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TEACHING ENGLISH AT GRADE 6
LOWER SECONDARY SCHOOL
Hung Yen, 6 August, 2014
Nguyen Quoc Tuan (MEd/MA)
Phone: 0912 144 655Email: [email protected]
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GETTING STARTED
THE4 MAINAPPROACHES
Objective:Communicative approachContent:Thematic approach
Methodology:Learning-centered approach
Outcome:Equivalent to level A1 of CEFR
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TOPIC I. THE OBJECTIVES
LISTENING
SPOKEN INTERACTION
SPEAKING
PHONETICS, VOCABULARY, GRAMMARLanguage
(Conditional)
READING WRITING
Main skills
Communicative approach: 5skills + 3language elements
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TOPIC II. THE CONTENT
THE CURRICULUM 4 themes & 12 topics
(The balance between pastand future, nearand faraway)
Our communities My new school
My home
My friends REVIEW 1Our heritage My neighbourhood
National wonders of the world
Our Tet holiday REVIEW 2
Our world Television
Sports and games
Cities of the world REVIEW 3Vision of the future Our home of the future
Our greener world
Robots REVIEW 4
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THE BOOK
2 books of 6 units each & 2 reviews
Book maps: Unit:reading, listening, speaking, writing, language focus (grammar,
vocabulary, pronunciation)
Units:Unit 1, Unit 2, Unit 3, Review 1 .. Unit 12, Review 4
Reviews:
LANGUAGE FOCUS: Pronunciation, vocabulary, grammar, everyday English,
SKILLS: reading, speaking, listening, writing
Glossary
THE APPROACH
Theme
Topic/Unit
Competences
Skills
Task/Activity
FunctionsSentence pattern/structureVocabulary/WordsPhonics/Phonetics
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THE UNIT & TEACHING PLAN
The yellow table: introducing the main contents
Getting started Dialogue about the topic & new language 1 period
A closer look 1 Vocabulary & pronunciation 1 period
A closer look 2 Grammar 1 period
Communication Everyday life of English 1 period
Skills 1 Reading & speaking 1 period
Skills 2 Listening & writing 1 period
Looking back Vocabulary, grammar & communication 1/2 period
Project Extra-curricular activities 1/2 period
The 5skills + 3language elements + 3supportive activities
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Getting started The dialogue Context: introducing the topic (Who, what,where, when, )
Content: introducing the language focus
Discourse: how the text start, sustain and end
Skills 1 Reading Pre-reading to lead to the topicReading comprehension
Focusing the language
Speaking Preparing the language
Producing the ideas
Skills 2 Listening The same as reading
Writing The same as speaking
1. The 5skills
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A closer look 1 Vocabulary Types of words
Meaning through context
Usage
Pronunciation Focusing on phonics:
Sounds of letters in words, words in
sentences, sentences in chantsA closer look 2 Grammar 1 or 2 elements (optional)
Form
Meanings
Usage
2. The 3language elements
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Communication Everyday life of English Plays or games or quiz
(English that is used in social
cultural context)
Looking back VocabularyGrammar
Communication
More about how language isused
Finish! Now you can Self-assessment of
what Ss CAN DO
Project Extra-curricular
activities
A real work Ss have to do about
the topic
3. The 3supportive activities
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Who Learner-
centered
leaning
Learning actively, creatively, whole-heartedly, learning how tolearn
What Task-
based
learning
Learning strategies through:
- Many different texts/tasksfor 5 skills and 3 language
elements- Activities like chants/songs/games/project
How Learning-centeredlearning
- Methods:
Methods:What methods are used
Procedures:How many steps & how they are formed
Techniques:What techniques & how they are used
- Modes:
Management: How the activity/task is managed
Inter-interaction: How Ss interact with each other
Outer-interaction: How Ss interact with teachers/ books/
materials
TOPC III: THE METHODOLOGY
The approach: W.W.H (Wholearns Whatand How)
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THE TEXT/TASK/ACTIVITY
1. The components: G.I.P.O
Goal + Input (Context - Content - Model) + Process + Outcome
Goal:Things that Ss will be able to achieve by the end of the activity/task
Input: - Context: The questions of who/ what/ where/ when, - Content: The language focus (Phonics orVocabulary orGrammar)
- Discourse: How the text/task starts, sustains and ends
Process:The steps Ss have to follow
Outcome: Things that Ss CAN DO
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Steps (1) Components (2) Learning activities (2)
Getting
started
Goal:
Context:
Content:
Discourse:
Introducing what Ss will be able to achieve
Asking & answering the questions of who/ what/
where/ when, to understand the contextIntroducing the main language focus (phonics or
words or grammar)
How the text starts, sustains and ends
Doing Process The steps of Doing the task/activity
Performing Outcome Applying new language in new contexts
Performing/Reporting what Ss CAN DO
2. The steps of learning task/activity: GDP
(Getting startedDoing the task/activityPerforming the task/activity)
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3. The management of the task/activity
Whole classIndividualpairgroupwhole class
Whole class:
(1st round)
Teach what Ss need to learn. Demonstrates/ model the
activities/tasks
Individual work:(2nd round)
Ss do the tasks/activities individually
Pairwork:
(3rd round)
Ss do the tasks/activities in pairs
Groupwork:
(4th round)
Some pairs work in groups to perform/demonstrate their
tasks/activities in the groups.
Whole class:
(5th round)
Some pairs/groups perform the tasks/activities for the whole
class to observe and give comments
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Steps (1) Learning activities (2) Language
Focus (3)
Modes (4)
Getting started Goal
ContextContent
Discourse
Phonics
Vocabulary
Grammar
Whole class
Doing Doing the task Individuals
Pairs
Groups
Performing Applying new language in new contextsPerforming/Reporting the Outcome
Whole class
4. The procedure
(Steps + Learning activities + Language focus + Modes)
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THE 4MAIN GROUPS OF METHODS
1. Spoken interaction
2. Listening & reading
3. Spoken production/Speaking & writing
4. Language elements: phonics, vocabulary, structures/functions
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Steps Learning activities Language
focus
Mode
Getting
started
Goal : What Ss will achieve
Context : who, what where, when,
Content: Language focusDiscourse: How to start, sustain, end
Whole class
Interacting Interacting between Ss
(direct exchanges of information)
New words &
structures
Individuals
Pairs
Groups
Performing Applying new language in new contexts Whole class
2. The procedure: G I
P
(Getting started Interacting Performing)
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3. Tips for teaching
Keep dialogues simple. Shorten long sentences.
Create clear context and the purpose
Turn the dialogue into role-plays & work in pairs /small groups first
Demonstrate the activity the first time you use it
Substitute key words/structuresGet the students to make the dialogue longer and deeper in content
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II. THE LISTENING & READING
1. Characteristics
Listening:
Fixed speed while listening
Cant do the re-listening or listen again
Do listening tasks while listening
Reading:
The use of readers knowledge/experiences (language & life)
The interaction between visual information and meaning information within
the texts
Receiving information from sounds-letters words sentences
paragraphstextcontext
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2. procedure
Pre-taskTask cycleLanguage analysis (P.T.L)
Procedure Learning activities Mode
Pre-task: Introducing the topic (who, what,
where, when, ..)Setting the task (what to do)
Whole class
Task cycle: Doing the task (first round)
Planning report (second round)
Reporting the task
Individual
Pair & groupwork
Language analysis: Analyzing the language (if necessary) Whole class
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3. Tips for teaching listening
Always set a tasklistening with a purpose
Always tap into students background knowledge/experiences
Provide contextual support
Practice detailed listening and general listening
Let students compare answers in pairs before group to increase confidence
Ensure learners give diagnostic feedback
Praise the students for their efforts
Balance the level of support and challenge
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1. Characteristics
Spoken production:
The accuracy and fluency in using the language
Producing intemediate information
The using of boday language
Writing:
Focussing on the writer, the reader and the context
Producing the information through sounds-letters words
sentencesparagraphstextcontext
From controlled writing (sentences/structures) freer writing (topics
with suggestions)free writing (topics)
III. SPOKEN PRODUCTION & WRITING
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Procedure Learning activities Mode
Pre-stage: Introducing the topic (who, what, where,
when, ..)Introducing the new language
Setting the task (what to do)
Whole class
Through/While-
stage:
Doing the task
Exchanging the task
Reporting the task
Individual
Pair
GroupworkPost-stage: Applying the language in new context (If
necessary)Whole class
2. Procedure
Pre-stageThrough/While-stagePost- stage (P.T.P)
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3. Tips for spoken production
Generate interest in the topic
Introduce the context/topic (e.g. picture, problem, situation, list ofitems, etc.)
Make sure students understand the task and goal of the activity
Make sure students understand the process
Give students thinking/preparation time Elicit an example, model the activity, get students to demonstrate
Students DO the activity/task
Give/take feedback on content/performance
Give feedback on language
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1. Characteristics
Phonetics:Something between phonics and phonetics
Vocabulary:Something between meanings and usagesGrammar:Something between functions and grammar rules
IV. LANGUAGE ELEMENTS
(Phonetics, vocabulary, grammar/functions)
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Procedure Learning activities Mode
Presentation: Introducing the topic (what, where, ..)
Introducing new language
Whole class
Practice: Controlled practice
Freer practice
Individual
Pair & groupwork
Production: Applying new language in new context Whole class
2. Procedure
PresentationPracticeProduction/Performance (P.P.P)
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3. Tips for teaching
Phonetics:
Splittingpracticingputting in
Sounds of letters in wordswords in sentences
Vocabulary:
Spelling + pronunciation + lexical meaning + grammatical form +
usage
Grammar:Form + meaning + usage
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TYPE 1: R.T.A
(Warm-upReview - Target languageActivitiesHome-link)
1. Objectives
2. Language focus: Phonetics /Lexical items/Vocabulary/Grammar
3. Teaching/learning aids
1. Warm-up & review
Combine the warm-up and review. Both should be easy, fun and positive
Relevant to the previous homelink and todays lesson
2. Target languague (drill work)
Introducing the new language. Clear example and modellingGive correct form
Using props, pictures, visual, realia
TOPIC IV: LESSON PLAN
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3. Activities (controlled Semi-controlled Free)
Clear context
Modeling
Practice in pairs/groupsControlledfree (80%-20%)
Fun
4. Reinforcement/consolidation
Props, pictures, visual, lealia.
Demonstrate activities
4. Homelink
Write up on board, along with examples
Make sure what students can do
Take it up next lesson
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TYPE 2: T.S.R
(Warm-upThree-step procedureReinforcementHomelink)
1. Objectives
2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids
Procedure
1. Warm-up/Review
2. Three-step procedure
(Pre-taskTask CycleLanguage analysis or
Pre- stageWhile stagePost-stage)
3. Reinforcement4. Homelink
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TYPE 3: G.I.P.O
(GoalInputProcedureOutsome)
1. Objectives2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids
Procedure
Warm-up/ReviewStep 1: Introducing the topic
Step 2: Setting the task
Step 3: Listening, reading, ... (individual)
Step 4: Public (pairs/groups) report
Step 5: New suggestions (discussion, role-play ...)
Step 6: Language analysis/summary
Other activities: songs, games, plays, chants,
Homework/Homelink
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TYPE 4: P.P.P
(PresentationPracticeProduction)
1. Objectives
2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids
ProcedureWarm-up/Review
1. Presentation
Introducing context/topic/situation
Introducing new language (form, meaning, usage)
2. Practice
Controlled practiceFreer practice
3. Production
Applying new language / Combining language components
Other activities: songs, games, plays, chants,
Homework/Homelink
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