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.

1 Aims of this uint/ purpose

- Teaching the meaning of new vocabulary as well

as the from, showing how words are used incontext

- Techniques for showing the meaning of newwords

- New vocabulary by asking questions using the newitems

2 Showing the meaning of words

- Showing meaning visually: showing pictures, realthings, drawing, songs…

- Giving examples: doing action, gestures, bodylanguage

- 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)

3 Using a new word

- Help the teacher to be sure that students reallyunderstand the word.

- They give the students more example of how theword is used, in a way that involves the class

- They give a chance to practise other language (big,small, present simple tense, cook )

4 Vocabulary expansion

- The difference between the two sets:

The words in are synonyms: they are words of thesame type and have the same general meaing (allmethods of cooking)

The words in are reated by context: they might all

be used when talking about cooking, athogh theyare not synonyms

5 Active and passive vocabulary: two types ofvocabulary

- Words which students will need to understand andalso use themselves -> acion vocabulary, it isusually worth spending time giving examples andasking questions, so that students can really seehow the word is used

- Word which we want students to understand, butwhich they will not need to use themselves ->passive vocabulary It is often best to present itquite quickly, with a simple example If it appears

as part of a text or dialogue, we can often leavestudents to gess the word from the context

Presenting structures

1 Aims

- What structures are, and how they can be used tomake a number of different sentences

- Showing the meaning of new structures form

- Use situations and examples to present newstructures

2 Structures and examples

3 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

4 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 classand be more interesting so the class will be farmore involved

Using the blackboard

2 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

3 Presenting and practising structures

- Blackboard examples: how to make the structuresclearer

By underlining

By using different coloured chalk

By drawing arrows or writing numbers to show thechange in word order

- Structures tables

- Prompts for practice

4 Blackboard drawings

- Blackboard drawings

Simple pictures can help to increase the interest of

a lesson and to show meaning and conveyingsituationsto the class

Blackboard drawing should be simple and showonly the most important details

Draw quickly, talk as drawing

- Simple blackboard drawings: face, stick fingers,places, vehicles

- Using blackboard drawings

Using visual aids

1 Aims

- With a range of simple visual aids

- To make their own visual aids

- To use visusal aids effectively

2 Visusal aids mean (picture, objects, things forthe students to look at), and they are importantbecause

- Showing visuals focusses attention on meaning,and helps to make the class more real and alive

- Keeps the students attention, and makes the classmore interesting

- Visuals can be used at any stage of the lesson tohelp in presenting, introducing, practice andreviewing

- Some kinds of visual aids:

4 Using flashcards: good flashcards: largeenough, interesting, made on pieces of white card

5 Using chart

- Chart is a large sheet of paper or card which theteacher can either hold up for the class to see ordisplay on the wall or the blackboard, be used todisplay complex visual information

- Charts for language practice: advantages ofshowing 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 presentthe main ideas and language or to check the class’sknowledge

Be on display while the students read, to helpthemunderstand the text

Be use for practice after reading the text, or forreview

The chart could be used afterwards to correct theanswer

- Displaying charts

The teacher can hold the chart up

Two students can come out to the front and holdthe chart

The students can pin the chart to a wall or to theblackboard

The teacher can hang the chart from a piece ofstring tied acoss the blackboard

Teaching handwriting

1 Aims

- Basic principles of teaching hand-writing

- Techniques for teaching individual letters andjoining letters

- Techniques for practice in copying words andsentences

- To develop strategies for dealing with handwritingproblems

2 Basic principles

- Introductiob

When to start early, because

Students can begin to learn individual letters fromthe very beginning The earlier students beginlearning to write, the more chance they will have topractise

Students learns to write early, can help withreading and can help them to remember words

What style to teach? 3 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 lettersare joined, but they keep the same basic shape as inprinting

The third style is full cursive All the letters arejoined, and many have different shapes fromprinting

Advantages and disadvantages of each style

Printing is the easiest to learn However, studentswill need to write in cursive later, so it is probablymore convenient to teach them cursive from thebeginning

Simple cursive is easier to learn than full cursive

In full cursive, the loops make it difficult to see thebasic letter shape In simple cursive, the letters lookthe same as those the students read, so reading andwriting 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

3 Teaching individual letters

- Teaching a new letter

Writing the letter on the lines the board and gettingstudents to copy it several times

Giving the usual sound of the letter, so thatstudents can connect sound with spelling

Knowing the name of the letter is useful (e.g thevowels)

- Copy word

Once students have learnt enough letters, they canstart writing word and simple sentences Thesimplest and most controlled form pratice is simplecopying

Students do not hane to produce words of theirown, so focus is entirely on handwriting

Students can easily do it without thinking, and itsoon becomes very boring

One way to make copying more challenging is touse a technique called delayed copying Theteacher writes a word on the board (or show on acard) and the students read it, then theteacherserases the word and the students write it bytheir memory

- Simple copying tasks: another way to makecopying more interesting is by including a simpletask for the students to do

5 Handwriting problems

Even after they learnt to write in roman script,students will still have problems So the teacherwill need to focus on handwriting from time totime find out each students’ problem and help themdeal 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 anddeal with problems

- Pair and gropwork can be used for variousclassroom activities

- To give teachers confidence in using pair andgroupwork themselves

2 Pairwork and groupwork

- Introduce:

What pairwork and groupwork involve

In pairwork all the pairwork at the same time withpairs of students speaking in turn in front of theclass

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

Be acitve in starting the pairwork

During the activity, move quickly round the class

to check that students were talking to see whenthey finished

Instead of waiting for everyone to finish, stop theactivity There would be no chance for students toget bored talking about other things

After the pairwork, ask some pairs what they said,

or ask a few pairs to repeat their conversation infront of the class

- Demonstration: give a demonstration to show howthe activity could be conducted by askingquestionsround 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 personnext to them

For groupwork students could work in threes andfours along each row or students in the front rowcould turn round and form groups with thosebehind

4 Activites in class

- Pattern practice

- Practising short dialogues

- Reading a text and answering question

- Short writing exercises

- Techniques for eliciting

- How to encourage students to guess unknownwords and structures and to give more imaginativeresponses

2 Presenting and eliciting

- Eliciting from picture

One of the eariest ways to elicit new vocabulary is

by using pictures, either in the students textbook orbrought in specially

3 Getting students to guess: because languagefollows rules, it is often possible to guess thingswhich we have never actually been taught, and animportant part of learning a language isdeveloping this ability to make guesses

- Technique of eliciting

Pausing after asking, to give students time to think

Varing questioning technique according to thediffculty of the question

Eliciting onto the blackboard, building up a set ofexamples as students’ respond

4 Getting students to imagine: 2 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 likethese would be to elicit key vocabulary orstructures, or to establish a situation or topic

- The question requires quite a different kind ofanswer They require students ti interpret or toimagine There are no single ‘right’ answers tothese questions but a wide range of possibleanswers: students are encouraged to experess theirown ideas and feeling Questions like these is toinvolve the class in discussion and stimlate freeruse of language

->Two kind of question are impotant in a languageclass Questions of this kind can of course be askednot only about pictures, but also about texts and

dialogues, and are particularly useful in the study

Giving a few questions for students to thinks aboutOrganising an activity before students read the text,which arouses their interest

- Pre-reading activities: some types of pre-readingactivitiy

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 withgaps, they try to guess what words should go in thegaps

Students are given the topic of the text, they write

a list of things they know and things they do notknow about the topic

If the text puts forwars an opinion, students discussthe topic beforehand and give their own point ofview

3 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 somake students think more carefully about the text,

it also gives a chance for good students to helpthose who are weather However, getting students

to write the answers is easier to organise and

control, it also helps students practice writing andgrammar

- Completing a table

Main purpose is to help focus students’ attention

on the main points of the text, make it easier forthem to organise the information in their minds

Completing the table does not replace askingquestion Complete the table make the studentsmore interested in answering the question andfinding out the meaning of unfamiliar words

- Eliciting a personal response: value of askingquestions

It makes them more interested in reading the textThey are natural questions to ask about a text

Correcting errors

1 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

2 Correcting spoken errors

- Strategies for correcting errors

Encourage the students, focussing on what theyhave got right, not on what they have got wrong

Praise students for correct answers, even for partlycorrect answers

Avoid humiliating students

Correct errors quickly

- Helping students to correct themselves: it is a goodidea to give students a chance to correct their ownerrors, as long as this can be done easily andwithout holding up the class

3 Correcting written wrok

- Introduction: correcting written work is very consuming for the teacher and often seems to havevery litte effect on students’ progress So it is agood idea to give writing tasks which are easy andlimited, so that students will not make too manymistakes and can easily be corrected in class

time Techniques for correcting written work

The teacher could correct only the errors that seemmost important, or only errors of a certain kind

The teacher could reduce the amount ofunderlining and write corrections in the margin tomake the page look less heavily corrected

- Common written errors: the basic strucutre, the use

of a capital letter to start a sentence and thirdperson singular ‘s’ ending

Using English in class

1 Aims

- The value of using English in class

- To be more aware of the different occasions whenthey could speak to their students in English

- English expressions which they could use in theirown classes

2 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 andexpressions beyond the language of the textbookGive an oppor-tunity for real, natural English to beused