Tài liệu bồi dưỡng Let''''s learn English-Book 1

Overview bookTraining 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 200

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 forYoung Children and Teaching English for High School Students

To train teachers on new methodology (communicative approach with goodgrammar 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)

Poster Set (Sample): adapt pictures from the SB

Tape (Sample): Theme 1

PART 1

Teaching Young Learners

1 Basic Principles behind Learning

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

1.4 Relating new information to prior knowledge

Teachers can discuss the content of the lesson before finding out what studentsalready 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,

1.9 Helping students learn to use what they have learned

Teachers can help students to apply what they have learned at schoolby

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 byGiving 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 ownlearning

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

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

By using group work

students can interact with each other but can still easily turntheir heads to face the board and teacher

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 vocabularythey 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

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 behindher 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

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 usedYounger 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

The setting of time for teaching: 2 periods (of 35-40 minutes) per week x 35weeks 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 andspeaking are focused

Provide for students a number of basic and simple knowledge of English as ameans of developing communication skills, including phonics, vocabularyand grammar

Help students to deal with the people, countries and cultures of nations inwhich English is used as a native or second language

Under themes are topics which may be considered as units

Through the 12 units, students will be able to practice communicativecompetences or tasks within approximately 120 words

The language focus such as phonics, vocabulary and grammar are tools tobuild up communication skills

1.4 Content of grade three curriculum

Themes/Topics Competences* Language focus**

Present Simple: be,

have This is/That is/Let's,

Wh-question: what,

how

Yes/No question: Is it

? Is there ? Are there ?

Imperatives

Modal: may

Personal/impersonal pronouns

Talk about quantity of pets and toys

1 5 Teaching and Learning Conditions

Ensuring the setting of time (70 periods, each period lasts between 35-40minutes) for grade 3

Having enough teachers meeting the requirements of enthusiasm, job loyalty,good qualification and be trained and educated regularly the newcurriculum and teaching methodology

Making sure that there are enough textbooks, workbooks for students, guidingbooks, reference materials for teachers and audio-visual teaching/learningaids for teachers and students

Testing and evaluating must follow closely the targets and contents of thecurriculum and the standard level of knowledge of the subject

Direction and administration of teaching and learning must follow correctly thecurriculum with careful and serious considering and checking

2 Let’s Learn English - Book 1 – Student’s Book

The content of language should ensure the reality, accuracy, contextualizationTypes of lesson, tasks, activities should have a harmonious combinationbetween texts, pictures, sounds, between communicative skills andlanguage components, between presentation, practice and application

Learners should be considered as center of the teaching-learning process

Be suitable to student’s age, demand, experience and knowledge

Look, listen and repeat

Look and say

Listen and number

Read and match

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 the words to make sentences

Reorder the sentences to make a dialogue

Complete the dialogue

Complete the sentences

Writing

Look and write

Let’s play

4 Let’s Learn English – Book 1 – Teacher’s Guide

4.1 Teaching points

2 Competencies

3 Language focus

PhonicsGrammarVocabulary

Goal: the goal of the task that student should be able to achieve

Input: the activities/task (in the textbook) and/or exercise (in the workbook) that students should use to practice

Procedure: the steps that teacher may follow to help students achieve the goalOutput (Key answer): The outcome the students should achieve

There are other components that are related to G-I-P-O They are:

Notes: to explain the uses of phonics, vocabulary or grammar

Tapescript

Follow-up activities

PART 3

How Children Learn

1 Learning Styles & Teaching

Students learn better and more quickly if the teaching methods used match their

learning styles

As learning improves, so too does self-esteem

Students who have become bored with learning may become interested once

again

The student-teacher relationship can improve because the student is more

successful and is more interested in learning

2 What is your learning style?

What comes to your mind when you hear the word “dog”?

Do you see a picture of an animal, hear 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

What does 4-1-4 stand for?

enjoy puzzles, patterns, card games, memory games

Visual learners

love to sit up in the front of the class,

need to “see” what the teacher is talking about,

make meaning through pictures,

Dictate words or phrases

Get students to draw pictures to illustrate the meaning

Kinesthetic learners

are explorers,

like to get up, move around and touch things,

enjoy activities such as charades, or pantomiming games

love to get up and interact with others,

love to do cooperative activities that give opportunities to work and learn from fellow students such as pair work, interviews, group projects, survey

Intrapersonal learners

are self-motivated and prefer to work on their own,

are shy but have a good sense of self and are quite secure,

enjoy personalization activities:

drawing, writing and talking about one’s own family, house or school

Left-brain dominated

are intellectual,

process information in a linear way,

tend to be objective (unbiased, fair),

prefer established, certain information,

rely on language in thinking and remembering

Helping the Left-brain dominated by:

Giving verbal instructions and explanations

Setting some closed tasks to which students can discover the “right” answer

Right-brain dominated

are intuitive,process information in a holistic way,tend to be subjective (give personal opinions)prefer elusive, uncertain information,

rely on drawing and manipulating to help them to think and learn

Helping Right-brain dominatedWrite instructions as well as giving them verbally

Show students what you would like them to do

Give students clear guidelines

Set some open-ended tasks for which there is no “right” answer.Use real objects that students can manipulate while learning

Sometimes allow students to respond by drawing

4 Planning for preferred learning styles

4.1 Stage 1: Activities that help students connect with the lesson

ExampleStudents discuss what they know about the topic of the lesson as a whole class or in small group;

Students predict what a reading passage/story will be about from the title

4.2 Stage 2: Activities that give students new information

ExampleStudents listen to a presentation of the new information;

Students read a text;

Students watch a video which presents the new information

4.3 Stage 3: Activities that give students a chance to practise the new information

ExampleStudents discuss questions based on the new information;

Students use the new information to create a poster;

Students use the new information to develop a role play or drama

4.4 Stage 4: Activities that give students a chance to extend their ideas

Get students interested in what they are going to learn:

show students photos, real objects, music or fun activity related to the new material;

present a simple question that they will be able to answer by the end of class with what they have learned;

tell students what they are going to learn and what kinds of activities they will do during class

5.2 Organising classroom equipment and materials:

•Make sure you have all the materials you need;

•Make sure that everything actually works and everyone can

see/hear it;

•Get the visual aids ready in the order that you plan to use them;

•Sort out worksheets for quick and easy distribution

5.3 Using presentation techniques:

•Speak clearly and use facial expressions and body language to

make your meaning clear;

•Make eye contact with all the students frequently;

•Try teaching from different parts of the room;

•Control teacher talking time

5.4 Grouping students for activities

Vary the methods you use to organize students into pairs or groups:

Make sure that each student in the group has a role to play;

Monitor groups to ensure participation

5.5 Checking for understanding

•Watch your students Are they doing what you’re expecting or do

they look confused?

•After you have given instructions, ask one or two students to

demonstrate the activity

•When you ask questions:

- pose the question first so that everyone pays attention and prepares to answer,

- name an individual student to answer

5.6 Closing class

•Always wrap up the lesson Do not simply stop in the middle of an

activity

•Take a few minutes to review what students have learnt Ask them

to tell you what they’ve learnt

Always have an extra activity ready in case there’s extra time

1.2 To achieve the aims related to this skill, the teacher plays an important role:

a) It is important to help pupils prepare for the listening task

well before they hear the text itself

First of all, the teacher must ensure that:

the pupils understand the language they need to complete the task;

they are fully aware of exactly what is expected of them;

they are reassured that they do not need to understand every word they hear

b) The next important step is to encourage pupils to anticipate

what they are going to hear:

Present the listening activity within the context of the topic of

c) During the listening the pupils should be able to

concentrate on understanding the message so make sure they

are not trying to read, draw, and write at the same time

Always give a second chance to listen to the text to provide a new opportunity to those who were not able to do the task

d) Finally, when pupils have completed the activity, invite

answers from the whole class

Try not to put individual pupils under undue pressure

Confirm whether an answer is correct or not by playing the cassette again and allow pupils to listen again

List all the answers on the board and play the text again so that the class can listen and choose the correct one

Even if the pupils all appear to have completed the task successfully, always encourage them to listen to the text once more and check their answers for themselves

2 Speaking

Two main types of speaking activities are used:

Songs, chants, and poems

encourage pupils to mimic the model they hear on the cassette;

help pupils to master the sounds, rhythms, and intonation of the English language

b) Games and pair work activities

encourage pupils to begin to manipulate the language by presenting them with a certain amount of choice, within a fairly controlled situation

In order for any speaking activity to be successful, children need to know

the reason for speaking, whether this is to play a game or to find out real information about friends in the class

Once the activity begins:

Make sure that the children are speaking as much English as possiblewithout interfering to correct the mistakes that they will probablymake;

Try to 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

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 speaker is saying because they’re too easily distracted by other things that are going on around them

They simply aren’t aware that listening means cutting oneself off from those distractions

Make a poster listing the main rules and teach them explicitly as part

of English

A good listenerlooks at the speaker tries to keep still concentrates on what the speaker is saying thinks about what the speaker is saying asks questions if they don’t understand values what the speaker has to say tries to remember what the speaker has saidFocus on one rule at a time Discuss what it means and why it’s important

Put it into practice immediately by giving a paired task (for example:

“Take turns to ask your partner what she or he did last weekend”)and asking some 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