tiếng Anh Cho Trẻ Em

Tài liệu hoàn toàn bằng tiếng Anh, trình bày chuyên sâu về phương pháp dạy tiếng Anh cho cấp độ mầm non và Tiểu học. Dành cho giáo viên, học viên đang nghiên cứu giảng dạy và tìm tài liệu chuyên ngành. Có giáo án minh họa đi kèm.

Key subject: TEACHING ENGLISH TO ELEMENTARY CHILDREN Full name: Course date: Table of contents I KEY POINTS FOR TEACHING ENGLISH TO ELEMENTARY CHILDREN Verbal and Physical Development Use of flash cards correctly in the classroom Academic development Cognitive skills development Activities to enhance learning Team work and preparation in the classroom Understanding Professor Rassias methodology for children Activity based methodology activities for all skills Teaching Pronunciation skill 10 Teaching Listening skill 11 Teaching Speaking skill 12 Teaching Reading skill 13 Teaching Writing skill 14 Teaching Grammar skill 15 Lesson Planning 16 Philosophy of Teaching 17 Music and song used appropriately in the classroom 18 Drama used appropriately in the classroom 19 Using work sheets in the elementary classroom 20 Approaches and Methods in the Elementary classroom 21 Behavior management in the classroom 22 Understanding students learning needs II LESSON PLANS III RELEVANT ACTIVITIES I KEY POINTS FOR TEACHING ENGLISH TO ELEMENTARY CHILDREN Verbal and Physical Development The term “elementary children” refers to students whose age starts in kindergarten and usually goes up to 5th grade, but it varies in different school districts In some places it goes all the way up to 6th grade and in some it only goes up to 4th grade The normal ages for these grades are from or until 11 The physical development of primary school students has grown significantly compared to preschool age The motor system is relatively complete, allowing children to perform basic movements quickly, accurately and flexibly Therefore, children often enjoy active games The nervous system of elementary school students thrives The formation of conditioned reflexes is rapid and numerous Therefore, students are very interested in mind games Although not perfect in terms of structure and function, but with such physical prerequisites, students have the necessary psychological and physical conditions to participate in learning environments and activities Starting in grade 1, primary school children have access to written language, in addition to fluent spoken language from the first years of life By the end of primary school, children use written language fluently, gradually perfecting spelling and grammar Language in primary school children is reflected in the ability to read, learn, self-explore and perceive the world around, and from there self-discovery Use of flash cards correctly in the classroom Flashcards are now considered a common and popular learning method for preschool children and primary school students Flash cards are handy, flexible and creative It has a compact, simple and attractive design, helping to create excitement for learners Using of flash cards correctly in the classroom will be highly effective - When introducing FC, it is recommended to follow the number of repetitions of vocabulary according to the rules of the TESOL method to ensure that students listen carefully and pronounce words well - The presentation of FC should be attractive and age appropriate: size, font, color, pictures, laminate - Swap flashcards: During the learning process, you can swap the positions of flashcards to check if students remember vocabulary or not, as well as avoid rote learning - Use flashcards to create activities: turn flash cards into a game for students to participate in There are many activities that can be created for students to learn while playing without the pressure of memorizing vocabulary This is a very effective way to help students learn with flash cards Academic development In terms of language, academic development of the elementary students begins with basic written language exposure and ends with the use of fluent written language, complete with spelling and grammar The ability to use the mother tongue to communicate fluently on a daily basis at primary school age greatly supports foreign language learning Studies have shown that children learn a second language much the same way they learn their native language Starting for children to learn English from - 10 years old (or even earlier) would be the most appropriate age At this time, children's brains are forming the best thinking ability When learning a foreign language, children will approach many new structures and new vocabulary Therefore, children's brains will have to compare and reapply with their mother tongue Parallel reinforcement of two languages helps children achieve positive learning outcomes Cognitive skills development Cognitive skills development includes intellectual and emotional cognitive development Teaching foreign languages to students also requires ingenuity and delicacy in teachers when influencing students Teachers should lead them from vivid and attractive visual images and especially should always pay attention to consolidating emotions and knowledge in parallel At the beginning of primary school age, children's intentional attention is still weak, mechanical memory develops At the end of primary school age, children gradually form skills to organize and regulate their attention; Meaningful memorization and word memorization are enhanced It is advisable to cultivate foreign language skills for children in this period by directing their interest in books with words and without words, which can be literary books, comics, fairy tales to help children gain a capital, rich and diverse languages Children should be assigned tasks or assignments that require their attention and should be limited in time Paying attention to flexibly applying each age at the beginning or the end of primary school and paying attention to the individuality of children, this is extremely important and directly affects children's educational outcomes The vocabulary used to express the content that needs to be memorized must be simple to understand, easy to grasp, easy to memorize and especially must form in students the psychology of excitement and joy when memorizing knowledge Activities to enhance learning Learning English through physical and mental activities is the best way for primary school students to acquire knowledge effectively It is important at this age to attract children's attention Using materials such as toys, coloring books, picture books, music, and practical objects related to the lesson can help better visualize the lesson An important factor in teaching and learning English at this age is the creativity of children and teachers Activities should be organized in a diverse manner, avoiding duplication, suitable for primary school age Some activities to strengthen the spirit of learning can be mentioned as follows: - Game tasks with flashcards - Song tasks - Art and craft tasks - Video shoot - Role-play - Class discussions Team work and preparation in the classroom Teamwork helps students develop skills in communication and cooperation, active listening, and effective speaking Participating in group activities builds children's self-confidence, which benefits all students, even introverts; because communication is the only way to maintain effective teamwork The classroom is the perfect place to develop students' teamwork skills The role of the teacher is very important Things teachers should prepare and some tips to organize effective group activities: - Deeply research and demonstrate like self-teaching to ensure there are no flaws in the way the group works - Assign tasks to students in a group appropriately, promote interaction between students - Ask students to name the group Teachers should call names in groups, encouraging harmony among members - Create opportunities for groups to speak/debate to defend their opinions Teachers who prepare well and students who complete group activities well can achieve high academic performance and long-term future success Understanding Professor Rassias methodology for children The Rassias Method, created and developed in 1964 by Professor John Rassias of Dartmouth College, is characterized by openness and playfulness, bringing positive energy to all students The language barrier is reduced by taking classes with the Rassias method The knowledge in the lesson becomes closer and more real to students through explanations, interesting and creative inquiry activities For children, the application of the Rassias method creates a close learning environment, releases learning pressure, attracts interest and arouses children's brains Teachers through activities and methods of communication encourage children's interest In the classroom children have more opportunities to demonstrate their abilities, making them feel comfortable and relaxed in the learning environment Children are taught that it is ok to make mistakes, thereby becoming more confident in communication activities, not only in English class but also outside the classroom The Rassias Method is a complete teaching method that combines a variety of techniques, above all with a “heart to heart” inspiration This method is completely suitable for primary school age 8 Activity based methodology activities for all skills "Technique(s)" mean tasks or activities the teacher has selected to enable the students to practice the language skills identified in the lesson.The effectiveness of Activity Based Teaching method to teach English language to primary classes and to explore the impact of Activity Based Teaching on developing reading, writing, listening or speaking skills of the primary grade students is very evident when students practice all four skills simultaneously Activity based methodology activitieswhich is lesson related, requiring students to use all skills to participate actively These activities can be conducted in a variety of ways consistent with learning styles for all students' skills: - Visual: Make use of many visual aids such as posters, wall displays, flashcards, realia, displays of students’s work, graphic organisers, etc - Auditory: Make use of audio and video recordings, DVDs and CDs, songs, jazz chants, memorisation and drills - Kinaesthetic: Use games, role plays and other physical activities - Tactile: Employ card and board games, projects, demonstrations, art and crafts, role play, etc Introduce these techniques in your reading and listening activities Teaching Pronunciation skill Teaching English pronunciation for primary school students is an important premise to help them master pronunciation, thereby improving listening, speaking and reading skills much easier This is also considered a golden time to acquire a new language, creating conditions for children to pronounce native English at an early age To help them grasp more quickly how to pronounce syllables in English, teachers or those who directly guide them can start with simple pairs of sounds in English Such as / ʊ / and / u: /; / i / and / i: / or / ɔ / and / ɔ: /;… Single vowels will help children easily absorb in the process of learning English pronunciation When the children have known how to pronounce the basic pronunciation of some simple syllables, in order to stimulate the children's interest in learning as well as their creativity and learning, teachers can teach children to pronounce the pairs of enhanced sounds high in English For example /θ/ and /ð/; /ʧ/ and /ʤ/; /əʊ/ and /aʊ/… The process of pronouncing syllables from a young age will help them form the habit of standard pronunciation like a native Then they can easily conquer difficult English words with structure and sound if they have a good pronunciation foundation Teachers can use specific activities for getting students to practise the pronunciation and rhythm of English: rap/ hip hop/ grammar chants Students with a strong musical intelligence and auditory learning style will enjoy practising these chants 10 Teaching Listening skill When teaching listening, it is helpful to give students lots of practice with hearing a variety of vocabulary in a range of different contexts Steps to teach listening effectively: - Pre-teching vocabulary – Teach the pronunciation and vocabulary prior to commencing a listening activity - Choose topics – that are relevant to the students if not using a curriculum The topic of the dialogue can also help to motivate the students If the topic is not interesting it is less likely that the students will really engage with the material - Create interest – Incorporate activities to have the students motivated and engaged in the listening skill This will relax the students and create more confidence for the students It is essential to have students respond to what they hear in different ways that incorporate a range of different learning styles and language skills Activities and corresponding responses of students so that teachers able to assess the students’ listening ability: - Respond by movement: listen and follow instructions - Respond by drawing: listen and follow instructions - Respond by speaking: listen to questions and respond appropriately - Respond by writing: write answers to questions 11 Teaching Speaking skill In order to improve the effectiveness of speaking skills training and help students achieve their language goals, especially speaking skills, it is necessary to pay attention to the following points: - Regular training for students The more students talk, the more opportunities for practice In communication practice, students can absorb and develop other language skills: for example, body language, listening skills, emotional regulation - Create a comfortable, dynamic and creative learning environment Encourage to use greetings, simple dialogues, commands not only in the English class but also in other places and times This helps students create a habit of speaking and a natural speaking environment, creating a comfortable and confident atmosphere - Organize, arrange and classify speaking activities in class Speaking activities should be arranged on several levels: from patterned speaking activities to free speech practice Activities should be organized and arranged in the following order: practice grammar structures, speaking actions, participating in conversations, observing - Organize and conduct speaking practice stages well In teaching practice, speaking teaching can be divided into the following stages in order: establishing meaningful situations, introducing corpus, practicing, reinforcing and enhancing 12 Teaching Reading skill Reading is a receptive skill Some students find the reading skill easier because they can work independently and at their own pace on reading tasks When teaching reading to elementary students there are several different approaches that can be used - The Phonics Approach - The Whole Language Approach - The Communicative Approach Reading comprehension activities should be organized in steps: a Pre - reading activities: - Introduce the reading using visual aids, explain new words, briefly introduce the content of the reading - Introduce sample sentences: Should review the grammar structures learned and appeared in the lesson for students - For guiding questions: Ask some compelling questions before reading b While - reading activities: - Depending on the content of the course to organize Q&A activities - Silent reading - Check comprehension by working in pairs or groups - Give some other exercises to help students practice what they have learned in the text c Post - reading activities: - Students recall the sequence of reading passages - Summarize the reading - Organize discussion 13 Teaching Writing skill When teaching English writing skills, teachers should create many forms of exercises that are meaningful and suitable for students' levels and requirements Here are some tips for teaching the writing skill: - Be sure to use reosurces that incorporate the interests and needs of your students - Do not mark all errors in student writing Only correct one point being taught in the lesson - Use everyday task for writing skill activites such as songs, vocabularies, and chants - Students only should be asked to write what they can already say The process of organizing a writing activity should be done in steps: a Pre – writing: - Guided questions or questionaire: Ask some probing questions related to the topic of the article you are about to write – Brainstorming: Ask students to list ideas related to the topic they are about to write – Ordering: Give a sample essay with the order reversed and ask the students to rearrange it – Picture Description: Write to describe the content of the picture b While – writing: - Transformation: Provide a sample essay, ask students to change some information and rewrite the essay - Question – answer writing - Writing based on a text c Post- writing: - Sharing and comparing: Students exchange their writing and correct each other's work - Teachers evaluate the quality of writing and correct errors for students 14 Teaching Grammar skill When teaching English grammar, teachers should integrate grammar into communication Then children will develop their own grammar knowledge in this way Approaches that are recommended for teaching grammar: - The Communicative Approach - The Tash Based Approach - The Student Centred Approach Another general approach to teach grammar is to first an activity based on a particualar grammar point After the students have had fun with tasks practising this grammar point, then specific rules of the point can be explained Here are some tips on teaching grammar: - Always incorporate the grammar points with a communicative task to practise - Focus on only one grammar point per lesson - Set reasonable time limits for students to complete work in - Demonstrate a concept well before asking students to complete a task - Use flashcards to explain grammar terms - Only correct one grammar point per lesson - Use team quizzes for review to make it more fun 15 Lesson Planning Teaching English to elementary school students may require the use of a lot of repetition and visual aids Because of the exhaustive nature of language at this level, movement and tactile activities are necessary to increase enjoyment and enhance retention Preparing a good teaching plan ensures a successful lesson - Check to see if all materials and aids necessary for the lesson are available: CDs, flashcards, realia, markers… - Pre-check the equipment in the classroom e.g TV, CD player, smart board… - Keep it simple and fun - Flexibility: not everything goes according to plan, so be resourceful - Accept your student challenges: if your first approach was not well received, try another - Timing and pacing - Pay attention to the students’ body language - Keep instructions suitable to the class level being taught - Use open body language - Use your lesson plan as a guide: know your plan before class and have your plan, close by, on teacher’s desk at all the time - Never take the “teacher book” in the classroom - Always keep track of time 16 Philosophy of Teaching The philosophy of teaching foreign languages in general and English in particular is aimed at the comprehensive development of students Using a variety of approaches, teachers help students acquire the knowledge and skills needed for higher learning Natural Approach: Approach natural language like a child Teachers create an open environment for students to speak English without editing Total Physical Response Approach (TPR): Learn vocabulary and grammar through interactive classroom activities, such as movement games like Biography exchange, Find someone who, etc Audio - Visual Lingual Approach (AVL): Using audios (videos, songs, conversations) to increase language exposure, helping students form natural reflexes Student - Centered Approach: Students are free to explore and develop themselves, share and present knowledge and understanding in their own language 17 Music and song used appropriately in the classroom For elementary students, using music and songs in the classroom enables studesnts to relax and enjoy the listening and speaking skills without the pressure of concentrating on pronunciation There are many ways to incorporate music into lesson themes or to teach a song as a lesson These are some tips for teaching with music ans songs: - Check song lyrics are age or level appropriate - Use song with repetitive lyrics - Use rap chants - Only use English language songs - Allow students to hear the song at least three times before asking them to sing it - Prepare a follow up activity for the song you are using - Sing along with your class - Have students sing in rounds - Allow students choose songs they would like to learn from prepared song list - Play games that incorporate music and songs - Have students write lyrics to music (perhaps just one verse or a chorus) 18 Drama used appropriately in the classroom Drama is about dialogue, about language, and interacting with others in specific “scenes” with appropriate language - all activities we as teachers try to get our students to engage in For elementary students, drama is a great teaching activity It allows students to be active in the classroom and interact with each other without causing disruption At primary school age, most children are quite interested in activities that need to release the body, not sit still for too long Drama activities create linguistic context, making the content on paper come to life Some methods are used to bring drama into the English classroom - Act out the dialogue - Perform reader’s theater - Role play - Write the dialogue for a scene - Act out and put words to an emotion - Give “voice” to an inanimate object - Create a character - Write a monologue - Mime and dubbing 19 Using work sheets in the elementary classroom Worksheets are excellent tools for the reinforcement of vocabulary After students learn the new vocabulary, new grammar point for the lesson and play activities using what they just learned, worksheets can be used to reinforce the material which significantly enhances retention As worksheets primarily focus on the reading and writing skills they should not make up the entire lesson When using worksheets: - Instructions are necessary Make instructions clearly and concisely Use English only - Space: Leave plenty of room on the worksheet for the students to complete their tasks - Material: Do not cram material Only include vocabularies and grammar points being taught in the day’s lesson - Colour: Use whenever possible and pictures if appropriate They will enhance the visual impact of the worksheet and improve student enjoyment - Folder: Have the students keep their worksheets in a folder This will make it easier to find and review - Name and date: This helps to record when the activity was complete and show progress across time 20 Approaches and Methods in the Elementary classroom TESOL approaches deal with the most effective ways of teaching and learning a second or another language For elementary children, there are some appropirate approaches as below: - The Natural Approach - Task-Based Approach - Lexical Approach - Total Physical Response Approach (TPR) - Audio-Visual Lingual Approach (AVL) - Eclectic Approach The TESOL method of teaching refers to a number of varied and active teaching techniques that a teacher choose to use during the lesson to aid students’ leaning through pratice There is no “best” method of teaching However, some methods prove to be more effective than others The point is that each teacher needs to find a teaching style that fits their personality An effective teacher is a passionate teacher who is confident in what they’re doing 21 Behavior management in the classroom In order to effectively manage the classroom, building discipline is a prerequisite for students to have a serious and active learning environment Teachers need to take specific measures to this Whether you are a new teacher or have years of experience standing on the podium, these essential rules below for teaching children will help you run your classroom smoothly and will also help create a positive learning environment for students born About management ideas: - Vary activities - Use plenty of games keep children active - Decorate the classroom and use some of the students handy-work - Praise regulrly - Give rewards - Use team work - Teach by example About activity ideas: - Action songs - Run to the flashcard activity - Slap the board activity - Simons say - Read picture books to the class - Board activities: scrabble, guess who - Internet access to relevant course material 22 Understanding students learning needs Understanding students is the most effective teaching method The teacher's role as a guide and leader in the classroom, and understanding students will help classroom activities to be cohesive and exciting Subtly observe the psychological expressions of students in the process of teaching and education, "penetrate" into the inner world, understand and share the difficulties and problems they encounter in order to learn from them That awakening the abilities, developing skills and perfecting the personality of students is one of the important requirements of modern teaching - Listening: Always spend time listening to students, through lessons, after-school conversations - Recognition: Respect and encourage each individual to develop his or her strengths - Sharing: The interaction between teachers and students should be natural and full of love Also from recognizing and understanding students, teachers also have the basis to choose appropriate educational methods in each lesson to convey knowledge to students most effectively II LESSON PLANS LESSON PLAN 01 Topic: CLASSROOM OBJECTS Level: Primary – Upper begginer Age: 7-8 years old Length: 45 minutes Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing TESOL Methodology: - Communicate Approach - Task-Based Approach - Student-Centred Approach - Ecletic Approach: Flashcards, Worksheet, Games - Total Physical Response Approach - Natural Approach Lesson objectives: - Identify and use new words: bag, book, glue, pen, penceil, pencil case, eraser, ruler - By the end of the lesson the students will be able to represent Resources: the classroom objects to other people Flashcards, Markers, Worksheets, small magnets, real classroom objects, a cartoon box Stage Activity Warm up Simon says Description - Greet and welcome the students (Ss) to the class Timing mins - Have a S come to the board and listen to the teacher When teacher calls out the actions, this S must follow the teacher and the action, but only when hearing “Simon says” For example, “Simon says, touch your toes” This S must touch his/her toes - Have all Ss stand in a cirlce, the teacher has to try and get everyone to an action without saying Simon says If someone does the action and the teacher did not say Simon says, that person is out of the game For example, if the teacher says just “touch your toes” and someone touches their toes, they are Pre-task Q&A out of the game - Take a pen and a paper, pretend writing something on the paper Ask the whole class “What am I doing?”, “Can you guess what I have?”, “What is this?” - Introduce the topic “We will learn about classroom Teaching Vocabulary bag, book, glue, pen, penceil, pencil case, eraser, ruler objects” NOUNS ABOUT CLASSROOM OBJECTS 10 - Show all Ss the preapared classroom objects and let mins the Ss guess what are they The Ss maybe knew it already or not Show the flashcard to introduce the first new word “bag” Use simple body language to help students remember better (wear an imagine bag on shoulders) - Do the same with other new words Give definition, description action and speak clearly the new words when each word is introduced CHECK UNDERSTANDING - Show a sheet of paper with column A (pictures of classroom objects) and column B (vocabularies) - Do an example: choose a picture from column A, match it with a vocab from column B Activity Mystery box - Ask the whole class for the answers - Show all Ss a cardboard box that contains mins classroom objects Cover with a tablecloth or towel so that nobody can see into the box - Have a S come to the board, put her/his hand in box, ask them to touch and identify the objects The S takes objects out of the box to see her/his answer is correct or not - Have all Ss stand in a line, each S in turn puts their hands in the box, feel and identify the objects The S who guesses the most words wins - Correct mistakes if any and praise the Ss when they Teaching Grammar well - Write on the board the structure using different 10 Article a/an colors mins - Keep in hand a pen and ask the Ss “What is it?” The Ss answer using the structure “It’s a/ an…” Have a S stand up, go standing in front of the board and repeat his/ her answer - Have another S go standing instead of the teacher, instruct two students to ask and answer each other - Have other Ss practice in turn After all Ss practice and go back to their seats, practice with all the class by asking “What is it?” Ss says “It’s a/an…” Activity Hot seat - Check one by one for understanding - Have a S come to the board and sit on a chair (hot mins seat) with his/her back to the board Show on board a picture of a classroom object Describe the picture using body language or speaking for the S can guess what that object is - Divide the class into teams, each team will have person sitting on the hot seat Show other pictures on the board then members of each team have to explain the word to the one who is sitting without directly saying the objects Hot seat welcomes a diffirent S every time the object changes The team that guesses Follow up Pairs work more classroom objects will get more points - Ask the Ss to work in pairs mins - Hand out one worksheet to each group - Allow them about minutes to discuss then they have to come up with their best choices - Praise the group which has correct answers - Hand out the homework to the Ss Homework - Explain to the Ss how to it and remind them to finish at home and bring it back to the teacher for checking on next day - Finish the class Back up (if any) Whisper - Have a S stand up and go next to the teacher Whisper in her/his ears one word Then ask with normal voice “What did you hear?” The S have to write on the board that word - Have another S stand next to the first one Ask the first S to whisper a word in the second one’s ears The second one listen, speak and write that word on the board - Have all Ss stand in lines The first one who's in the line hear a word from the teacher This one whispers to the next and so on The S at the end of the line quickly write on the board what he/she listened FOLLOW UP Exercise 1: Write T (true) or F (false) in the box: It’s a pen It’s a bag It’s an eraser It’s a ruler It’s a book It’s a pencil It’s a pencil case It’s a glue Exercise 2: Fill in the blanks with the correct words: to write to contain pens and pencils to contain books and classroom objects to stick the paper to erase to draw to read to measure HOMEWORK Name: ………………………………………………… Date: …………………………………………………… Find the classroom objects names in the word search Then label the picture: LESSON PLAN 02 Topic: TOYS Level: Primary – Upper begginer Age: 5-7 years old Length: 60 minutes Language Skills: Reading, Listening, Speaking, Grammar, Spelling, Vocabulary, Writing TESOL Methodology: - Communicate Approach - Task-Based Approach - Student-Centred Approach - Ecletic Approach: Flashcards, Worksheet, Games - Total Physical Response Approach - Natural Approach Lesson objectives: - Identify and use new words: ball, doll, teddy bear, kite, puzzle, block - By the end of the lesson the students will be able to memorize Resources: the structure: I have a [doll/ ball/ teddy bear] Audio files (songs), slideshow, laptop, projector, flashcards, realia (doll, ball teddy bear…), cloth