Tài liệu bồi dưỡng Tiếng Anh lớp 3

Overview book Training workshop On teaching “Let’s Learn English” – Book 1 Written by: Phan Ha Do Thi Ngoc Hien Dao Ngoc Loc Nguyen Quoc Tuan Wong Mei Lin JULY - 2006 Date: 3-7 July 2006 in Hanoi 12-17 July 2006 in Ho Chi Minh City Objectives: To train teachers to understand the differences between Teaching English for Young Children and Teaching English for High School Students 1 To train teachers on new methodology (communicative approach with good grammar foundation) and the use of teaching aids To train teachers to teach effectively using Let’s Learn English – Book 1 (student’s book, teacher guide and workbook) Materials: Overview Book Student’s book Teacher’s guide Workbook Poster Set (Sample): adapt pictures from the SB Tape (Sample): Theme 1 2 PART 1 Teaching Young Learners 1 Basic Principles behind Learning 1.1 Active Involvement a) Learning at school requires students to pay attention, to observe, to memorise, to understand, to set goals, to assume responsibility for their own learning. b) Teachers must help students to become active and goal-oriented by encouraging them: to explore, to understand new things, to master them. Avoid passive listening for long periods of time. Provide hands-on activities. Encourage participation in class discussion and group work. 1.2 Social participation Children learn the activities, habits, vocabulary and ideas from others they grow up with. Teacher can assign students to working groups and guide the groups. Teacher can model and coach students how to co-operate with each other. 1.3 Meaningful Activities Many school activities are not meaningful since students do not understand why they are doing them. Teachers can make classroom activities more meaningful by relating them to life experience. 3 1.4 Relating new information to prior knowledge Teachers can discuss the content of the lesson before finding out what students already know, find out students’ prior knowledge to identify misconceptions, ask questions to help students relate what they are reading and what they already know. Being Strategic Strategies help students understand and solve problems. Strategies can improve learning and make it faster. Teachers can give students a task and ask key questions. Engaging in self-regulation and being reflective ‘Self-regulation’ refers to students’ ability: to monitor their own learning, to understand when they are making errors, and to know how to correct them Restructuring prior knowledge Students have prior beliefs and incomplete understanding that can conflict with what is being taught at school. Teachers need to build on the existing ideas of students and slowly lead them to more mature understanding. Aiming towards understanding rather than memorization a) To understand what they are being taught, students must be given the opportunity: to think about what they are doing, to talk about it with other students and with teachers, to clarify it, and to understand how it applies in many situations. Teachers can promote understanding of the material that has been taught by: Asking students to explain a concept in their own words, Showing students how to provide examples to show how something works, Showing students how to use information from general situations to specific situations and vice versa. 4 1.9 Helping students learn to use what they have learned Teachers can help students to apply what they have learned at school by Insisting on them learning the subject matter, Helping them see how they have applied what they have learned, Helping students learn how to seek and use feedback about their progress 1.10 Taking time to practise Teachers can help students spend more time on learning tasks by Giving students learning tasks that are consistent with what they already know, Giving students time to understand the new information, Helping students engage in active thinking and monitoring their own learning. 1.11 Developmental & individual differences Teachers can create the best environments for developing children while recognising their individual differences Assess children’s knowledge, strategies and modes of learning adequately Introduce children to a wide range of materials, activities and learning tasks Identify students’ areas of strength in different kinds of activities 1.12 Creating motivated learners Teachers must use encouraging words that reflect learners’ performance: Recognise what students have done, Attribute students achievement to their own ability e.g. you have good ideas, Help students believe in themselves, Provide feedback to children about the strategies they use and instructions as to how to improve them, Help learners set realistic goals. 2. Teaching within Constraints 5 2.1 What constraints do you face in teaching? a) Large classes (over 40 students and sometimes as many as a 100), b) limited resources (only a course book that may be culturally inappropriate or too difficult), cramped classrooms and mixed ability students lack of resources in schools to carry out creative methods 2.2 Classroom Constraints: There is very little room for children to get up or for the teacher to move around the class and students must work on their own. The class is dominated by the teacher (who works very hard). Students are very passive and probably restless too. Teachers are concerned that students will be noisy or silly when desks are moved. 2.3 Dealing with Classroom constraints a) By using pair-work Students can easily work together, sharing ideas and peer teaching. This is very useful when your students are mixed ability as stronger ones can help those with problems. They can help explain what they think the correct answers are and share ideas about the language. They will have more chance of success and the teacher can spend time monitoring and helping students rather than trying to help all those with problems or keeping them quiet. By using group work students can interact with each other but can still easily turn their heads to face the board and teacher 6 3. Activities to overcome classroom constraints using pair work 3.1 Dialogue reading: a) Many course books introduce language items with dialogues that children either read or listen to on a tape. Get students to read the dialogues together, taking a part each. 3.2 Writing: is a difficult skill. Get children to work together to produce a piece of writing they have the chance to try out structures and vocabulary they tend to draft (rewrite and improve) much more than when they write on their own. It is also more fun working with another student and easier to sustain energy and interest in the task. For example, your students have been learning vocabulary to describe people. Choose a character appropriate for the age of your students. First ask the students to shut their eyes and imagine this character. Then they tell each other what this character looked like in their mind’s eye. 3.3 Pair dictations: Students of all ages all like doing picture dictations, which are very easy and get lots of language practice. First the teacher describes a picture and students must draw what they hear. Get students to draw their own pictures without showing them to their partners. Then take turns describing their picture to their partner who must draw the picture. They check each others’ dictations by comparing the pictures. 7 4. Activities to overcome classroom constraints using group work 4.1 Brainstorming: a) Before reading or writing about a particular topic e.g. my friends, get the students in their groups to think up all the words and/or ideas they know and Write them onto one piece of paper 4.2 Discussion: a) This is also good before students read or write about a topic. b) It can also be used to recycle language they have learned. Students have an opportunity to exchange ideas and practise their English in a relatively unstructured but meaningful way. 4.3 Role play: a) Children of all ages like role plays. b) They can be used words that have learnt and to practise real life communications in English. c) Children all love to get up and move around. It gives them a chance to use up spare energy, and to get actively involved in their learning. 4.4 A – Z: can be used with large classes without getting up Choose a lexical set like sports. The student at the front of each line must run to the board and write a sport beginning with A, hand the chalk to the student behind her and then go to the back of the line. The next student goes to the board and writes a sport beginning with B, hands the chalk to the next student and goes to the back of the line and this continues until students reach Z. Other students in a team can help the person writing if they cannot think of a sport. If nobody can think of one they go on to the next letter in the alphabet. The winner is the team with the most sports written on the board by the end of the game. 8 5. Other Ideas 5.1 Label the room: Use the classroom and everything in it as a learning resource. On strips of paper write: door, window, teacher’s desk, board rubber etc. Hand out the strips of paper to different students and ask them to fix the paper on the objects 5.2 Create your own poster: Students can create useful and decorative English posters for their own classroom. All you need are some large sheets of paper – the back of wallpaper or wrapping paper can be used Younger classes can create alphabet posters: Give a letter of the alphabet to all the children (you can just tell them what letter they have). It’s not a problem if there are more than 26 children, you can double up on letters. Each child must think of words that begin with the letter they have and on a piece of paper write their letter big and draw the things beginning with that letter. Collect them all together and fix onto a big piece of paper (in alphabetical order) and put up on a wall. 9 PART 2 Curriculum AND seT of let’s learn English – book 1 1. Curriculum 1. 1 Background English is taught at primary level from grade 3 to grade 5 as an optional subject New National Curriculum and sets of textbooks (Let’s learn English – Book 1 – Student book, Let’s learn English – Book 1 – Workbook. Let’s learn English – Book 1 – Teacher Guide) will officially be started from the school year 2006-2007 The setting of time for teaching: 2 periods (of 35-40 minutes) per week x 35 weeks per year = 70 periods/year 1. 2 Aims Develop the student’s four fundamental and simple communication skills: listening, speaking, reading and writing, among them listening and speaking are focused Provide for students a number of basic and simple knowledge of English as a means of developing communication skills, including phonics, vocabulary and grammar Help students to deal with the people, countries and cultures of nations in which English is used as a native or second language 1. 3 Content The optional curriculum of English is developed following communicative approach: listening, speaking, reading and writing Themes are basic factors to write the teaching content. The four themes are: You and Me, My School, My Family and The World Around Us Under themes are topics which may be considered as units. Through the 12 units, students will be able to practice communicative competences or tasks within approximately 120 words The language focus such as phonics, vocabulary and grammar are tools to build up communication skills 10 [...]... children to report back to the class 3. 2 Model how to be a good listener 3. 3 Play listening games 3. 4 Read to children • Avoid reading just from picture books Children need opportunities to “make the picture in their heads”, while listening to a poem or verbal narrative • Start with a vivid poem, and talk afterwards about the sort of “pictures” it made them see 23 3.5 Use music and song • Music trains... his throat Miss Lucy called the lady, 3 Teaching Grammar 3. 1 Children must study grammar in order to write correctly and to help them make full use of all the parts of speech in composition 3. 2 They need to study grammar in order to read with appreciation 3. 3 The study of grammar helps children to be aware of words and to read with understanding 3. 4 It must be begun while the child is learning to read... a certain order 3. 2 Listen to a story Children enjoy read-aloud sessions Listening and talking help children to build their vocabularies They have fun while learning basic literacy concepts 3. 3 Play a matching game Seeing that some things are exactly the same leads children to the understanding that the letters in words must be written in the same order every time to carry meaning 3. 4 Move to music... knowledge of how words are read and written on a page 27 3. 5 Recite rhyming poems Children become aware of phonemes – the smallest units of sounds that make up words This awareness leads to reading and writing success 3. 6 Make signs for a pretend grocery store • Children practise using print to provide information e.g the price of different foods 3. 7 Retell a favourite story to another person Children... a bark, or visualise the animal? 3 Learning Styles 3. 1 Auditory learners love to play with words and their sounds; do well with talking things through; listen to what others have to say; enjoy storytelling and listening games Logical learners are problem-solvers and rational, numbers-oriented learners Try turning English alphabet into a numerical code e.g 1=A, 2=B, 3= C, 4=D, 5=E What does 4-1-4 stand... treat errors casually by praising what they say and simply repeating it correctly without pointing out the errors; Always praise them even if they do not use English accurately 22 3 Ways to help your pupils learn to listen 3. 1 Teach rules for listening Children who haven’t learned to listen naturally need help in understanding what listening actually involves Many are unable to concentrate on what a... (including themes, units, tasks, language focus) The SB consists of 4 themes, each theme has 3 units, each unit has two sections (section A and section B) and lasts 4 periods After each theme, there is a self-check that help students check themselves what they have learned within the theme Vocabulary is by the end of SB 2 3 Unit structure Section A Look, listen and repeat Look and say Let’s talk Listen and... learn the words of songs, rhymes and poems Organise a recitation competition 3. 7 Use tapes and CDs Using tapes and CDs brings other voices into the classroom, Try sometimes telling the class beforehand that you are not going to rewind the tape In a “rewind culture”, many children don’t bother attending carefully the first time 3. 8 Use dictation Dictation helps in teaching and assessing phonics, spelling... and say Let’s talk Listen and check Say it right Listen and write Read aloud Section B Listen and repeat Let’s talk Listen and number Read and match Let’s write Let’s play Summary 3 Let’s Learn English – Book 1 - Workbook 13 Each units has 9-10 exercises covering the following: Circle the odd one out Complete and read Let’s match Read and match Complete and read Reorder the letters to make words Reorder... Personal/impersonal pronouns Possessive adj/pron Nouns, numbers (110) Adjectives: big, 1 5 Teaching and Learning Conditions Ensuring the setting of time (70 periods, each period lasts between 35 -40 minutes) for grade 3 Having enough teachers meeting the requirements of enthusiasm, job loyalty, good qualification and be trained and educated regularly the new curriculum and teaching methodology Making sure . still easily turn their heads to face the board and teacher 6 3. Activities to overcome classroom constraints using pair work 3. 1 Dialogue reading: a) Many course books introduce language items. character. Then they tell each other what this character looked like in their mind’s eye. 3. 3 Pair dictations: Students of all ages all like doing picture dictations, which are very easy. started from the school year 2006-2007 The setting of time for teaching: 2 periods (of 35 -40 minutes) per week x 35 weeks per year = 70 periods/year 1. 2 Aims Develop the student’s four fundamental