BOI DUONG PHUONG PHAP GIANG DAY TIENG ANH CHUONG TRINH SACH MOI

- Instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout - ss present the final outcomes of the class[r]

MODULE :Teaching English to Adolescents Module 1: Teaching English to Adolescents – Principles and Techniques I Characteristics of adolescents + physical + cognitive + social and emotional 1) Physical features of adolescents • Girls: puberty complete at about 14 and periods start • Boys: puberty between 13–16 • A concern with changes in body size and shape • A need for physical activities because of increased energy 2) Cognitive features of adolescents (Piaget’s theory (1972) Cognitive features of adolescents Formal Operational • Developing ability to think abstractly • Being able to question sources of information • Becoming more globally aware • Having clear preferences for arts or sciences • Thinking of choices relating to future education and careers 3) Social and emotional teens - rebellious - idealistic - moody - cliquish - music loving - me ! * How adolescents learn a language? - The cognitive view: language learning as a process happening inside the brain (Schmidt, 2001) - The social view: language learning is the product of social participation (Vygostky, 1986) The discrepancy between a child’s mental age and the level he reaches in solving problems with assistance is the zone of his proximal development * Creating a learner-centered learning environment • Create opportunities for small-group discussions, T acting as facilitators • Create a safe and challenging atmosphere • Engage students in the community • Create opportunities for student choice • Find out and address different learning styles • Others? *Multiple Intelligences • Multiple Intelligences is a theory from Howard Gardner which suggests that there are a range of intelligences or abilities not just one fixed one • Everyone is strong in some abilities and weaker in others • Everyone has the potential to develop all of those abilities to a reasonable level with opportunity and effort *Application of MI into secondary classrooms + Bodily + interpersonal + linguistic +logical + visual + musical + intrapersonal + naturalistic * Learning styles Four distinct learning styles: Visual Auditory Tactile Kinesthetic - A child’s learning style seems to be inborn and inherited, but it is also influenced by family experiences Teaching Adolescents : Principles and Techniques • Use music: Teens live through the feelings provoked by music • Use current material: They love anything new and personally relevant • Use team work: They thrive on projects, peer interaction and group work • Use acting: Teens want to express themselves Role playing allows them to express all their inner • Use choice: Teens are trying to be independent Giving them some choice and control motivates them • Use what they know: Teens know LOTS; Use their interests and passions in the class content! • Use a quick pace: Teens actually are very easily distracted by things around them • Use physical activities: Teens body’s are changing and they need to experience and practice their new “physical” self! • Use positive class control: Teens want a teacher in control but will reject any authority • Use L1 at times: It can help avoid misunderstanding • Use games: Teens are highly competitive *Approaches and methods in teaching English to early adolescents Approach: the level at which assumptions and beliefs about language and language learning are specified Method: the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented Technique: the level at which classroom procedures are described (Edward Anthony-1963) 1) THE GRAMMAR-TRANSLATION METHOD Objectives: • To be able to read literature written in the target language • To be able to translate from one language to another • To develop reading and writing skill Key features of GT • Native language • Vocabulary/grammatical rules • Accuracy/ translation • Language skills Advantages of GT • an effective way for application of grammar and sentence structure • Few demands on teachers • Least stressful for students Disadvantages of GT • Wrong idea of what language is • Less learners’ motivation • Create frustration for learners Typical techniques of GT • Translation of a literacy passage • Reading comprehension questions • Antonyms/synonyms • Deductive application of rule • Fill-in-the-blanks • Memorization • Use words in sentences • composition 2) THE AUDIOLINGUAL METHOD Purpose • Focus on students’ pronunciation, and train their ability or listening by dialogues and drills Principles of AL • Language learning is habit formation • Mistakes should be avoided • Spoken language comes before written language • Dialogues and drill-centered Characteristics of AL • • • • Imitation Repetition Positively reinforced Overlearn  Emphasizing in the “form”, not the “meaning” Advantages of AL • Allowing students to communicate quickly • Students become good at patterns Disadvantages of AL • Turn students into parrots • Boring and mindless • Reduce the motivation Typical procedures of AL Listen to a dialogue Repeat the dialogue Key word or structures changed Practise substitutions in the pattern drills 3) THE COMMUNICATIVE LANGUAGE APPROACH • The primary function of language is for interaction and communication • “Real life” communication in the classroom Teacher and student roles Teacher: - To facilitate communication - To be a co-communicator Students: - To be communicators Advantages of CA • Students will be more motivated • Students have opportunities to express • Student security is enhanced Disadvantages of CA • No environment of ESL • Difficulty in evaluating students’ performance • Ignore the training of reading and writing Typical techniques of CA • Authentic materials • Scrambled sentences • Language games • Picture strip story • Role play 4) TASK-BASED APPROACH • Tasks provide both the input and output processing • Task activity and achievement are motivational • Learning difficulty can be negotiated and fine-tuned Teacher and student roles Teacher: • Selector and sequencer of tasks • Preparing learners for tasks • Consciousness-raising Students • Group participant • Monitor • Risk-taker and innovator Advantages of TB • Students are free of language control • Students have more varied exposure to language • Students are enjoyable and motivating Disadvantages of TB • Focus on meaning could come at the expense of focus on form Typical techniques of TB • Lesson plans should be designed to cover three stages in the TBA: pre-task stage During-task stage Post-task stage Exercise 1: STT Statements Method/ Approach Accuracy is emphasized Analysis of grammar rules and word forms is important Attempts to communicate may be encouraged from the very beginning Structures and forms are more important than meaning Drilling is the centre technique Drilling may occur, but it is not central Effective and appropriate communication is the goal Fluency and acceptable language are the primary goals: accuracy is judged not in the abstract but in context Foreign language learning is basically a process of mechanical habit formation 10 Grammar is taught in a deductive way, students are given a rule and then asked to apply it to exercises 11 Language learning is learning structures, sounds and words 12 Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form 13 Accuracy in terms of correct grammatical forms (linguistic competence) is the desired goal 14 Meaning is the most important thing 15 Reading and writing are of great importance 16 The goal of learning a foreign language is to read its literature 17 The mother tongue is the man vehicle of instruction 18 The sentence is the basic unit of teaching and learning 19 The natural order of skills presentation is adhered to : listening , speaking, reading and writing 20 Listening and speaking are primary 21 Students work on all skills from the beginning Exercise 2: Approaches Grammar translation Method AL CA GT/AL GT CA GT/AL AL CA CA CA AL GT/AL AL AL/CA GT/AL CA GT GT GT GT/AL CA/AL AL/CA CA Activities Students apply a rule to examples they are given Students are given a grammar rule for the use of a direct object with two word verbs Students memories present tense, past tense and past participle form of one set of irregular verbs Students translate a paragraph from English to Vietnamese The teacher asks students to rote-learn a given grammar rule The language teacher uses only the target language in the classroom The teacher conducts transformation and question- and-answer drill The teacher introduces a structure-based dialogue, and by the end of the lesson, students memorize the dialogue A student makes an error and the teacher ignores it Ss are given no grammar rules Grammatical points are taught through examples and drills Students play a language games The students work with a partner to predict what the text picture in the strip story will look like The teacher asks ss to read a copy of a sports column from a recent newspaper for gist The teacher moves from group to group offering advice and answering the questions Exercise : Intelligent Linguistic Musical Logical – mathematical Spatial / visual Bodily / kinesthetic Intrapersonal Interpersonal Naturalistic Ss who exhibit this intelligences - Enjoy playing with rhymes always have a story to tell quickly acquire a language Are drawn to birds singing outside the classroom window Tap out rhythms on the desk with their pencils Analyze the components of problems before testing solutions Turn first to charts, graphs, pictures in their textbook Like to “web” their ideas before writing Fill the blank space of their notes with intricate patterns Prefer projects by making models rather writing reports Recognize their weakness Consider carefully the decisions they make Like small group work Notice and react to the moods of their friends Enjoy classifying information - Have extensive collections ( of rocks , stamps , Cds, for example ) MODULE :PROJECT-BASED LANGUAGE TEACHING * Definition of a project - A project is a specific kind of learning task, in which students are allowed to choose a topic and direction of its investigation Therefore, the result is predictable only to a limited extent It is a task that requires initiative, creativity and organizational skills, as well as undertaking responsibility for the solution to the problems connected with the topic PROJECT-BASED LEARNING “A systematic teaching method that engages students in learning essential knowledge and lifeenhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks” WHY IS PBL RELEVANT TO SECONDARY SCHOOL STUDENTS? - Because projects build on authentic learning tasks that engage and motivate students - Students are • challenging • natural born investigators • constantly observing and investigating their experiences and environments • intellectually curious and keeping asking questions - Students strive to be independent and want more responsibility They readily engage in group work WHAT ARE THE ESSENTIALS OF A PROJECT? 3.1.Student learning goals 3.2.The driving question 3.3.The final product 3.4 Assessment of project work 3.1 STUDENT’S LEARNING GOALS + CONTENT GOAL Multidisciplinary approach Decided by the contents/ topics of the unit (Music, Animals, Nature, Environment, etc.) + SKILL GOAL Skill development must follow a coherent continuum of instruction and practice The skill set for project-based learning is diverse and includes literacy and group process skills: • Comprehension skills • Research and writing skills • Questioning skills • Collaborative- learning skills • Sequencing and chronology skills • Skills with resources, such as maps and globes • Presentation skills • Analysis skills • Communication skills • Problem solving and critical thinking skills • Task and self- management skills 3.2 THE DRIVING QUESTION: Why and How? "Questions may be the most powerful technology we have ever created Questions and questioning allow us to make sense of a confusing world They are the tools that lead to insight and understanding." Why? • For the teacher • – Helps initiate and focus the teaching and learning – Captures and communicates the purpose For the student – Creates interest and a feeling of challenge – Guides the project – Helps students answer the question “why we are doing this?” How? 3.2.1 DEVELOP THE “BIG IDEA” • Be intriguing, complex, problematic, • Requires the learner to demonstrate the outcomes of the instructional objectives being taught in the lesson • Elicits the performance required of the learner upon completion of the lesson 3.2.2 ROUGH THE DRIVING QUESTION • Forming the “big idea” into a realistic scenario requiring the learner to demonstrate the performance described in the instructional objectives 3.2.3 POLISH THE DRIVING QUESTION Remember • Open ended • NO one answer • Based on an authentic situation or topic 3.3 THE FINAL PRODUCTS authentic products and presentation/performance formats Authentic products should : • have a real-life context • involve thinking and learning • Cannot be simply copied from somewhere Formats: Performances, Presentation, Exhibitions, Portfolios • Students may use their, artistic talents, performance abilities, writing expertise, and presentation skills to prepare and present their learning in effective ways • Engaging final product ideas draw students into the whole process of investigation and inquiry Summary of part – The essentials of a project inquiry + innovation Need to know Driving question or challenging publicity presented product feedback and revision student voice and choice 21 century skills ( critical thinking + communication ) * QUESTIONS : Question • What is global warming? • Ineffective • Driving Questions should present students with a problem that encourages complex thinking, rather than focusing on defining a term à Will global warming affect our community? Question • How can we help our community understand the health risks of overeating? • Effective • For a community-oriented project To answer the question, students must understand nutrition and science, as well as use communication skills Question • Are you really what you eat? • Effective • This question is engaging for students This question could be used in a science project focused on nutrition and biology ACTIVITY 2: Choose the best option Question 1: A good Driving Question A can be easily answered by all students B serves as a lighthouse for the project C should not be too difficult D is unanswerable Question 2: Driving Questions usually incorporate A facts B concrete objectives C big ideas or themes D skills Question 3: To answer a Driving Question, students should be required to A learn essential content in a discipline or subject B complete a research task C take a test at the end of the project D make an oral presentation What are the steps of planning a project? STOLLER’S (1997) TEN STEPS Step 1: Students and instructor agree on a project Step 2: Students and instructor determine the final outcome of the project Step 3: Students and instructor structure the project Step 4: Instructor prepares students for information gathering Step 5: Students gather information Step 6: Instructor prepares students for compiling and analyzing data Step 7: Students compile and analyze information Step 8: Instructor prepares students for the final activity Step 9: Students present the final product Step 10: Students evaluate the project *Which steps are optional:4,6,8 * GROUP THE STEPS INTO STAGES: Sample project Stage 1: Project launch • Introduce the topic (concept + elicit examples) • Introduce the project (explain + handout) • Description of the final product (a short presentation – definition + examples -> created) Stage 2: Inquiry and creation • Ss research • Present their phrasal verbs in class (scaffolding) • Corrective Feedback (grammar, pronunciation, usage) • Final product: dialogue • Guidance (prep): a list of phrasal verbs + immediate feedback Stage 3: Project conclusion Stage 3: Project conclusion - Perform the dialogue - Feedback (T, peers) C CONSIDERATIONS • Student’s attitude • Teacher’s role • High-stake tests Student’s attitude - Belief: ESL class – learn language elements & skills >< build thinking, research, cooperative skills (Beckett & Slater, 2005)  Do not see value in PBL  Explicit explanation (e.g project framework) Teacher’s role - PBL >< Discovery learning >< Not “turn Ss loose”  Scaffold learning & working throughout the project High-stake tests - Target power standards (common & challenging testing points)  Use PBL to launch an in-depth inquiry  Use PBL in revision lessons to consolidate a number of skills or knowledge areas Step 1: Students and instructor agree on a - Instructor sets the scene, raise awareness about project the issue, informs students of the project aims, introduces the essentials of the project: giving students the opportunity to fine-tune the project so that they develop a sense of ownership Step 2: Students and instructor determine the - Instructor proposes the final outcome of the final outcome of the project project - Students feedback on this preliminary plan Step 3: Students and instructor structure the - students help to structure the project project - students decide on their primary roles and responsibilities - students sequence the project tasks and set deadlines for their group Step 4: Instructor prepares students for - students conduct interviews, search for information gathering information on the internet, in the library … Step 5: Students gather information Step 6: Instructor prepares students for compiling and analyzing data Step 7: Students compile and analyze information Step 8: Instructor prepares students for the final activity Step 9: Students present the final product Step 10: Students evaluate the project - Instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout - ss present the final outcomes of the class project - Instructor prepares students for the upcoming language and skill demands of the information gathering stage of the project - instructor prepares ss for the language , skill, and content demands presented by the final written display and oral presentation - ss organize and synthesize their own data - ss discuss the best ways to present relevant data to their varied audiences - Teacher provides ss with feedback on their language, content, strategy, and skill use - Ss reflect on the language, skills , and strategies that they have mastered to conduct the project - Ss will need to compile, evaluate , and synthesize the relevant information - instructor prepares ss for this stage by instructing them how to put information into categories and introducing techniques to compile and analyze data * Optional steps : 4,6,8 Why PBL is suitable for secondary school Ss?  Because PBL enhances Ss’ autonomy (confident) Which statement is not true about a project?  The final product of a project is exactly predictable Which is not true about driving question?  Have at lease one answer MODULE :TEACHING ENGLISH TO ADOLESCENTS Definition of testing: Measuring pupils’ learning through some action or performance ( focus on students’ marks) Definition of assessment: - Judging learners’ performance by collecting information about it ( focus on students’ progress) - providing feedback on learning and teaching Definition of evaluation: Finding out about pupils’ learning Definition of self- evaluation: Remind children of what they did under different headings E.g.: - How to say it in English? ( days of a week/ months of a year) - Story- time ( Did you join in retelling the story? Did you try hard to write your own story?) - Songs and chants ( Did you join with the songs and chants? Did you the action?) => Evaluation > assessment > testing Assessment tools: a/ Journal: written exchanges b/w the teacher and her students ( VD: after a lesson on wild animals and domestic animals, the T may ask her St to draw a picture or write a story about their experience with animals.) b/ Observations: kid watching, by observing how the Ss solve the difficulties, T knows what she/ he is good at or how to help c/ Profolios: purposeful collection of Ss’ work which document St learning – “Produce a portrait” of a St, it helps children recognize their own strengths and weaknesses  Ss Profolios to develop writing skills  Testing to assess Ss’ skills * Assessment for learning: (AFL): happen on daily/ weekly basis - help Ts to look for information which help us to see how far the pupils are making progress - most important for both Ts & pupils ( AFL duoc goi la: On-going assessment ( formative ) is a continuous assessment of providing feedback to chidlren on their progress in order to help them develop.) * Assessment of learning (AOL): happen periodcally ( at the end of term/ year/ course) - check whether pupils have achieved certain goals or target usually through a test or exam - give information about what a child’s achievement at the end of a particular period of study -> school ( AOL duoc goi la: Overall assessment ( summative) provide an overall picture of chidlren’ achievement at a certain point of time, often for official reasons Assessment issues for young language learners: - assessment should serve teaching - assessment should be similar in method to teaching - it should aim to determine progress - young learners reactions - assessment tasks + culturally familiar + careful instruction to ensure eqaulity Free from bias.( dinh kien) Assessment instrument – techniques: - oral interview ( using visual clues) - observation - role play - learning logs ( danh gia ket qua hoc mot thoi gian nhat dinh) - peer and group assessment - st porfolios - presentation Test: - place of test in classwork - at the end of some units - at the end of the course - for some external to current teaching ( VD: the Olympic Competition) Four purposes for testing: - measure pupils’ ability - pupils’ needs/ starting level ( beginning of a course) - achievement level ( end of a course) shows what pupils need to learn more - effectiveness of T’s teaching - the quality of the test itself Types of tests and testing: - placement/ Dignostic: putting learners into groups relevant to their levels - achievement: measuring how well learner have learnt from a course - proficiency: measuring learners’ ability ( knowledge general : IL , Toffel ) - intergrated test items: may language points and sub- skills testd at the same time ( many skills together) - discrete – point test items: one language point or one sub- skill tested ( speaking test/ listening test ) 10 Qualities of a good language test: - a large number ( How many Qs in a test) - average ( not too easy or not too difficult) - the syllabus ( cover the knowledge in units) - the passage/ the textbook itself ( ko lay nguyen si doan van sgk/ co the thay doi cau hoi ) - across the country/ widely ( co the dung cho nhieu vung mien khac nhau) - clerically/ objectively 11 The factors need considered when tests are run: - planning - timing - seating arrangement and classroom allocation ( so luong HS q phong: 25- 30HS la phu hop) - organizing the making ( outline diem cho tung phan ro rang) - security ( of exam papers) ( ko duoc le do) 12 Testing techniques: Item types: - substitution - translation - gap-fill ( open/ given) - multiple choice - T/ F/ doesn’t say - Jumpled sentences - Oral interview - Parallel text completion - Matching - Open- cloze - Table completion 13 Evaluation feedback: - feedback can be evaluative - means making a judgement of the value of a response, piece of work or pupil behaviour ( Very good ) - giving rewards ( smiley stickers, sweets ) - giving punishments ( giving unsmiley faces .) 14 Informative feedback: - describes for pupils their achievements - tells them what needs to be improved or changed 15 Informative feedback may involve: - telling a child that their response is correct or not - saying why an answer is correct ot not correct - telling children what they have achieved / not achieved in relation to learning objectives - suggesting a way of improving - getting children to suggest how they can improve - feedback is vital forr learning but not aqll types of feedback help learning - praise and rewards can motivate but not overuse - link praise or reward to evidence of why the response is good - informative feedback helps learners to improve and learn - when Ts use more informative feedback, they take on a supportive rather than a directive rold - so this means greater involment of pupils in their own learning A good thing! 17 Helpful feedback: - provided evidence of where children are now - show them where they need to be ( desired goals) - help them to close the gap and move forwards - encourages them to self- correct - involve them in thinking about how they can improve Techniques a questioning b echoing ( lap lai loi ai) c peer-correcting d correcting e encouraging f prompting Examples - What did you ? - I goed to the cinema Did you say “I goed”? - What did you yesterday ? - I goed to the cinema - You goed ? - Oh, I went to the cinema - T: What did you yesterday? - S1: I goed to the cinema T: get another st to answer S2: I went to the cinema -What did you yesterday? - I goed to the cinema - You went - Oh, yes I went to the cinema - What did you yesterday ? - I goed to the cinema - You nearly got that Say it again - What did you yesterday ? - I goed to the cinema g praising i eliciting - you goed or you went? -oh, I went to the cinema - What did you yesterday ? - I went to the cinema - Very good - What did you yesterday ? - I goed to the cinema - ”To the cinema “, good , but it should be “I ….” VIII TESTING PURPOSE OF TESTING: Diagnosis/Evaluation Motivation *To measure ss’ ability *Sense of motivation *Ss’ needs (starting level *Record of what ss (beginning course) have achieved/learned *Achivement level(end of *Competitive tool the course) shows what ss tomake ss want to want to learn more well *Effectiveness of teacher’s teaching *The quality of the test itself Teaching tool - It makes ss review and consolidate what they learned - Ss might learn within the test itself Official Assessment - At the end of some units (e.g semester) - At the end of the course - For some purposes external to current teaching(e.g the university entrance) TYPES OF TESTS AND TESTING: 2.1 Placement/diagnostic Tests: - These tests are used to put ss into groups or classes relevant to their language level - They are usually long with many multiple choice questions based on grammar and vocabulary and easy to mark so that any students, for example, at the beginning of the school year,can be ‘placed’ quickly - The aim of these test is to see what ss are good at and what they need to improve 2.2 Achievement Tests: - These tests are used are given at the end of a course, (e.g: semester test.) - The aim of these test is to see how successful each individual stduent has been in taking a course 2.3 Proficiency Tests: - These tests are test like IELTS or TOEFL - They test your ability in a language Everyone can take these tests if they have money because they are international exams controlled by international examining bodies, not by individual institutions 2.4 Integrative test items: - An example of this test item is writing a composition or an essay - This type of item tests your vocabulary, grammar, spelling, punctuation, paraphrasing, and writing skills, all at the same time - Other examples are random cloze, dictation, oral interviews, listening and note taking 2.5 Discrete-point test items: - This is a method of testing In fact, proficiency, placement, diagnostic and achivement test can us this method of testing - This typpe of item test one element at a time, item by item - An example is gap-fill test in which ss have to suppu]ly only the preposition but no other part if speech  TYPES OF TESTS AND TESTING: TEST TYPE OF TEST/TEST METHOD A, B, C level exam Proficiency /Achievement Upper-secondary school graduation exam Achivement University entrance exams Placement/diagnostic Grammar section in university entrance exam Discrete point test An interview in English to get a job with a foreign Intergrative test company SUBJECTIVE or OBJECTIVE / RECOGNITION or REPRODUCTION: 3.1 Subjective tests: are tests which have to be marked by an English speaking expert who uses his/her subjective judgement to say if an answer is correct or not The ‘marking scheme’ may be given but the final decision comes from the marker’s own head Oral exam or writing exams are subjective 3.2 Objective tests: can be ‘ clerically’ marked This mean an answer key is provided and noEnglish speaker could mark the exam by just using the answer key Placement tests in multiple – choice format, and all computer marked test are objective in this way 3.3 Recognition type test items: are where test takers have to ‘recognise’ or ‘choose’ the right answers,rather than think the right answer from their heads Multiple choice, T/F, Underline the mistake, circle unnecessary word, these are all recognition type items 3.4 Reproduction type test items: require the test takers have to produce the answer for themselvess by filling missing words, answers sentences, dialogs, paragraphs or essays, and ilcudes both spoken and written Test Objective Subjective Recognition Reproduction T/ F/Not Say Gapf-fill (no choices given) Listening and ordering pictures Multiple- choice qs Jumbled sentences Composition writing V V V V V V V V V V V V Underlining mistakes Speaking on a topic V V V V QUALITY OF A GOOD TEST: 4.1 Reliability A Definition of Reliability: - A test should measure precisely whatever it is supposed to measure - If a group of ss were to take the same test on two occasions, their results should be roughly the same Thus, if the ss’s result are very different (the top student scoring low marks the second time), the test cannot be decsribed reliable B Reliability and size: - Reliability is achieved through size; through a large number of test items within the test and through piloting the test with a large number of candidates C Reliability and Test item Level of Difficulty: + If individual test items are too hard or easy for everyone, then they are not reliable.They not differentiate the weak and the strong candidates + Reliable tests ensure that b/w one or two third of candidates will get it right + Candidates’ final scores are distributed with approximately as follows: + weaker candidates: 1/3 scoring less than 45 % + average candidates: 1/3 scoring bwt 45%-65% + good candidates: 1/3 scoring 65%-100% D Reliability and Marking: - If an average composition is marked immediately after a very good compostion, it cannot be reliable This is because the marker’s subconscious comparision of the two compositions will result in the average compositionbappearing worse than it realy is - Different makers mat award different marks to the same composition E Reliability and syllabus: - An over-emphasis on ‘ quoting’ the textbook in the a test will produce results that not reveal a real achievement or progress of the learners in terms of reading,writing, listening, speaking, vocabulary and grammar The results will only reveal how well students have memorised the passage and the correct answer 4.2 Validity: A Definition of Validity : The question is:Are we actually measuring what we are intending to measure ? e.g 1: A listening test with written multiple choice options may lack validity if printed choices are so difficult to read that the exam actually measure reading comprehension as much as it does istening comprehesion e.g 2: A reading test lack of validity if success in the exam depends on information not provided in the passage e.g 3: A composition which requires ss to write about mordern methods of transport may not be valid since it will measure not only an ability to write in English but also an interest in or knowledge of modern transport e.g 4: When ss are given an oral, interview, it is only their language abilities that are being assessed or such assessments influenced by the ss’ personality B Validity *Types of Validity: The test is what ss and parents want, and it looks familiar to them (non expert judgement is popular to candidate’s family) Content Validity Depends on a professional judgement, that of the teacher or tester Response validityThe test layout and instructions are so clear so ss’ wrong answers are because of their lack ability in English, not because the answer sheet was badly designed and made them put a tick in the wrong box Statiscal or The same ss who got high, average, and low marks on this test will get high, empirical average, low marks on another test Validity Face validity 4.3 Practicality - A test must be carefully organised well in advance - How long will the test take ? - What special arrangements have to be made - How is the marking work handled ? - How are the test stored b/w sitting if tests MODULE 4: TEACHING PRONUNCIATION A COMMUNICATIVE FRAMEWORK What is pronunciation? Pronunciation refers to the ability to use the correct stress and intonation of a word in a spoken language What are the goals of teaching pronunciation? - enable our learners to understand and be understood - build their confidence in entering communicative situations - enable them to monitor ( control/ adjust) their speech based on input from the environment => learners can communicate smoothly What should be taught? - phonemes ( 20 vowels and 24 consonants) - stress and intonation - weak forms - contractions - linking Sentence stress: - Individual words have their own stress, and sentences also have stress as well - To mark stress in a sentence, we make syllable louder, longer and also higher - This stress comes on the most important word or words ( content words) in a sentence - These are usually nouns, verbs and sometimes adjectives and adverbs - Some other little words ( function words) such as “on”, “a”, “for” and “and” can disappear - Changes in sentence stress can make a big difference to meaning Word stress: - Stress can shift on words with the same root ( ‘photograph/ pho’tographer/ photo’graphic -> root cua nhung tu la photo) - Compound nouns also shift or double stress ( black hat / black-mail) - words that are both nouns and verbs with the same spelling use stress to show difference ( re’cord (v)/ ‘record (n)) Intonation: Intonation is the formal word for the music of Eng.; that is, how our voice rises and falls at certain different parts of sentences There are certain rules, such as those for asking questions and finishing sentences, but , as with sentence stress, we can express emotions like surprise, sympathy anger, happiness etc., by changing our intonation pattern Contractions, Weak forms and Linking : - Most auxiliary verbs (weak)=> contractions - Some individual words=> contraction - Weak form # unstressed words in sentences – Tobe or auxiliaries(negative)=> weak forms - former consonant + later vowel=> linking.( -k,-d,-t,-s + y-,a-,e-,i-,o-,u-.) Communicative Framework for Teaching Pronunciation: Ta thuong goi la pr: presentation – practice – production Duoc dien giai qua buoc nhu sau: There are stages: - Description and analysis ( Presentation) -Listening discrimination ( giua presentation vaf practice) - Controlled practice ( practice) -Guided practice ( practice) -Communicative practice.( production) Description and analysis: ( presentation) - Use the chart (vowels, consonants, organs of speech), - Present the rules inductively or deductively (Ex: Present – es/-s or provide multiple examples and let Ss figure out the rules) 10 Listening Discrimination: ( presentation + practice) Contextualized minimal pair discrimination exercise Ex: a He wants to buy my boat Will you sell it? b He wants to buy my vote – That’s against the law T says a or b Ss listen and response with the appropriate answer 11 Controlled Practice: ( practice) Ss’s attention focus on form - Poems, rhythms, dialogues, dramatic dialogues are used - Combine contextualized minimal pairs activities 12 Guided Practice: ( practice) -Ss’s attention focus on meaning, grammar, communicative intent and pronunciation - New cognitive task => Maintain control of the pronunciation target 13 Communicative Practice ( production) -Activities should be balanced between form and meaning( role play, debate,etc) -The attention shouldbe focused on one or two features at a time 14 Some teaching techniques -Contextualized minimal pair practice: + Contextualized sentences and rejoinders, not just isolated words -Cartoons and drawings: + to give hints ( goi y) for production + to use humorous cartoon story to elicit short plays( rhythm and role play) + to let Ss read and analyze Rhymes, Poetry and Joke: ( controlled practice) - Let Ss learn a strong beat – Let Ss learn pronunciation and spelling at the same time –To illustrate and practice some features Drama: ( b3: production- communicative ) - various component of communicative compentence can be practiced Kinesthetic activities: - use basic hand gestures, movements ( buoc 1: presentation – description and analysis) 15 Match the following words/ phrases with the stages teaching pronunciation within communicative framework S1: Description and analysis: presenting a feature, rules, charts, S2: Listening discrimination: recognizing a feature ( of pronunciation), listening ( & recognize), minimal pair S3: Controlled practice: focusing on form, choral reading, poems, minimal pair ( both S2 & 3) S4: Guided practice: focusing on grammar Meaning, bridging task ( form + meaning), memory activities S5: communicative practice: monitoring all features, plays ( role play), debates ( discuss -> show your ideas ) * Activities Stages Description and analysis Listening discrimination Controlled practice Descriptions - Presenting a feature - rules - chart - Recognizing a feature - listening ( and response) - minimal pairs ( 2+3) - minimal pairs ( 2+3) guided practice Communicative practice Kinesthetic activities: - focus on form - choral reading - poems - focus on grammar / meaning - bridging tasks ( form + meaning) - memory activities - monitoring all features - plays - debates 1+3+4 MODULE 5: PROFESSIONAL DEVELOPMENT * Professional development: Definition: Professional development is a process of continual intellectual, experiential, and attitudial growth of teachers Reasons: - acquire new knowledge & skills - keep up with change - gain empowerment & promotion - get independence & ability to make own Professional decisions - avoid stress & burnout - overcome the sense of isolation from peers Approaches: * Individual development: - self-awareness and self-observation - reflective teaching - Keeping a teaching journal - compiling a teaching portfolio ( suu tap nhat ky) * Collaborative development: ( cong tac) - peer observation - mentoring & coaching - team teaching * Professional development contains: Reflective teaching: quá trình chiêm nghiệm giảng dạy Teaching journal: viết nhat ky Peer observation: dư đồng nghiệp Reflective teaching: Reflective teaching : is defined as the teacher’s thinking about what happens in classroom lessons, and thinking about alternative means of achieving goals or aims * What is involved in reflective teaching? - collect data about teaching - examine attitudes, beliefs, assumptions ( gia dinh) and teaching practice - use the information obtained as a basis for critical reflection about teaching * Concepts: Reflection-in-action and Reflection-on-action (Q1) - Reflection-in-action ( during teaching): happens very quicly as we are teaching -> interactive/ on-line decisions - Reflection – on- action ( before/ after teaching): planning, preparation and follow-up * What does a reflective teacher do? (Q2) - examines, frames ( dien dat bang loi), and attempts to solve the dilemmas (problems) of classroom practice - is aware of and questions the assumptions and values he/ she brings to teaching - is attentive to the institutional and cultural context in which he/ she teaches - takes part in curriculum development and is involved in school change effort - takes responsibility for his/ her own professional development * Reflective teachers – three Key attitudes: - open-mindedness - responsibility - whole-heartedness Teaching journals - Teaching journals: can be used as data collection devices in practicing reflective teaching - Journal writing is viewed a “an opportunity for teachers to use the process of writing to describe and explore their own teaching practices” (Q3) - Practicing and prospective teachers can benefit from thinking about their expectations and assumptions - Your experiences as a language learner will influence you as a language teacher * Options: - diary studies - teachers’ autobiographies ( tu truyen) Diary studies: (Q4) - A diary is an account of a second language experience as recorded in a first-person journal - The diarist may be a language teacher or a language learner or a language learner Teachers’ autobiographies:(Q5) - A teacher’s autobiographies is a language learning history - “Teachers acquire seemmingly indelible imprints from their own experiences as students and these imprints are tremendously difficult to shake” Data analysis process: - Direct Analysis: journal author does the analysis ( tu minh phan tich) - Indirect Analysis: someone else does the analysis ( nguoi khac phan tich) Benefits of keeping a teaching journal: - articulating puzzles or problems - Venting frustrations ( giai toa tam ly) - Clarifying and realizing - Stretching ourselves professionallly Suggestions for keeping a journal: - focus on some particular aspect of your teaching that interests or puzzles you - Don’t worry about style, grammar and organization (Q6) - Support your insights with examples - Include your inferences and opinions - At the end of each diary entry, note thoughts or questions occurred to you to consider later Peer observation: Definition: Peer observation is the act of being openly and attentively present in another teacher’s classroom, watching and listening to the classroom interaction primarily for reasons of professional growth ( rather than supervision or evaluation) Three steps: preparing for the observation + observing in the classroom + the post-observation debriefing Two common forms of classroom observation: Summative + formative - Summative: observer ( teachers or administrators) Main purpose ( evaluation) (Q7) - Formative: observer ( peers) Main purpose ( professional development) Purposes and benefits: - gaining insights about our own and our peers’ teaching ( seeing you allow me to see myself differently and to explore variables we both use” - promoting the development of trust - Building an atmosphere of mutual respect and understanding Observer’ behavior: observations + inferences ( suy doan) + opinions (Q8) - Observations: noting and recording facts and events, the data resulting from the observational act, commenta and remarks based on something observed - Inferences: decisions or conclusions based on something known, ideas derived by reasoning, decisions based on facts or evidence, conclusions or deductions - Opinions: beliefs not necessarily based on absolute certainty or factual knowledge, but on what seems true valid, or probable to own mind, evaluations, or impressions Q9: Departing from a lesson plan: don’t go far .cause you to depart from your lesson plan Q10: Observation ( not better than your peer) * OBSERVATIONS, INFERENCES AND OPINIONS Opinion - The students seemed comfortable raising questioning and making comments - The teacher’s treatment of the students’ oral errors was very heavyhanded Inference - There was a great social climate in this classroom - The teacher was probably trained in the audiolingual method - During the first 20 minutes of class, each students took at least one self-initiated turn - The teacher treated very oral by modeling the correct form Observation * Phuoc’s questions not a good reason for PD :  to become better … Not an individual approach  peer observation sharing idea , give feedback  formative not involve in reflective teaching  ask colleagues to assist formative observation should consist of … meeting of the two parties Teaching journal  cau sai , cau dung , dap an B ( colleagues’s When giving feedback  not give a lot of criticism writing teaching journal u should not  pay attention styles … reflection –in –action :  while teaching 10 In teaching diary you write : your teaching practices of your lesson