PresentationMethods1( IT y3)

Making concept questions keys • Possible answers. (Other answers are also possible.) a) Is it the weekend now? (No) Do I want it to be the weekend? (Yes) How do I feel about the weekend? (Excited) b) Do I have a car? (No) Do I want a car? (Yes) Will I get a car? (Probably not) Are we talking about the past, present or future? (Present) c) Did I break it? (Yes) Was it an accident? (Yes) d) When did they get married? (10 years ago) Are they married now? (Yes)

Review 1. Give three reasons why teachers use questions in class. 2. Give two techniques for asking questions. What are the advantages and disadvantage of each technique? 3. What does concept checking mean? Why is it important? 4. Name four types of questions to check understanding. Give an example for each 5. When asking concept questions, how many techniques should you use to check understanding?

Unit5: Pronunciation drills ຐກື ​ຆຬໄ ຓ​ກາຌຬ​ ຬກສ​ ຼຄ 1. Introduction Discuss these questions • 1.1. What is drilling? • 1.2. During what stage of the lesson do we introduce drills? • 1.3. Should the students understand the meaning of the word/grammar before you drill?

Introduction (keys) • 1.1. Students practise pronunciation by repeating the new language ຌກຼັ ອຼຌຐກຶ ກາຌ ຬຬກສຼຄ຿ຈງກາຌຽວາ຺ໄ ຑາສາເໝໃ . • 1.2. The presentation stage ຂຌຼັໄ ຉຬຌກາຌຌາໍ ສະຽໜ.ີ • 1.3. they will be thinking about what the words mean, and not the pronunciation ຽຂາ຺ ຽ຅າ຺ໄ ຅ະ຃ຈິ ກໃ ຼວກຍັຼ ສໃ ຄິ ຋ໃ ຃ີ ໍາສຍັຼ ຫຓາງ຃ວາຓວໃ າ, ຾ລະຍໃ ໍ຾ຓໃ ຌກາຌຬຬກສຼຄ

1. What is drilling? Drilling ​຾ຓໃ ຌຫງຄັຼ ? 2. During what stage of the lesson do we introduce drills? ຉາຓຎກ຺ ກະຉ຾ິ ລວໄ ດໃ ູເຌຂຌຼັໄ ຉຬຌ ເຈຂຬຄຍຈ຺ ອຼຌ ຋ໃ ຑີ ວກຽອາ຺ ເຆໄ drilling? 3. Should the students understand the meaning of the word/grammar before you drill? ຃ວຌເຫຌໄ ກັຼ ອຼຌຽຂາ຺ໄ ເ຅຃ວາຓຫຓາງ ຂຬຄ຃ໍາສຍັຼ ຌຌັຼໄ ໂຍໃ ໍ ກໃ ຬຌກາຌ drill?

2. The stages of drilling • These are the stages of drilling: • How many stages are they of drilling? What are there? 1. Model 2. Choral drill 3. Individual drill 4. Closed pair drill

1. What is “Model drill” mean? The model drill mean is twice the natural speed 2. What is “Choral drill” mean? Choral drill mean how to get the whole class to repeat the sentence 2 or 3 times Use gestures to show that you want the whole class to repeat. 3. What is “individual drill mean? Individual drill mean how to Choose one student to repeat the sentence (the other students listen). Repeat with another 3 or 4 students. Use big, clear gestures to make it clear WHO should speak. 4. What is “closed pair drill mean? Closed pair drill mean how to put the students in pairs and tell them to practise saying the sentence to each other. Use gestures - All pairs practise at the same

Look at the table below. Match the stages of drilling and definitions. Stage of drilling Definition 1. Model a. ກຈິ ຅ະກາຌ,ີໄ ຅ະຓຌີ ກຼັ ອຼຌຑຼຄ຃ຌ຺ ຈຼວ຋ໃ ຅ີ ະຐກຶ ຽວາ຺ໄ ຃າໍ ສຍຼັ ເ 2. Choral drill ໝໃ ສໃ ວຌໝໃ ເູ ຌຫຬໄ ຄເຫຒໄ ຄັຼ . 3. Individual drill b. ຃຅ູ ະຽວາ຺ໄ ກໃ ຼວກຍຼັ ສຍັຼ ຑາສາເຫຓໃ ເຫ຅ໄ ະ຾຅ຄໄ ຾ລະ ຬຬກສຼຄ 4. Closed pair drill ດໃ າຄຽຎຌັຼ ຋າໍ ຓະຆາຈ຾ຉໃ 2-3 ຃ຄັຼໄ . c. ກຈິ ຅ະກາໍ າຌ,ີໄ ຌກຼັ ອຼຌ຋ຄຼັ ຫຓຈ຺ ຅ະຐກຶ ຽວາ຺ໄ ກໃ ຼວກຍຼັ ສຍຼັ ຃ໃ ູກຍັຼ ຫຓໃ ູ ຏູ຋ໄ ໃ ຌີ ໃ ຄັຼ ເກກໄ ຌຼັ ເຌຽວລາຈຼວ. d. ກຈິ ຅ະກາຌ,ີໄ ຌກຼັ ອຼຌ຋ຄັຼ ຫຓຈ຺ ຅ະແຈຐໄ ກຶ ຽວາ຺ໄ ສຍຼັ ຑາສາເຫຓໃ ຋ໃ ີ ຽຂາ຺ ຽ຅າ຺ໄ ກາໍ ລຄັຼ ອຼຌຑຬໄ ຓໂກຌັຼ .

Look at the table below. Match the stages of drilling and definitions. (keys) Stage of drilling Definition 1. Model B a. ກຈິ ຅ະກາຌ,ີໄ ຅ະຓຌີ ກຼັ ອຼຌຑຼຄ຃ຌ຺ ຈຼວ຋ໃ ຅ີ ະຐກຶ ຽວາ຺ໄ ຃ໍາສຍຼັ ເ 2. Choral drill D ໝໃ ສໃ ວຌໝໃ ເູ ຌຫຬໄ ຄເຫຒໄ ຄຼັ . 3. Individual drill A b. ຃ູ຅ະຽວາ຺ໄ ກໃ ຼວກຍັຼ ສຍຼັ ຑາສາເຫຓໃ ເຫ຅ໄ ະ຾຅ຄໄ ຾ລະ 4. Closed pair drill C ຬຬກສຼຄ ດໃ າຄຽຎຌັຼ ຋ໍາຓະຆາຈ຾ຉໃ 2-3 ຃ຄັຼໄ . c. ກຈິ ຅ະກາໍ າຌ,ີໄ ຌກັຼ ອຼຌ຋ຄຼັ ຫຓຈ຺ ຅ະຐກຶ ຽວາ຺ໄ ກໃ ຼວກຍັຼ ສຍຼັ ຃ໃ ູກຍັຼ ຫຓໃ ູ ຏູ຋ໄ ໃ ຌີ ໃ ຄຼັ ເກກໄ ຌັຼ ເຌຽວລາຈຼວ. d. ກຈິ ຅ະກາຌ,ີໄ ຌກັຼ ອຼຌ຋ຄຼັ ຫຓຈ຺ ຅ະແຈຐໄ ກຶ ຽວາ຺ໄ ສຍັຼ ຑາສາເຫຓໃ ຋ໃ ີ ຽຂາ຺ ຽ຅າ຺ໄ ກາໍ ລຄັຼ ອຼຌຑຬໄ ຓໂກຌຼັ .

3. Why we do each stage • Why do we do the stages of drilling? • Could we omit any stage? ຑວກຽອາ຺ ສາຓາຈ ງກ຺ ຽວຌັຼໄ ຂຌັຼໄ ຉຬຌເຈ? • What will happen if we do? ຅ະຽກຈີ ຫງຄັຼ ຂຌຶໄ ຊາໄ ຑວກຽອາ຺ ຽອຈຼັ ?

Stage reason 1. Model a. The teacher or other students can 2. Choral drill correct errors ຬາ຅າຌ ຫົື ຌກຼັ ອຼຌສາຓາຈກ຃ໍາຏຈິ ແຈ.ໄ 3. Individual drill b. Gives the most practice in speaking. 4. Closed pair ຽຐກິ ຫຈຼັ ກາຌຽວາ຺ໄ ເຫຫໄ າົ ງ drill c. All the students can speak, it doesn't matter if they make mistakes. ຌກຼັ ອຼຌ຋ຸກ຃ຌ຺ ສາຓາຈຽຐກິ ຽວາ຺ໄ ,ຽຊຄິ ວໃ າຌກຼັ ອຼຌ ຽວາ຺ໄ ຏຈິ ກໍ ຍໃ ໍຽຎຌັຼ ຫງຄັຼ ? d. Students hear the language spoken naturally.ຌກັຼ ອຼຌແຈງໄ ຌິ ກາຌຬຬກສຼຄດໃ າຄຆຈັຼ ຽ຅ຌ.

Stage Reason 1. Model d a. The teacher or other students can correct errors ຬາ຅າຌ ຫົື ຌກັຼ ອຼຌສາຓາຈກ຃ໍາຏຈິ ແຈ.ໄ 2. Choral drill c b. Gives the most practice in speaking. ຽຐກິ ຫຈັຼ ກາຌຽວາ຺ໄ ເຫຫໄ າົ ງ 3. Individual drill a c. All the students can speak, it doesn't matter if they make mistakes. ຌກັຼ ອຼຌ຋ຸກ຃ຌ຺ ສາຓາຈຽຐກິ ຽວາ຺ໄ ,ຽຊຄິ ວໃ າຌກັຼ ອຼຌ ຽວາ຺ໄ ຏຈິ ກໍ ຍໃ ໍຽຎຌັຼ ຫງຄຼັ ? 4. Closed pair drill b d. Students hear the language spoken naturally.ຌກຼັ ອຼຌແຈງໄ ຌິ ກາຌຬຬກສຼຄດໃ າຄຆຈຼັ ຽ຅ຌ.

4. Drilling questions and answers • “A little, often” • A: \"Where are you going?\" • B: \"To the market” • Demonstration  Model - say line A twice and then choral drill.  Model - say line 8 twice and then choral drill  Individual (open pair) - tell one student to ask the question  Individual (open pair) - tell one student to answer the question.  Repeat this with 3 or 4 pairs of students (only one pair speaking at a time).  Closed pair as practise the question and answer at the same time, • Tell the students \"This is the end of the demonstration

ຑວກ​ຽອາ຺ ຽ​ ອຈຼັ ກ​ ຈິ ​຅ະ​ກາໍ open pair drilling ​ກໃ ຬຌ ຫົື ຫົຄັຼ closed pair drilling? Open pair ຓ​຃ີ ວາຓໝ​ າງ຾​ ຌວເ​ ຈ? ຈວໄ ງ​ຽຫຈ​ຏຌ຺ ​ຬຌຼັ ເ​ ຈ຅​ ໃ ຄິ ຎ​ ະຉ​ ​ຍິ ຈຼັ ​ຂຌຼັໄ ຉ​ ຬຌ open pair drilling? Remember all 4 stages should be included when drilling. The 3 stage will be EITHER individual OR open pair drilling but NOT both

5. What does drilling practices? • Remember: When you teach new language, pພstruາodສneuາnnໃtຫcsiaມີ່ tn,ioeຌneກ.ັຼ dອຼtຌo຅ສາໍໃຄິkຽ​ທີ່ຎnຌັຼ​ຄoຉwວຬໄ ນຄອm​ຈ່ີ ູ຃ໄe: ວaາnຓໃiນngໝເ,ວາງລf,oາrທອ່ີ mູຍທ່ີ ຾າຍນຍສa຾ຬnລນdະ ກາຌຬຬກສຼຄ • What does drilling practices? • a. Speaking • b. Form and pronunciation • c. Meaning

6. How to drill • Write \"do\" or \"don't\" for each point at a table below

Drilling Techniques - Dos and Don'ts Put \"do\" or \"don't\" in front each sentence 1_______________ Model the language at normal speed ຽວາ຺ໄ ຾ຍຍ຋ໍາຓະຈາ ( ຽວາ຺ໄ ຍໃແໍ ວ, ຍໃ ຆໍ າໄ ຿ຑຈ ) 2______________ Drill unnatural language ຐກຶ ຽວາ຺ໄ ຾ຍຍຏຈິ ຎກ຺ ກະຉິ ( ແວ຿ຑຈ, ຆາໄ ຿ຑຈ ) 3______________.Keep the drilling quick and lively ອກຼັ ສາກາຌຽຐກິ ຽວາ຺ໄ ເຫຓໄ ຍີ ຌັຼ ງາກາຈ ຾ລະ ຓໃ ວຌຆໃ ຌື 4______________Write the sentence on the board before the students say it ຂຼຌຎະ຿ຫງກເສໃ ກະຈາຌກໃ ຬຌ຾ລວໄ ຅ໃ ຄຶ ຑາຌກັຼ ອຼຌຽຐກິ ຽວາ຺ໄ ຃ໍາສຍັຼ 5____________ Tell your students not to write while you drill ຍຬກຌກຼັ ອຼຌ ຍໃ ເໍ ຫຑໄ ວກຽຂາ຺ ຂຼຌ ຽວລາກໍາລຄັຼ ຐກຶ ຽວາ຺ໄ 6____________ Introduce the various stages of drilling with clear Gestures ສະຽຫຌຍີ າຈກາໄ ວຉໃ າຄໂຂຬຄກາຌ drilling ຈວໄ ງກາຌເຆດໄ າ຋າຄ 7____________ Listen and correct errors ຒຄຼັ ຾ລະ ກວຈ຃ໍາຏ​ ຈິ 8____________ Drill each student in the order they are sitting ຽຐກິ ເຫຌໄ ກັຼ ອຼຌ຋ຸກ຃ຌ຺ ເຌ຋ຬໄ ຄອຼຌ 9 ____________ Make it fun ສາໄ ຄຍຌັຼ ງາກາຈເຫຓໄ ໃ ວຌຆໃ ຌື ເຌຽວລາ drilling 10 ___________ Model a long list of vocabulary while the students listen ດໃ າເຫຉໄ ວ຺ ດໃ າຄຎະຓວຌ຃ໍາສຍຼັ ຫົາງຽກຌີ ແຎເຌຂະຌະ຋ໃ ຌີ ກຼັ ອຼຌຽຐກິ ຆຬໄ ຓ

Drilling Techniques - Dos and Don'ts Put \"do\" or \"don't\" in front each sentence 1______do_________ Model the language at normal speed ຽວາ຺ໄ ຾ຍຍ຋ໍາຓະຈາ ( ຽວາ຺ໄ ຍໃແໍ ວ, ຍໃ ໍຆາໄ ຿ຑຈ ) 2_____don’t_________ Drill unnatural language ຐກຶ ຽວາ຺ໄ ຾ຍຍຏຈິ ຎກ຺ ກະຉິ ( ແວ຿ຑຈ, ຆາໄ ຿ຑຈ ) 3____do__________.Keep the drilling quick and lively ອກັຼ ສາກາຌຽຐກິ ຽວາ຺ໄ ເຫຓໄ ຍີ ຌັຼ ງາກາຈ ຾ລະ ຓໃ ວຌຆໃ ຌື 4_____don’t_________Write the sentence on the board before the students say it ຂຼຌຎະ຿ຫງກເສໃ ກະຈາຌກໃ ຬຌ຾ລວໄ ຅ໃ ຄຶ ຑາຌກັຼ ອຼຌຽຐກິ ຽວາ຺ໄ ຃ໍາສຍັຼ 5____do________ Tell your students not to write while you drill ຍຬກຌກັຼ ອຼຌ ຍໃ ເໍ ຫຑໄ ວກຽຂາ຺ ຂຼຌ ຽວລາກໍາລຄັຼ ຐກຶ ຽວາ຺ໄ 6_____do_______ Introduce the various stages of drilling with clear Gestures ສະຽຫຌຍີ າຈກາໄ ວຉໃ າຄໂຂຬຄກາຌ drilling ຈວໄ ງກາຌເຆດໄ າ຋າຄ 7_____do_______ Listen and correct errors ຒຄຼັ ຾ລະ ກວຈ຃ໍາ​ຏຈິ 8______don’t______ Drill each student in the order they are sitting ຽຐກິ ເຫຌໄ ກຼັ ອຼຌ຋ຸກ຃ຌ຺ ເຌ຋ຬໄ ຄອຼຌ 9 _____do_______ Make it fun ສາໄ ຄຍຌຼັ ງາກາຈເຫຓໄ ໃ ວຌຆໃ ຌື ເຌຽວລາ drilling 10 _____don’t______ Model a long list of vocabulary while the students listen ດໃ າເຫຉໄ ວ຺ ດໃ າຄຎະຓວຌ຃າໍ ສຍັຼ ຫົາງຽກຌີ ແຎເຌຂະຌະ຋ໃ ຌີ ກັຼ ອຼຌຽຐກິ ຆຬໄ ຓ

7. Micro-teaching Checklist Decide what you are going to drill ຑ຅ີ າລະຌາວໃ າ ຽ຅າ຺ໄ ຅ະ drill ຫງຄຼັ ? Decide how you will model it, think about stress and difficult sounds. Practices saying the sentence - make sure that you say it the same way each time. ຽ຅າ຺ໄ ຅ະເຫຉໄ ວ຺ ດໃ າຄ຾ຌວເຈ ກໃ ຼວກຍຼັ ກາຌຽຌຌຼັໄ ສຼຄ ຾ລະ ກາຌຬຬກສຼຄ ຋ໃ ງີ າກ? ຽວລາ ຽວາ຺ໄ ຎະ຿ຫງກຌຌຼັໄ ຉຬໄ ຄເຆຌໄ ສຼຄວ຋ິ ຽີ ກໃ າ຺ (ຍໃ ໍເຫຎໄ ໃ ຼຌສຼຄ). Decide which drills you will do and in what order (consider whether to do individual or open pairs) ຃ຌຄຶ ວໃ າ ຽ຅າ຺ໄ drill ຾ຌວເຈ ຽຑໃ ຬື ເຫຊໄ ກື ຉຬໄ ຄຉາຓຍາຈກາໄ ວ drilling

Unit 6: Process writing ຂະຍ​ ວຌກ​ າຌ​ຂຼຌ 1. What is process writing? ຂະຍວຌກາຌຂຼຌ຾ຓໃ ຌຫງຄັຼ ? • Process writing is suitable for higher level students preparing for exams, these students have to write essays and must learn to plan their writing. Process writing helps students to draft and revise their written work to produce a better final essay

How many steps are there to process writing • There are three steps to process writing • Pre-writing activities ກຈິ ຅ະກາໍ ກາຌຂຼຌກໃ ຬຌ • Drafting activities ກຈິ ຅ະກາໍ ອໃ າຄ • Revising activities ຎຍັຼ ຎຸຄກຈິ ຅ະກາໍ

2. Pre-writing activities • What activities can you do before writing? • Listening to something about the topic, or a connected topic. • Reading a text connected to the writing topic; • Discussing the topic. • Showing a picture about the topic and asking question about it. • Writing down any vocabulary or ideas about the topic.

3. Drafting • When you draft, it is very important to make a plan to help you write. You topic and need to think ຽຫaຓbວ຺ໃ ຬື oຂ຋uໍໄໃ ຾າtຌລ“ອiະnໃ າtຄ຅r,oາໍ ຓຽdຎuຌຼັ ຌຼັ cຽຉຎtiຬຌັຼໄoຄnສແໃ ”ຄິ ຈສ຃ໄoໍາ຃ຈuິ ຌກັຼtlໃiຫຼnວາົeງ ຋toໃ ຅ີpະicສsາໄ ,ຄ຾dຏeຌtaກilາຌof຋ໃe຅ີ aະcຆhໃ ວງcoເnຫc຋ໄ lໃuາຌsiຂoຼnຌ\".. ກຍັຼ \"ກາຌຌາໍ ສະຽຫຌ,ີ ຬະ຋ຍິ າງຫວ຺ ຂໍ,ໄ ລາງລະຬຼຈຂຬຄ຾ຉໃ ລະຍຈ຺ ສະຫຸົຍ\". • For example: Here is a basic outline for \"describing Luang Prabang\" • 1. Places • 2. Festivals • 3. People

For example: Here is a basic outline for \"describing Luang Prabang\" • 1. Places • a. World Heritage site (old French building, Royal Palace). • b. Temples • c. Weaving village • 2. Festivals • a. Pi Mai Lao • b. Boat racing • 3. People • a. Kind • b. Friendly • c. Hospitable



This is the final text describing Luang Prabang Luang Prabang is the beautiful old capital city of Laos. It is a World Heritage site. It is situated in the north, surrounded by mountains. Lao customs, traditions and culture are well preserved in Luang Prabang, Luang Prabang has got more temples than other cities in Laos. For example, That Phousy. Wat Xiengthong, Wat Vixoun, and Wat Phon Phao. Ban Phanom is a famous weaving village in Luang Prabang. The local people make a variety of traditional patterns and colorful fabrics.. Every year there are interesting traditional celebrations such as the boat racing festival and Pi Mai Lao. The people in Luang Prabang have delicious traditional food as well: Orlarm and Jeobong, Many people say Luang Prabang is the most beautiful city in Laos, full of old customs. traditions and culture. The people are very kind, friendly and hospitable.

write two paragraphs to describe Vientiane • a) Write a basic outline. ຂຼຌ຿຃ຄອໃ າຄ ຑຌືໄ ຊາຌ. • b) Write a detailed outline. ຂຼຌລາງ ລະຬຼຈ. • c) Write your first draft. Use the Luang Prabang text to help you ຂຼຌອໃ າຄ຋າໍ ຬຈິ ຂຬຄ ຋ໃ າຌ. ເຆຍໄ ຈ຺ ຬ​ ໃ າຌ “ຫວົ ຄຑະຍາຄ”.

4. Revising ກາຌຎຍຼັ ຎຸຄ • It is essential to teach a correction code for the process approach. Write your code on the blackboard. Give students examples of work which you have corrected using your code, so they can practice correcting. You can use any code that you think is helpful.

Here is an example T - Wrong tense G = Wrong grammar W = Wrong word ^ = Missing word S = Wrong speaking Wo = Wrong word order ? = I don’t understand P = Punctuation / capital letter

Start by underlining mistakes and use your code to note the type of mistake in the margin. The students then try to correct themselves. As students' writing improves and they get used to the code, you can leave out. the code and only underline the mistakes (to show that there is a mistake). but the students have to decide what type of mistake it is.

Students rewrite using the correction code and editing. Encourage students to work in pairs, asking each other for help and suggesting corrections Activity 1: How to correct G Manotham and Sommaly are students at a school in Vientiane. They live S in a big house with their parents. Their grandparents don't live in Wo Vientiane. They live in the capital old city of Luang Prabang. W Manotham and Sommaly's grandparents are very young. They live in ^ small house with a big garden. Sometimes, in July or August G Manotham and Sommaly goes to Luang Prabang by boat ^ the Mekong They visit their grandparents and help with the housework G They always like to visiting Luang Prabang. It is a beautiful old city ? They always Visit like grandparents they are nice, old people

Activity 2: Correction code Correct this text using a correction code. Work My sister is nineteen year old. He is a student at the University National, Her name is Vieng. She is tall and had long hair. She always helps homework. She is Good sister. Compare your corrections with your partner. Feedback as a whole class

Unit 7 Making a class vocabulary bookກາຌ ສາໄ ຄຎຓືໄ ຃ໍາສຍັຼ ເຌຫຬໄ ຄອຼຌ

1.Introduction ຍຈ຺ ຾ຌະຌາໍ • Making a vocabulary book is one useful way of helping students to remember previously and newly learnt vocabulary. Making a vocabulary book also promotes student autonomy and responsibility. Compiling a vocabulary book can be done individually, in pairs or groups.

Activity 1: Memorizing words : ກາຌ຅ໃ ຅ື າໍ ຃ໍາສຍຼັ Look at the list of words in the table and try to remember them. You have 1 minute. Red badminton papaya salad Tennis Swimming Jump football black hop ice-cream yellow grilled chicken noodle soup Walk skip blue

Activity 2: Remembering words : ກາຌ຅ໃ ຅ື າໍ ຃ໍາສຍຼັ Look at the list of words in the taຽຍbໃ ຄິleຍຌັຼ bຆeລີ lາoງwຆ.ໃ ຂື ຬTຄr຃yໍາສtຍoຼັ remember them. You have 1 minute. ຉໃ າຄໂເຌຉາຉະລາຄຂາໄ ຄລໃ ຸຓຌ.ີໄ ຑະງາງາຓ຅ໃ ຽື ຂາ຺ ຽ຅າ຺ໄ . ຽ຅າ຺ໄ ຓຽີ ວລາ 1 ຌາ຋.ີ Red badminton papaya salad Jump yellow swimming hop Ice-cream blue tennis walk grilled chicken black football skip noodle soup How many words could you remember this time? What strategies did you use to help you remember words? Which activity made it easier to remember the words? Why?

2. Memory strategies ງຸຈ຋ະສາຈເຌກ​ າຌ​຅ໃ ຃​ື າໍ ​ ສຍຼັ ​ເໝໃ • We remember things in many different ways grouping associating Memory putting in context using imagery rhyming + sounds

3. Recording vocabulary • - There is no point in introducing new words if students cannot remember them. • ຍໃ ໍຓ຅ີ ຈຸ ເຈເຌກາຌຌາໍ ສະຽ​ ໜ຃ີ ໍາສຍັຼ ເໝໃ ຊາໄ ຫາກວໃ າຌກຼັ ​ອຼຌ຅ໃ ຍື ໃ ໍແຈ.ໄ • - Many students record new words in long alphabetical lists that are disorganize and never looked at again. • ຌກັຼ ​ອຼຌຫົາງ຃ຌ຺ ຍຌຼັ ຋ກຶ ຃ໍາສຍັຼ ເໝໃ ເຌລາງກາຌຉວ຺ ໜຄັຼ ສງື າວໂ຋ໃ ຍີ ໃ ໍຽຎຌຼັ ລະຍຼຍ ຾ລະ ຍໃ ໍຽ຃ງີ ຽຍໃ ຄິ ຬກີ . • - We can help students if we can train them to record their vocabulary in a more useful way. • ຑວກຽອາ຺ ສາຓາຈຆໃ ວງຌກັຼ ອຼຌແຈໄ ຊາໄ ຑວກຽອາ຺ ສາຓາຈຐກຶ ເຫຽໄ ຂາ຺ ຽ຅າ຺ໄ ຍຌຼັ ຋ກຶ ຃ໍາສຍຼັ ຂຬຄຽຂາ຺ ຽ຅າ຺ໄ ແຈດໄ ໃ າຄຽຎຌຼັ ຎະ຿ຫງຈ.

Word Translation Picture Part of Meaning Example speech motorbike yellow breakfast The meal I had noodle that I had soup for noodle you breakfast this eat in the morning soup for morning December pencil sister market happy

4. Making a class vocabulary book ກາຌຽອຈັຼ ຫຌຄັຼ ສ຃ື ໍາສຍຼັ ເຌຫຬໄ ຄອຼຌ • Below are three new vocabulary sets learnt by secondary school students in a • week. Brainstorm how you could have students record the new vocabulary in their • books. Work in small groups. Each group look at only one set each. Your teacher • wຌກັຼillອtຼeຌllຓyຈຼັ o຋uະwງຓh຺ iສcກhຶ ສsາeເຌt ໜtoໃ ຄຶ look at. ຂາໄ ຄລໃ ຸຓຌ຾ີໄ ຓໃ ຌສາຓຆຸຈ຃າໍ ສຍຼັ ເໝໃ ຋ໃ ີ • ຬເຌາ຋ຎຈິຓຶໄ .ຂຬຄລຽຂະາ຺ ຈຽ຅ຓ຺ າ຺ໄ ຃. ວຽອາຓຈັຼ ຃ວຈຼິ ກວຽ຋ິ ຎ຋ີຌັຼ ໃ ຽີ ຅າ຺ໄ ສາຓາຈເຫຌໄ ກັຼ ອຼຌຍຌັຼ ຋ກຶ ຃າສຍັຼ ເໝໃ ແວໄ • ກໃ ຸຓຌຬໄ ງ. ຾ຉໃ ລະກໃ ຸຓຽຍໃ ຄິ ຑຼຄ຾ຉໃ ຫຌໃ ຄຶ ຆຸຈ. ຃ູ​຾ຌະ​ຌາໍ ວໃ າຆຸຈເຈ຋ໃ ຅ີ ະຽຍໃ ຄິ .

grandparents Set 1: cousin married granddaughte aunt nice teenager uncle short r look like quite very really ugly pretty good looking boat racing festival Set 2: Lao new year spectators chanting Christmas first prize presents good health Christmas tree blessing good luck silver Set 3: rattan between made off leather hair dresser bracelet pattern fish basket next to opposite wood handicraft shop tailor

Review Work in small groups to answer the following True (T) or False (F) questions ຋ຍ຺ ຋ວຌ຃ຌື ກາຌຽອຈຼັ ວຼກຽຎຌຼັ ກໃ ຸຓຌຬໄ ງຽຑໃ ຬື ຉຬຍ຃ໍາຊາຓ ຃ວາຓ຅ຄິ (T) ຫົື ຏຈິ (F) ຉໃແໍ ຎຌ.ີໄ 1. ---------- Vocabulary should always be recorded in alphabetical order. ຃ໍາສຍຼັ ຃ວຌຊກື ຍຌັຼ ຋ກຶ ຽຎຌຼັ ລໍາຈຍັຼ ຉວ຺ ໜຄັຼ ສສື ະຽໝ.ີ 2. …………Pictures can help students to remember new vocabulary. ອູຍຑາຍສາຓາຈຆໃ ວງເຫຌໄ ກັຼ ອຼຌ຅ໃ ຃ື າໍ ສຍຼັ ເໝໃ ແຈ.ໄ 3. …………It can be helpful to put new vocabulary into sentences. ຓຌັຼ ຽຎຌັຼ ຎະ຿ຫງຈ຋ໃ ຅ີ ະຽຬາ຺ ຃າໍ ສຍຼັ ເຫຓໃ ຽຂາ຺ໄ ແຎເຌຎະ຿ຫງກ. 4. ………..Grouping words together to learn them is a waste of time. ກາຌ຅ຈັຼ ກໃ ຸຓ຃າໍ ສຍຼັ ຽຂາ຺ໄ ກຌຼັ ຽຑໃ ຬື ອຼຌອູຓໄ ຌຼັ ຽຎຌຼັ ກາຌຽສງຽວລາ. 5. …………Some students remember words by the way they sound. ຌກຼັ ອຼຌຍາຄ຃ຌ຺ ຅ໃ ຃ື ໍາສຍຼັ ຉໃ າຄໂ຿ຈງວ຋ິ ສີ ຼຄ. 6. ………..Students should be encouraged to learn and record vocabulary in many different ways. ຃ວຌຆຸກງູເໄ ຫຌໄ ກັຼ ອຼຌອຼຌອູ ໄ ຾ລະ ຍຌັຼ ຋ກຶ ຃າໍ ສຍຼັ ເຌຫາົ ງໂຈາໄ ຌວ຋ິ ກີ າຌ຋ໃ ຾ີ ຉກຉໃ າຄກຌັຼ .