workshopthcsnew tieng anh 62014

8/10/2019 WorkshopthcsNew Tieng Anh 62014

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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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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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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


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


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


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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workshopthcsnew tieng anh 62014

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