tài liệu thi môn TEACH ENGLISH- a training course for teachers

Presenting vocabulary. 1.Aims of this uint/ purpose 2.Showing the meaning of words 3.Using a new word 4.Vocabulary expansion -The difference between the two sets 5.Active and passive vocabulary: two types of vocabulary Presenting structures 1.Aims 2.Structures and examples 3.Showing the meaning of a structure 4.Showing form and meaning Using the blackboard 1.Aims 2.Techniques for using the blackboard 3.Presenting and practising structures 4.Blackboard drawings Using visual aids 1.Aims -To use visusal aids effectively 2.Visusal aids mean (picture, objects, things for the students to look at), and they are important because 3.Using real objects are in many ways the easiest kinds of visual aid to use in class, as they need no special preparation or materials 4.Using flashcards: good flashcards: large enough, interesting, made on pieces of white card 5.Using chart Teaching handwriting 1.Aims -problems 2.Basic principles 3.Teaching individual letters - 4.Writing word 5.Handwriting problems Pairwork and groupwork 1.Aims 2.Pairwork and groupwork 3.Organising pairwork -Grammar exercieses Eliciting 1.Aims Getting students to guess: because language Reading activities 1.Aims 2.Pre-reading activities Correcting errors

TEACH ENGLISH- a training course for teachers Presenting vocabulary Aims of this uint/ purpose - Teaching the meaning of new vocabulary as well as the from, showing how words are used in context - Techniques for showing the meaning of new words - New vocabulary by asking questions using the new items Showing the meaning of words - Showing meaning visually: showing pictures, real things, drawing, songs… - Giving examples: doing action, gestures, body language - Combining different techniques Picture on board (interesting, students remember it) Facial expression (gives meaning clearly) Examples (show how “smile” is use as a verb) Translation (to make sure everyone understands) Using a new word - Help the teacher to be sure that students really understand the word - They give the students more example of how the word is used, in a way that involves the class - They give a chance to practise other language (big, small, present simple tense, cook ) Vocabulary expansion - The difference between the two sets: The words in are synonyms: they are words of the same type and have the same general meaing (all methods of cooking) The words in are reated by context: they might all be used when talking about cooking, athogh they are not synonyms Active and passive vocabulary: two types of vocabulary - Words which students will need to understand and also use themselves -> acion vocabulary, it is usually worth spending time giving examples and asking questions, so that students can really see how the word is used - Word which we want students to understand, but which they will not need to use themselves -> passive vocabulary It is often best to present it quite quickly, with a simple example If it appears as part of a text or dialogue, we can often leave students to gess the word from the context Presenting structures Aims - What structures are, and how they can be used to make a number of different sentences - Showing the meaning of new structures form - Use situations and examples to present new structures Structures and examples Showing the meaning of a structure Show what the structure means and how it is used, by using examples Show clearly how the structures is formed - Showing meaning visually - Showing meaning through a situation - Ways of showing meaning Showing form and meaning - Focussing on form - Presenting a structure - Model the structure The value of teachers giving their own presentation of a new structure Teacher own examples will mean more to the class and be more interesting so the class will be far more involved - Contrasting strucutres The value of giving ‘rule’ and explanations to the class Well- chosen examples are the clearest way to show how a structures are used by hearing or seeing examples, without ever ‘knowing the rule’ Explanations should always be as clean and simple as possible Using the blackboard Aims - To improve teachers ‘basic technique in using the blackboard - Ways of using the blackboard - To simple drawings - - - Techniques for using the blackboard Writing on the blackboard: how to write effectively on the board Write clearly Write in a straight line Stand in a way that does not hide the board Take as writing Organising the blackboard: clearly and logically Presenting and practising structures Blackboard examples: how to make the structures clearer By underlining By using different coloured chalk By drawing arrows or writing numbers to show the change in word order Structures tables Prompts for practice Blackboard drawings Blackboard drawings Simple pictures can help to increase the interest of a lesson and to show meaning and conveying situationsto the class - - - - Blackboard drawing should be simple and show only the most important details Draw quickly, talk as drawing Simple blackboard drawings: face, stick fingers, places, vehicles Using blackboard drawings Using visual aids Aims With a range of simple visual aids To make their own visual aids To use visusal aids effectively Visusal aids mean (picture, objects, things for the students to look at), and they are important because Showing visuals focusses attention on meaning, and helps to make the class more real and alive Keeps the students attention, and makes the class more interesting Visuals can be used at any stage of the lesson to help in presenting, introducing, practice and reviewing Some kinds of visual aids: Yourself The blackboard Real objects Flashcards Pictures and charts Others Using real objects are in many ways the easiest kinds of visual aid to use in class, as they need no special preparation or materials Using flashcards: good flashcards: large enough, interesting, made on pieces of white card Using chart - Chart is a large sheet of paper or card which the teacher can either hold up for the class to see or display on the wall or the blackboard, be used to display complex visual information - Charts for language practice: advantages of showing these pictures on a chart: To save more time More beautiful - Using chart with a reading text: how to chart might be use: Be shown before students read the text, to present the main ideas and language or to check the class’s knowledge Be on display while the students read, to help themunderstand the text Be use for practice after reading the text, or for review The chart could be used afterwards to correct the answer - Displaying charts The teacher can hold the chart up Two students can come out to the front and hold the chart The students can pin the chart to a wall or to the blackboard The teacher can hang the chart from a piece of string tied acoss the blackboard Teaching handwriting Aims - Basic principles of teaching hand-writing - Techniques for teaching individual letters and joining letters - Techniques for practice in copying words and sentences - To develop strategies for dealing with handwriting problems Basic principles - Introductiob When to start early, because Students can begin to learn individual letters from the very beginning The earlier students begin learning to write, the more chance they will have to practise Students learns to write early, can help with reading and can help them to remember words What style to teach? style of handwriting The first style is printing: the letters are separate, and they look the same as in printed books The second style is simple cursive Most letters are joined, but they keep the same basic shape as in printing The third style is full cursive All the letters are joined, and many have different shapes from printing Advantages and disadvantages of each style Printing is the easiest to learn However, students will need to write in cursive later, so it is probably more convenient to teach them cursive from the beginning Simple cursive is easier to learn than full cursive In full cursive, the loops make it difficult to see the basic letter shape In simple cursive, the letters look the same as those the students read, so reading and writing are more likely to help each other What order to introduce the letters? Possible order to teach the letters Letters with similar shapes are taught together Vowels are introduced near the beginning - Features of roman script Left to right direction Writing on the line Shape and size of letters Joining letters Capital and small letters Teaching individual letters - Teaching a new letter Writing the letter on the lines the board and getting students to copy it several times Giving the usual sound of the letter, so that students can connect sound with spelling Knowing the name of the letter is useful (e.g the vowels) - Pratice Writing word - Joining letters When students have lerant a new letter, they can practice joining it to other letters they know already Letter joins can be taught in the same way as individual letters It is very important to show clearly how we make joins from the end of one letter to the beginning of the next - Copy word Once students have learnt enough letters, they can start writing word and simple sentences The simplest and most controlled form pratice is simple copying Students not hane to produce words of their own, so focus is entirely on handwriting Students can easily it without thinking, and it soon becomes very boring One way to make copying more challenging is to use a technique called delayed copying The teacher writes a word on the board (or show on a card) and the students read it, then the teacherserases the word and the students write it by their memory - Simple copying tasks: another way to make copying more interesting is by including a simple task for the students to Handwriting problems Even after they learnt to write in roman script, students will still have problems So the teacher will need to focus on handwriting from time to time find out each students’ problem and help them deal with it Pairwork and groupwork Aims - To introduce and show the advantages of working in pairs and groups - To organise pair and group work effectively and deal with problems - Pair and gropwork can be used for various classroom activities - To give teachers confidence in using pair and groupwork themselves Pairwork and groupwork - Introduce: What pairwork and groupwork involve In pairwork all the pairwork at the same time with pairs of students speaking in turn in front of the class In groupwork all the group wrok at the same time Pairwork and groupwork are not teaching ‘methods’ but ways of organising the class and can be used for many different kinds of activity - Pair and group work: advantages and problems: + Advantages: More language pratice Students are more involved Students feel secure Students help each other + Problems Noise Students make mistakes Diffcult to control Organising pairwork - Discussion Prepare for the pairwork by establishing what the questions and answers should be Be acitve in starting the pairwork During the activity, move quickly round the class to check that students were talking to see when they finished Instead of waiting for everyone to finish, stop the activity There would be no chance for students to get bored talking about other things After the pairwork, ask some pairs what they said, or ask a few pairs to repeat their conversation in front of the class - Demonstration: give a demonstration to show how the activity could be conducted by askingquestions - - - round the class, or by getting one pair of students to ask and answer n front of the class Dividing the class For pairwork students could work with the person next to them For groupwork students could work in threes and fours along each row or students in the front row could turn round and form groups with those behind Activites in class Pattern practice Practising short dialogues Reading a text and answering question Short writing exercises Dicussions Grammar exercieses Eliciting Aims Value of eliciting Techniques for eliciting - How to encourage students to guess unknown words and structures and to give more imaginative responses Presenting and eliciting - Intrduction Value of eliciting Eliciting involves the class by focussing students’ attention and making them think Eliciting encourages students to draw on what they already know or party know Helping teachers to see what students know and what they not know Eliciting takes more time than straightforward presentation of new language - Eliciting from picture One of the eariest ways to elicit new vocabulary is by using pictures, either in the students textbook or brought in specially Getting students to guess: because language follows rules, it is often possible to guess things which we have never actually been taught, and an important part of learning a language is developing this ability to make guesses - Technique of eliciting Pausing after asking, to give students time to think Varing questioning technique according to the diffculty of the question Eliciting onto the blackboard, building up a set of examples as students’ respond Getting students to imagine: kinds of question - The questions are about things that are quite clear Each question either has a single correct answer or a small range of possible answers Question like these would be to elicit key vocabulary or structures, or to establish a situation or topic - The question requires quite a different kind of answer They require students ti interpret or to imagine There are no single ‘right’ answers to these questions but a wide range of possible answers: students are encouraged to experess their own ideas and feeling Questions like these is to involve the class in discussion and stimlate freer use of language - - - ->Two kind of question are impotant in a language class Questions of this kind can of course be asked not only about pictures, but also about texts and dialogues, and are particularly useful in the study of literary texts Reading activities Aims To the importantce of making students want to read a text To show increase students motivation in intensive reading Pre-reading activities Wanting to read to help them to read, it is important to give the students some reason for reading and to give them information they want to find the answer to Giving a few questions for students to thinks about Organising an activity before students read the text, which arouses their interest Pre-reading activities: some types of pre-reading activitiy Students are given sentenceswhich refer to the text, and they guess whether they are true or false Students are given a summary of the text with gaps, they try to guess what words should go in the gaps Students are given the topic of the text, they write a list of things they know and things they not know about the topic If the text puts forwars an opinion, students discuss the topic beforehand and give their own point of view Readinf the text - Using questions on a text: two main aims To check comprehension To help the students read - Technique Getting students to work in group and getting them to write the answers involving the whole class Groupwork encourages more discussion, and so make students think more carefully about the text, it also gives a chance for good students to help those who are weather However, getting students - - - to write the answers is easier to organise and control, it also helps students practice writing and grammar Completing a table Main purpose is to help focus students’ attention on the main points of the text, make it easier for them to organise the information in their minds Completing the table does not replace asking question Complete the table make the students more interested in answering the question and finding out the meaning of unfamiliar words Eliciting a personal response: value of asking questions It makes them more interested in reading the text They are natural questions to ask about a text Correcting errors Aims To be more aware of the singnificance of learners ‘errors’ To develop positive strategies of error correction Techniques for correcting oral and written errors Correcting spoken errors - Strategies for correcting errors Encourage the students, focussing on what they have got right, not on what they have got wrong Praise students for correct answers, even for partly correct answers Avoid humiliating students Correct errors quickly - Helping students to correct themselves: it is a good idea to give students a chance to correct their own errors, as long as this can be done easily and without holding up the class Correcting written wrok - Introduction: correcting written work is very timeconsuming for the teacher and often seems to have very litte effect on students’ progress So it is a good idea to give writing tasks which are easy and limited, so that students will not make too many mistakes and can easily be corrected in class - Techniques for correcting written work The teacher could correct only the errors that seem most important, or only errors of a certain kind - - - The teacher could reduce the amount of underlining and write corrections in the margin to make the page look less heavily corrected Common written errors: the basic strucutre, the use of a capital letter to start a sentence and third person singular ‘s’ ending Using English in class Aims The value of using English in class To be more aware of the different occasions when they could speak to their students in English English expressions which they could use in their own classes Introduction Discuss the value of using English in class, Estanblish these point Give students practice in listening and responding to spoken Engilsh, help them ‘pick up’ words and expressions beyond the language of the textbook Give an oppor-tunity for real, natural English to be used - - - - - Give the students the feeling that English is a real language which is used for communication, not just a language that belongs to the textbook Athough there are advantages in usng English in class, teachers should not feel that they must use English all the time ‘Social’ language: purpose of chatting It creates an opportunity for read language practice, and creates an ‘english language’ atmosphere in the class It establishes contact with the class, and helps students to feel relaxed and ready to learn ‘Organising’ language Teachers have to say many things simply to orgsnise the lesson-starting or stopping an activity getting students to or not to things Explanations Giving simple explanations: give simple and clear explanations in English will provide very useful listening practice for the class English or your own language: - - - - An explanation in English could be very confusing, especially if the concept is unfamiliar to students as well as the word It would be better to give example in English, and them to give a translarion of the word It is possible to make the difference clear using using simple English, but it could be misunderstood Using the students’ own language, we can give a clearer and fuller explanation It is best to give plenty of examples and a chance for students to practise Using the students’ own language is that the situation can be given more quickly and easily, leaving more time for practice Using English is that it provides useful listening practice, and helps students by giving them some of the some of the words they need It is best to give the situatation in clear, simple English, but repeating some parts in the students’ own language [...]... there are advantages in usng English in class, teachers should not feel that they must use English all the time 3 ‘Social’ language: purpose of chatting It creates an opportunity for read language practice, and creates an ‘english language’ atmosphere in the class It establishes contact with the class, and helps students to feel relaxed and ready to learn 4 ‘Organising’ language Teachers have to say many... course be asked not only about pictures, but also about texts and dialogues, and are particularly useful in the study of literary texts Reading activities 1 Aims To the importantce of making students want to read a text To show increase students motivation in intensive reading 2 Pre-reading activities Wanting to read to help them to read, it is important to give the students some reason for reading and to... the class and can be used for many different kinds of activity - Pair and group work: advantages and problems: + Advantages: More language pratice Students are more involved Students feel secure Students help each other + Problems Noise Students make mistakes Diffcult to control 3 Organising pairwork - Discussion Prepare for the pairwork by establishing what the questions and answers should be Be acitve... various classroom activities - To give teachers confidence in using pair and groupwork themselves 2 Pairwork and groupwork - Introduce: What pairwork and groupwork involve In pairwork all the pairwork at the same time with pairs of students speaking in turn in front of the class In groupwork all the group wrok at the same time Pairwork and groupwork are not teaching ‘methods’ but ways of organising... Eliciting involves the class by focussing students’ attention and making them think Eliciting encourages students to draw on what they already know or party know Helping teachers to see what students know and what they do not know Eliciting takes more time than straightforward presentation of new language - Eliciting from picture One of the eariest ways to elicit new vocabulary is by using pictures,... learnt to write in roman script, students will still have problems So the teacher will need to focus on handwriting from time to time find out each students’ problem and help them deal with it Pairwork and groupwork 1 Aims - To introduce and show the advantages of working in pairs and groups - To organise pair and group work effectively and deal with problems - Pair and gropwork can be used for various... is a good idea to give writing tasks which are easy and limited, so that students will not make too many mistakes and can easily be corrected in class - Techniques for correcting written work The teacher could correct only the errors that seem most important, or only errors of a certain kind - - - The teacher could reduce the amount of underlining and write corrections in the margin to make the page... One way to make copying more challenging is to use a technique called delayed copying The teacher writes a word on the board (or show on a card) and the students read it, then the teacherserases the word and the students write it by their memory - Simple copying tasks: another way to make copying more interesting is by including a simple task for the students to do 5 Handwriting problems Even after... acitve in starting the pairwork During the activity, move quickly round the class to check that students were talking to see when they finished Instead of waiting for everyone to finish, stop the activity There would be no chance for students to get bored talking about other things After the pairwork, ask some pairs what they said, or ask a few pairs to repeat their conversation in front of the class - Demonstration:... group and getting them to write the answers involving the whole class Groupwork encourages more discussion, and so make students think more carefully about the text, it also gives a chance for good students to help those who are weather However, getting students - - - to write the answers is easier to organise and control, it also helps students practice writing and grammar Completing a table Main purpose