Tai lieu tap huan PPGD Tieng Anh

WHILE SPEAKING * A SUB SKILL THAT WE OFTEN USE TO EXPLOITE IN SPEAKING LESSON IS “DRILL” - MODEL: T-S - MODEL: S-S THEN CLOSE PAIR – PUBLIC PAIR - CHECK 3.POST SPEAKING - TEACHER CAN USE[r]

WELCOME ALL TEACHERS JOINING THE TRAINING SESSION LET’S LISTEN “YOU RAISE ME UP” (BY CELTIC WOMAN) FILL IN THE GAPS MAKE QUESTIONS BASED ON THE LYRIC * TEACHING A – SKILLLESSON - DISCUSS: HOW MANY SKILLS ARE THERE IN TEACHING ENGLISH? WHAT ARE THEY? WHAT TO TEACH IN EACH LESSON? HOW TO TEACH THEM? A TEACHING: LISTENING - GROUPWORK: MAKE AN OUTLINE OF THE LESSON “ LISTENING” UNIT , ENGLISH FORM OF A LISTENING LESSON (COMMUNICATIVE APPROACH) PRE – LISTENING A, VOCABULARY: TEACH THE ACTIVE VACOBULARY THAT NECESSARY TO TEACH THE LESSON B OTHER EXERCISES BEFORE LISTENING TRUE/FALSE STATEMENT OPEN-PREDICTIONS PRE-QUESTIONS ORDERING WHILE LISTENING A, PLAY THE TAPE AND GET STS TO CHECK AND CORRECT THE BEFORE - LISTENING ACTIVITY B DO THE EXERCISES IN THE BOOK IF AVAILABLE POST – LISTENING * TEACHER CAN CREATE ANY KIND OF EXERCISES FOR STS TO DO THE EXERCISES MUST RELATE TO THE LESSON “HOW FREE” IS UP TO THE LEVEL OF STS FOR EXAMPLE: RECALL THE STORY, WRITE IT UP, ROLE PLAY, * VERY OFTEN, WE CAN USE EXECISES IN THE LANGUAGE FOCUS PART TO DO AS A FURTHER PRACTICE B TEACHING: SPEAKING - WORK IN GROUP : DISCUSS “ WHAT IS THE MOST DIFFICULT THING FOR TEACHERS TO TEACH SPEAKING IN OUR SCHOOL ?” AND “ WHAT ARE THE SOLUTIONS?” * FORM OF A SPEAKING PLAN PRE SPEAKING A VOCABULARY: TEACHER MUST PRESENT BRIEFLY THE WORD WHICH IS NECESSARY TO TEACH “ SPEAK” B SET THE SCENE: TEACHER INTRODUCE THE SITUATION IN AN EASY –TO - UNDERSTAND LANGUAGE WHILE SPEAKING * A SUB SKILL THAT WE OFTEN USE TO EXPLOITE IN SPEAKING LESSON IS “DRILL” - MODEL: T-S - MODEL: S-S THEN CLOSE PAIR – PUBLIC PAIR - CHECK 3.POST SPEAKING - TEACHER CAN USE THE TASK IN THE TEXT BOOK , UP TO THE LEVEL OF STS , TEACHER CREATE THE FREER ACTIVITIES BY MAKE THEM MORE REAL (TEACHER MAY GIVE THE C TEACHING: READING LIKE OTHER LESSON, READING LESSON HAS THE FOLOWING STEPS PRE READING - A, VOCABULRY - B, PRE TASK: TEACHER CAN MAKE EXERCISE FOR STS TO DO BEFORE READING SUCH AS: PREDICTION/ORDERING PICRURE/MULTIPLE CHOICE/ GAP FILLING/ PRE QUESTION/MATCHING WHILE READING - GETS STS TO READ THE TEXT - CHECK PRE TASK THEN CORRECT - DO EXERCISES PROMPTED IN THE TEXTBOOK POST READING D TEACHING WRITING HERE IS THE A TYPICAL LESSON OF WRITING PRE WRITING - PRE TEACH VOCABULARY - SET THE SCENE: TEACHER NEEDS TO EXPLAIN WHAT IS GOING TO BE WRITEN AND MAKE SURE STS DEEPLY UNDERSTAND WHAT THEY ARE GOING TO DO - SETS SOME EXERCISES FOR STS TO MAKE THEM TO GET FAMILIAR TO THE WRITING TASK SUCH AS: COMPREHENSON QUESTIONS/ MATCHING / BRAINSTORMING WHILE WRITING - TRANSFORMATION WRTING (CONTROLED WRTING): STS DO THE TASK OF WRITING AS SET IN THE BOOK WITH TEACHER’S PROMPT OR CUE * NOTE: IF STS LEVEL IS LOW , TEACHER CAN CHANGE THE TASK IN THE BOOK INTO AN POST WRITING: EXHIBITION - SHOW THE STS’ PRODUCT OF WRITING - CORRECTION (SHOULD BE DONE BY STS) (IF THE TASK IS TOO LONG FOR STS TO WRTE , IT IS POSSIBLE TO DEVIDE INTO SMALLER ONES AND EACH GROUP WRITE ONE PART THEN COMBINE TO MAKE A FULFIL TASK )