Methodology 2 Review

METHODOLOGY REVIEW I TEACHING PRONUNCIATION Pronunciation activities Sounds Whisper Minimal pairs Triplets Odd one out Stress Finding the word stress Word stress matching Word stress Bingo Sentence stress dictation Guess the meaning of the sentence Intonation Chain drill: - Organize a chain drill or chain game activity - Get students to practice asking and answering questions - Make it fun by using surprising information and asking them to - respond with the correct phrase and intonation Then let them make up their own unusual statements and the others in their group have to respond appropriately Teaching tips Teaching tips to help students hear the sound correctly - There are several stages during your lesson when you can focus on - sounds The drill is a good time for teacher to say the sound correctly several - times for the students to repeat it Let students watch how you and they make particular sound or explain it in Vietnamese - Ear-training - Use dictionaries to find pronunciation Teaching tips for stress and intonation - Use different stages of the lesson to some pronunciation practice - The activities should be short and clear - Give students the chance to recognize sounds and patterns before - you ask them to reproduce them Students must know about stressed and unstressed parts of sentence so they can get the rhythm of English right - Correct word and sentence stress and intonation are just as important as getting the individual sounds right II PRESENTING AND PRACTICING VOCABULARY Modes of presentation Ostensive means Realia Pictures Body • Facial expression • Gesture • Mime and actions Verbal definition Synonyms Antonyms Illustrative sentences Translation Word sets Choosing which word to present - There is no firm rule, but most teachers feel that to new words - are enough for formal attention The words that you select for presentation should be words of special value, but which are not guessable in the textual context A step by step presentation procedure Sound and meaning Repetition Written form Illustrative sentences (optional) 5 Recording vocabulary Using symbols to record vocabulary Using word families Checking activities After all the words have been presented, you can use one of these activities to check vocabulary III Rub out and remember What and where Slap the board Matching Bingo PRESENTING AND PRACTICING A GRAMMAR STRUCTURE The presentation of a structure Presentation of form and meaning Blackboard examples Concept checking Check use, meaning, form and pronunciation of the structure What are typical mistakes when teacher checking? Do you understand? Lengthy questions Complicated vocabulary Target item to check target item Long answers Over-checking Showing the meaning of a structure - Show what the structure means and how it is used, by giving - examples Show clearly how the structure is formed, so that students can use it to make sentences of their own Showing meaning visually Showing meaning through a situation Showing meaning visually and through a situation • Guidelines for an effective presentation Link old and new language Focus on the new target language Introduce the language in context Present one or two structures at a time Present the new language clearly and simply Check use, meaning, form and pronunciation 4 Practice structures Controlled practice • Types of drills Repetition drill using picture prompts/cues Repetition drill using word prompts/cues Substitution drill Questions and answers drill • Steps of a drill: Run through vocabulary The first cue and second cue Deal with the second part of the exchange and as the first part Put the exchange together Ask the students to form closed pairs and practice the target language • What are the features of a good drill? A drill should be meaningful A drill should be consistent and use the same grammatical pattern for all the utterances A drill should have a topic so that all the cues and utterances belong together A drill should have between and cues In a drill, students should formulate the utterance for themselves IV from a cue Less controlled practice Chain game Noughts and crosses Find someone who…? Guessing games a Guess my … (word, sentence) b Guessing the place and action SHAPE OF A GRAMMAR LESSON How many stages are there in a grammar lesson? There are stages Presentation, Practice and Production • Presentation Presentation is where the teacher presents the new language In this stage, the teacher does the work • Practice Practice is where the students are made to practice the new language with the teacher At this stage, practice is controlled and the teacher emphasizes accuracy In this stage, the teacher and students the work • Production Where the teacher makes the students produce the new language they have learnt on their own The students learn to speak by themselves to achieve fluency In this stage, the students the work Timing Presentation: 10 Practice: 20 Production: 15 TTT and STT • Presentation: TTT is about 80% • Practice: TTT is about 40% • Production: TTT is about 5% V SHAPE OF A SKILLS LESSON Textbook VI TEACHING READING Dealing with vocabulary • If the new word is essential for understanding the passage and at the students’ level, it should be taught actively • If the new word is essential but above the students’ level, it should be taught passively • If the new word is not essential for understanding the passage but not too difficult, students should guess the meaning • If the new word is both non-essential and difficult, then students should ignore it Reading activities What is the purpose of pre-reading stage? This stage is to prepare the learners for what they are going to read A Pre-reading tasks: Guess the topic of the text from the heading Brainstorming around a topic word on the board Predict what the text will say Write questions that may be answered by the text B Pre-reading techniques Ordering statements/pictures Jigsaw dictation True/False statement prediction Brainstorming Skimming questions What is the purpose of while-reading stage? This stage is to help the learners understand the text A While-reading tasks Scan for or items for information Skim for the general idea Answer questions Complete sentences Complete a table, map or picture Ask each other questions B While-reading techniques T/F, Y/N, R/W questions and statements Answers given Comprehension questions Multiple choice Gap-fill Grids or forms Matching What is the purpose of post-reading stage? This stage is to help the learners to connect what they have read with their own ideas and experience A Post-reading tasks Discuss what was interesting or new in the text Discuss or debate the topic of the text if is controversial Do tasks on the language or structure of the text Summarize the text, either orally or in writing B Post-reading techniques ‘Wh’ questions Gap-fill Role play VII Rewrite Discussion TEACHING LISTENING Features of a good listening activity - A good listening activity does many things - A good listening activity focuses students’ attention through questions, grids, and visuals What is the purpose of pre-listening stage? This stage is to prepare the learners for what they are going to listen A Pre-listening tasks Discuss a relevant picture Discuss relevant experiences Associate ideas with the topic Associate vocabulary with the topic Predict information about the topic 6 Write questions about the topic B Pre-listening techniques True/false statements prediction Open prediction/Brainstorming Ordering pictures/statements/words Pre-questions What is the purpose of while-listening stage? This stage is to help the learners understand the text A While-listening tasks Identify the exact topic, or an aspect of it Note or pieces of information Answer questions Complete sentences Complete a table, map or picture B While-listening techniques Selecting Deliberate mistakes Grids or tables Listen and draw What is the purpose of post-listening stage? This stage is to help the learners connect what they have heard with their own ideas and experiences A Post-listening tasks Give opinions Relate similar experiences Role-play a similar interaction Write a brief report Write a similar text Debate the topic B Post-listening techniques Recall the story Write it up Role play Personalization Discussion VIII TEACHING WRITING Writing Good writing skills usually develop from extensive reading, some specific training, and a good deal of practice Writing involves the following basic skills - Handwriting or typing - Spelling - Constructing grammatical sentences - Punctuating From controlled to free writing Transformation Gap-fill Questions and answers Substitution boxes Write it up Composition Writing activities A Pre-writing Using a drill Using a listening activity Using a survey Using picture dictation Using a reading text B While-writing Transformation Substitution tables Substitution boxes Gap-fill Questions and answers Write it up Ordering Brainstorming C Post-writing Correction Sharing and comparing Exhibition IX TEACHING SPEAKING Textbook The End! ... themselves to achieve fluency In this stage, the students the work Timing Presentation: 10 Practice: 20 Production: 15 TTT and STT • Presentation: TTT is about 80% • Practice: TTT is about 40% • Production: