PresentationMethods1( IT y3)

What can’t help control in the class ສິ່ ງທິ່ ບ່ິ ຊວ່ິ ຍຄວບຄມຸ ຫຬ້ ງ 1. Speak English all the time ຽວາ຺ໄ ຑາສາຬຄັຼ ກຈິ ຉະຫົຬຈຽວລາ 2. Speak quietly 3. Doing the same activities every lesson ຽອຈຼັ ກຈິ ຅ະກາໍ ຽຈຓີ ໂເຌ ຾ຉໃ ລະຍຈ຺ ອຼຌ 4. Making homework while students are working in pairs and groups. 5. Standing by the blackboard all lesson ດໃ ູເກກໄ ະຈາຌຉະຫົຬຈ ຽວລາ 6. Speaking during the whole lesson ຽວາ຺ໄ ຉະຫົຬຈເຌຽວລາສຬຌ

2. Good Rapport ຍຈ຺ ລາງຄາຌ຋ໃ ຈີ ີ • Being in control is important, but the teacher should try not to create a bad atmosphere in the class. • ກາຌ຃ວຍ຃ຸຓ຾ຓໃ ຌສໍາ຃ຌັຼ , ຾ຉໃ ຃ູ຃ວຌຑະງາງາຓຍໃ ໍສາໄ ຄຍຌັຼ ງາກາຈ຋ໃ ຍີ ໃ ໍຈີ ເຌຫຬໄ ຄອຼຌ. • Making the students feel comfortable is very important if we want them to learn and behave at the same time. • ກາຌຽອຈັຼ ເຫຌໄ ກັຼ ອຼຌອູສໄ ກຶ ສະຈວກສະຍາງ຾ຓໃ ຌຓ຃ີ ວາຓສໍາ຃ຌຼັ ຫົາງຊາໄ ຑວກຽອາ຺ ຉຬໄ ຄກາຌເຫຑໄ ວກຽຂາ຺ ອຼຌອູ຾ໄ ລະຎະຑຈຶ ຉວ຺ ເຌຽວລາຈຼວກຌຼັ . • The teacher should create the right atmosphere and relationship between the teacher and the students. We call this having good rapport • ຃ຌູກ຃ຼັ ອວຼຌຌສ.າໄ ຄຑຍວຌຼັ ກງຽອາກາ຺ ຽາຬຈຌີໄ ວ຾ໃ ລາຌະຓີໄ ຃ສີ ວາງາຓຑສວ຺ ໍຑາຑຌຼັ ຌັຼ ຋ຬໃ ຈີ ຌຼັ !ີ ຽໝາະສຓ຺ ລະຫວໃ າຄ຃ູກຍັຼ

Checklist (ສໃ ຄິ ຋ໃ ຃ີ ວຌຽຬາ຺ ເ຅ເສໃ ) • When you are teaching make sure you remember the following points to create a good atmosphere in your class. ເຌຽວລາ຋ໃ ີ ຋ໃ າຌກາໍ ລຄັຼ ສຬຌເຫ຾ໄ ຌໃ ເ຅ວໃ າ຋ໃ າຌ຅ໃ ຅ື ຈຸ ຈໃ ຄຼັ ຉໃແໍ ຎຌຽີໄ ຑໃ ຬື ສາໄ ຄ ຍຌັຼ ງາກາຈ຋ໃ ຈີ ເີ ຌຫຬໄ ຄອຼຌຂຬຄ຋ໃ າຌ.

Be friendly - Laugh with the students, not at them. ຓ຃ີ ວາຓຽຎຌັຼ ຓຈິ - ຽງາະຽງງີໄ ກຍັຼ ຌກຼັ ອຼຌ, ຍໃ ໍ຾ຓໃ ຌດໃ ູກຍຼັ ຑວກຽຂາ຺ . Be helpful - Work with the students. ຽຎຌັຼ ຎະ຿ຫງຈ - ຽອຈຼັ ວຼກກຍຼັ ຌກັຼ ອຼຌ. Show interest - Really listen to your students. ສະ຾ຈຄ຃ວາຓສຌ຺ ເ຅ - ຒຄຼັ ຌກຼັ ອຼຌ ຂຬຄຽ຅າ຺ໄ ຾຋ໂໄ . Be patient ຓ຃ີ ວາຓຬຈ຺ ຋ຌ຺ Be enthusiastic ຓ຃ີ ວາຓກະຉລື ລື ຌ຺ໄ Always organize/demonstrate - don't just tell the students what to do. ສະຽຫຓ຅ີ ຈັຼ / ສະ຾ຈຄເຫຽໄ ຫຌຼັ - ຍໃ ຑໍ ຼຄ຾ຉໃ ຍຬກຌກຼັ ອຼຌສໃ ຄິ ຋ໃ ຉີ ຬໄ ຄຽອຈຼັ . Introduce new topics/activities - ask questions/ask for examples to check whether students have understood - don't just give them instructions. ຾ຌະຌາໍ ຫວ຺ ຂໍໄ / ກຈິ ຅ະກໍາເຫຓໃ - ຊາຓ຃ໍາຊາຓ / ຊາຓຉວ຺ ດໃ າຄຽຑໃ ຬື ກວຈຽຍໃ ຄິ ວໃ າຌກຼັ ອຼຌແຈຽໄ ຂາ຺ໄ ເ຅ຫົຍື ໃ ໍ - ຍໃ ໍ ຑຼຄ຾ຉໃ ເຫ຃ໄ າໍ ຾ຌະຌາໍ ເຫຽໄ ຂາ຺ ຽ຅າ຺ໄ .

Give everyone a chance to think or talk about a topic BEFORE you ask a student for the answer. ເຫ຿ໄ ຬກາຈ຋ຸກ຃ຌ຺ ຃ຈິ ຫົສື ຌ຺ ຋ະຌາກໃ ຼວກຍຼັ ຫວ຺ ຂໍກໄ ໃ ຬຌ຋ໃ ຽີ ຅າ຺ໄ ຅ະຊາຓຏູອໄ ຼຌຽຑໃ ຬື ຫາ຃ໍາຉຬຍ. Give the students time to listen and think before they speak. ເຫຽໄ ວລາຌກັຼ ອຼຌຒຄຼັ ຾ລະ ຃ຈິ ກໃ ຬຌ຅ະຽວາ຺ໄ . Set time limits so students know how long they have to do an activity ກາໍ ຌຈ຺ ຽວລາ຅າໍ ກຈຼັ ຽຑໃ ຬື ເຫຌໄ ກຼັ ສກຶ ສາອູວໄ ໃ າຽຂາ຺ ຽ຅າ຺ໄ ຉຬໄ ຄຽອຈັຼ ກຈິ ຅ະກາໍ ຈຌ຺ ຎາຌເຈ, Get the students to speak to each other as much as possible, rather than the teacher all the time. ເຫຌໄ ກັຼ ອຼຌຽວາ຺ໄ ກຌຼັ ຫົາງຽ຋ໃ າ຺ ຋ໃ ຽີ ຎຌຼັ ແຎແຈ,ໄ ຾຋ຌ຋ໃ ຅ີ ະຽຎຌັຼ ຃ູສຬຌຉະຫຬົ ຈ. Ask/encourage the Ss to help each other, especially when they work in pairs or groups. ຂໍເຫໄ / ຆຸກງູເໄ ຫໄ Ss ຆໃ ວງຽຫົຬື ຽຆໃ ຄິ ກຌັຼ ຾ລະກຌຼັ , ຿ຈງສະຽຑາະເຌຽວລາ຋ໃ ຑີ ວກຽຂາ຺ ຽອຈັຼ ວຼກຽຎຌັຼ ຃ໃ ູຫກົື ໃ ຸຓ.

Monitor and walk around pairs/groups during activities to check and listen to what they are doing - but don't stop/interrupt them! remember the teacher doesn't always need to be at the front of the class.ຉຈິ ຉາຓກວຈ ກາ຾ລະງໃ າຄຬຬໄ ຓຂາໄ ຄ຃ໃ ູ / ກໃ ຸຓເຌລະຫວໃ າຄກາຌຽ຃ໃ ຬື ຌແຫວຽຑໃ ຬື ກວຈສຬຍ຾ລະອຍຼັ ຒຄັຼ ສໃ ຄິ ຋ໃ ຽີ ຂາ຺ ຽ຅າ຺ໄ ກາໍ ລຄຼັ ຽອຈັຼ - ຾ຉໃ ຍໃ ໍແຈດໄ ຸຈ / ຂຈຼັ ຂວາຄຑວກຽຂາ຺ ! ຅ໃແື ວວໄ ໃ າ຃ູຍໃ ໍ຅າໍ ຽຎຌຼັ ຉຬໄ ຄດໃ ູ຾ຊວໜາໄ ຂຬຄຫຬໄ ຄອຼຌ ສະຽໝແີ ຎ. Be careful when giving praise - make sure students know what they have done well. (Don't just say \"good\"). Praise students who have really tried difficult tasks - especially weaker ones.຅ໃ ຄ຺ ລະຓຈັຼ ລະວຄັຼ ເຌຽວລາເຫ຃ໄ ໍາ ສຌຼັ ລະຽສຌີ - ເຫ຾ໄ ຌໃ ເ຅ວໃ າຌກັຼ ອຼຌອູສໄ ໃ ຄິ ຋ໃ ຑີ ວກຽຂາ຺ ຽອຈັຼ ແຈຈໄ .ີ (ຍໃ ໍຑຼຄ຾ຉໃ ຽວາ຺ໄ ວໃ າ \"ຈ\"ີ ). ຆຓ຺ ຽຆງີ ຌກັຼ ອຼຌ຋ໃແີ ຈຑໄ ະງາງາຓດໃ າຄ຅ຄິ ຅ຄຼັ ເຌວຼກຄາຌ຋ໃ ຓີ ຃ີ ວາຓຫງຸຄໄ ງາກ - ຿ຈງສະຽຑາະຏູ຋ໄ ໃ ຬີ ໃ ຬຌ຾ຬ. Give students feedback at the end of a task. Tell them what was good and help them with things which were not so good. ເຫ຃ໄ ໍາ຃ຈິ ຽຫຌັຼ ຂຬຄ ຌກຼັ ອຼຌເຌຉຬຌ຋າໄ ງຂຬຄວຼກຄາຌ. ຍຬກຑວກຽຂາ຺ ວໃ າຬຌັຼ ເຈຈີ ຾ລະຆໃ ວງຑວກຽຂາ຺ ເຌສໃ ຄິ ຋ໃ ຍີ ໃ ໍຈ.ີ

3. Increasing students talking time (STT) • It is very important that students can participate at every stage of the lesson. For this to happen, the teacher has to give the students the chance to speak and be active • Students need to practice speaking more than the teacher because the teacher already knows English. To increase student talking time (STT). Teacher talking time (TTT) must be reduced. Here we will look at ways in which we can reduce TTT to give the students more of a chance to speak

Agree Disagree Tick and discuss ຽຫຌຼັ ຈີ ຍໃ ຽໍ ຫຌັຼ ຈີ Contents ຽຌຬືໄ ເຌ 1. Students should get the most speaking practice by talking to other students and not to the teacher. ຌກັຼ ອຼຌ຃ວຌແຈຐໄ ກຶ ຽວາ຺ໄ ເຫແໄ ຈຫໄ າົ ງ຋ໃ ສີ ຸຈ຿ຈງກາຌຽວາ຺ໄ ກຍັຼ ຌກຼັ ອຼຌ຃ຌ຺ ຬໃ ຌື ຍໃ ໍ຾ຓໃ ຌກຍຼັ ຃.ູ 2. Students can learn a lot by trying things by themselves and making mistakes. ຌກຼັ ອຼຌສາຓາຈອຼຌອູ ໄ ຫົາງດໃ າຄແຈ຿ໄ ຈງກາຌຑະງາງາຓຽອຈັຼ ສໃ ຄິ ຉໃ າຄໂຈວໄ ງຉຌ຺ ຽຬຄ ຾ລະຽອຈຼັ ຏຈິ ຑາຈ. 3. Students usually learn best by only listening to the teacher explain things. ຌກັຼ ອຼຌຓກຼັ ຅ະອຼຌແຈຈໄ ຋ີ ໃ ສີ ຸຈ຿ຈງ ກາຌຒຄຼັ ຃ູຬະ຋ຍິ າງສໃ ຄິ ຉໃ າຄໂ. 4.The teacher should speak as much as possible in the classroom ຃຃ູ ວຌຽວາ຺ໄ ເຫຫໄ ົາງຽ຋ໃ າ຺ ຋ໃ ຽີ ຎຌັຼ ແຎແຈເໄ ຌຫຬໄ ຄອຼຌ 5. The teacher should speak as little as possible in the classroom. ຃຃ູ ວຌຽວາ຺ໄ ໜຬໄ ງ຋ໃ ສີ ຸຈຽ຋ໃ າ຺ ຋ໃ ຅ີ ະຽຎຌຼັ ແຎແຈເໄ ຌຍຈ຺ ຫຬໄ ຄອຼຌ.

Tick and discuss (keys) Agree Disagree Contents ຽຌຬືໄ ເຌ ຽຫຌຼັ ຈີ ຍໃ ໍຽຫຌຼັ ຈີ  1. Students should get the most speaking practice by talking to other students and not to the teacher.  ຌກັຼ ອຼຌ຃ວຌແຈຐໄ ກຶ ຽວາ຺ໄ ເຫແໄ ຈຫໄ ົາງ຋ໃ ສີ ຸຈ຿ຈງກາຌຽວາ຺ໄ ກຍຼັ ຌກຼັ ອຼຌ຃ຌ຺ ຬໃ ຌື ຍໃ ໍ຾ຓໃ ຌກຍຼັ ຃ູ.  2. Students can learn a lot by trying things by  themselves and making mistakes. ຌກຼັ ອຼຌສາຓາຈອຼຌອູ ໄ  ຫົາງດໃ າຄແຈ຿ໄ ຈງກາຌຑະງາງາຓຽອຈຼັ ສໃ ຄິ ຉໃ າຄໂຈວໄ ງຉຌ຺ ຽຬຄ ຾ລະຽອຈຼັ ຏຈິ ຑາຈ. 3. Students usually learn best by only listening to the teacher explain things. ຌກຼັ ອຼຌຓກັຼ ຅ະອຼຌແຈຈໄ ຋ີ ໃ ສີ ຸຈ຿ຈງ ກາຌຒຄຼັ ຃ູຬະ຋ຍິ າງສໃ ຄິ ຉໃ າຄໂ. 4.The teacher should speak as much as possible in the classroom ຃ູ຃ວຌຽວາ຺ໄ ເຫຫໄ ົາງຽ຋ໃ າ຺ ຋ໃ ຽີ ຎຌັຼ ແຎແຈເໄ ຌຫຬໄ ຄອຼຌ 5. The teacher should speak as little as possible in the classroom. ຃ູ຃ວຌຽວາ຺ໄ ໜຬໄ ງ຋ໃ ສີ ຸຈຽ຋ໃ າ຺ ຋ໃ ຅ີ ະຽຎຌັຼ ແຎແຈເໄ ຌຍຈ຺ ຫຬໄ ຄອຼຌ.

Conclusions: • Students learn just as much from talking to each other as from talking to the teacher. The students will not necessarily learn just from listening to the teacher explaining things. They have to have the chance to do the activities themselves. Students should have as many opportunities as possible to speak in the ຌກຼັ ອຼຌແຈອໄ ຼຌອູຫໄ ົາງ຅າກກາຌຽວາ຺ໄ ລຓ຺ cກlຌັຼa຃ssກື rຍຼັoກomາຌ.ຽວສາ຺ໄ ກະຍຼັຫ຃ຸົຍູ.: ຌກັຼ ອຼຌ຅ະຍໃ ໍ຅ໍາຽຎຼັຌຉຬໄ ຄອຼຌອູຑໄ ຼຄ຾ຉໃ ຅າກກາຌຒຄັຼ ຬາ຅າຌຬະ຋ຍິ າງສໃ ຄິ ຉໃ າຄໂ. ຽຂາ຺ ຽ຅າ຺ໄ ຉຬໄ ຄຓ຿ີ ຬກາຈຽອຈັຼ ກຈິ ຅ະກໍາຈວໄ ງຉຌ຺ ຽຬຄ. ຌກຼັ ອຼຌ຃ວຌຓ຿ີ ຬກາຈຫາົ ງຽ຋ໃ າ຺ ຋ໃ ຅ີ ະຽຎັຌຼ ແຎແຈຽໄ ຑໃ ຬື ຽວາ຺ໄ ເຌຫຬໄ ຄອຼຌ.

 Why is it important for the students to speak in the classroom? • The teacher already knows English and the students don't. The students need the chance to practise. English lessons are probably the only time that the students have the chance to speak English. It is more interesting for the students if they participate in the lesson. ຽຎຌຼັ ຫງຄຼັ ຌກຼັ ອຼຌຽວາ຺ໄ ເຌຫຬໄ ຄອຼຌ຅ໃ ຄຶ ສໍາ຃ຌຼັ ? ຬາ຅າຌອູຑໄ າສາຬຄັຼ ກຈິ ຾ລວໄ ຾ລະຌກັຼ ອຼຌກໍຍໃ ໍອູ.ໄ ຌກຼັ ອຼຌຉຬໄ ຄກາຌ຿ຬກາຈເຌກາຌຎະຉຍິ ຈັຼ . ຍຈ຺ ອຼຌຑາສາຬຄຼັ ກຈິ ຬາຈ຅ະ ຽຎຌຼັ ຽວລາຈຼວ຋ໃ ຌີ ກຼັ ອຼຌຓ຿ີ ຬກາຈຽວາ຺ໄ ຑາສາຬຄຼັ ກຈິ . ຓຌຼັ ຫຌາໄ ສຌ຺ ເ຅ຫົາງສໍາ ລຍຼັ ຌກຼັ ອຼຌຊາໄ ຑວກຽຂາ຺ ຽຂາ຺ໄ ອໃ ວຓເຌຍຈ຺ ອຼຌ. • We need to think of ways to help students to speak as often as possible in the class. ຽອາ຺ ຉຬໄ ຄ຃ຈິ ຫາວ຋ິ ຋ີ ໃ ຅ີ ະຆໃ ວງເຫຌໄ ກຼັ ອຼຌແຈຽໄ ວາ຺ໄ ຫາົ ງໂຽ຋ໃ າ຺ ຋ໃ ຽີ ຎຌຼັ ແຎແຈເໄ ຌຫຬໄ ຄ.

Increasing student talking time (STT) ກາຌຽຑໃ ຓີ ຽວລາຽວາ຺ໄ ຂຬຄຌກັຼ ອຼຌ (STT) • Complete the following chart with the sentences below. Put the sentences in column A or B, depending on whether the technique increases or decreases student talking time. The first one has been done as an example for you ຅ໃ ຄ຺ ຽອຈຼັ ຉາຉະລາຄຉໃແໍ ຎຌີໄ ຈວໄ ງຎະ຿ຫງກຂາໄ ຄລໃ ຸຓຌ.ີໄ ຽຬາ຺ ຎະ຿ຫງກເສໃ ຊຌັຼ A ຫົື B, ຂຶໄຌກຼັຍວໃ າ ຽຉັຼກຌິກກາຌ ຽຑໃ ີຓ ຫົືຫຸົຈຽວລາ ຽວ຺ໄາ ຂຬ ຄ ຌກັຼ ອຼຌ. ຬຌັຼ ຋າໍ ຬຈິ ແຈຽໄ ອຈັຼ ຽຎຌຼັ ຉວ຺ ດໃ າຄສໍາລຍຼັ ຋ໃ າຌ

A Increases STT / decreases TTT B Decreases STT / increases TTT A ຽຑໃ ຓີ STT / ຫຸົຈລຄ຺ TTT B ຫຸຈົ ລຄ຺ STT / ຽຑໃ ຓີ TTT The teacher encourages students to ask The teacher gives long explanations and the questions ຃ູຆຸກງູເໄ ຫຌໄ ກຼັ ອຼຌຉຄັຼໄ ຃າໍ ຊາຓ students listen. ຬາ຅າຌເຫ຃ໄ າໍ ຬະ຋ຍິ າງງາວໂເຫຌໄ ກັຼ ອຼຌຒຄັຼ . 1. The teacher picks the best students to answer a question without getting all the students to discuss the answers first. B ຃ູຽລຬື ກຽຬາ຺ ຌກັຼ ອຼຌ຋ໃ ຈີ ຋ີ ໃ ສີ ຸຈຽຑໃ ຬື ຉຬຍ຃າໍ ຊາຓ຿ຈງຍໃແໍ ຈເໄ ຫຌໄ ກຼັ ອຼຌ຋ຄຼັ ຫຓຈ຺ ສຌ຺ ຋ະຌາ຃ໍາຉຬຍກໃ ຬຌ. 2. The teacher doesn't encourage the students to ask questions. ຃ູຍໃ ຆໍ ຸກງູເໄ ຫຌໄ ກັຼ ອຼຌຉຄັຼໄ ຃າໍ ຊາຓ. B 3. The teacher asks the students questions at the beginning of the lesson (\"What did you do yesterday evening?\" etc.) A ຃ູຊາຓຌກຼັ ອຼຌເຌຉຬຌຉຌ຺ໄ ຂຬຄຍຈ຺ ອຼຌ (\"ຓວືໄ າຌຌຽີໄ ຅າ຺ໄ ແຈຽໄ ອຈັຼ ຫງຄັຼ ?\" ຾ລະຬໃ ຌື ໂ. 4. The teacher always gets the students to work alone without speaking. B ຃ເູ ຫຌໄ ກຼັ ອຼຌຽອຈຼັ ວຼກດໃ ູ຃ຌ຺ ຈຼວສະຽໝີ ຿ຈງຍໃແໍ ຈຽໄ ວາ຺ໄ . 5. The teacher gets the students to work together in pairs or groups. A ຃ເູ ຫຌໄ ກັຼ ອຼຌຽອຈັຼ ວຼກອໃ ວຓກຌຼັ ຽຎຌັຼ ຃ໃ ູ ຫົື ຽຎຌັຼ ກໃ ຸຓ. 6. The teacher assigns students to demonstrate activities.A ຃ຓູ ຬຍໝາງເຫຌໄ ກຼັ ອຼຌສະ຾ຈຄເຫຽໄ ຫຌັຼ ເຌກຈິ ຅ະກາໍ .

4. English or Lao ຑາສາຬຄັຼ ກຈິ ຫຑົື າສາລາວ a. English or Lao? ຑາສາຬຄຼັ ກຈິ ຫຑົື າສາລາວ • What is a native speaker of English? • How can a Lao teacher help students more than a native speaker? ຃ສູ ຬຌ຃ຌ຺ ລາວ ຆໃ ວງຌກັຼ ອຼຌແຈຫໄ ົາງກວໃ າ຃຋​ູ ໃ ​ເີ ຆຑໄ າສາຑຌືໄ ຽຓຬື ຄ(ຑາ​ ສາ​຋ຬໄ ຄຊ​ ໃ ຌິ )ແຈ຾ໄ ຌວເຈ?

Note: It is helpful if a teacher speaks Lao, but they should try not to speak Lao all the time in class ຓຌັຼ ຽຎຌັຼ ຎະ຿ຫງຈຊາໄ ຃ູສຬຌຽວາ຺ໄ ຑາສາລາວ, ຾ຉໃ ຽຂາ຺ ຽ຅າ຺ໄ ຃ວຌຑະງາງາຓຍໃ ໍຽວາ຺ໄ ຑາສາລາວຉະຫຬົ ຈຽວລາດໃ ູເຌຫຬໄ ຄ ອຼຌ. We have to decide how much Lao to use and when to use it. ຽອາ຺ ຉຬໄ ຄຉຈັຼ ສຌິ ເ຅ວໃ າ຅ະເຆຑໄ າສາລາວຂະໜາຈເຈ ຾ລະ ເຆຽໄ ວລາເຈ.

English or Lao? ຑາສາຬຄັຼ ກຈິ ຫົື ຑາສາລາວ? ​ English Lao Both Contents ຽຌຬືໄ ເ​ ຌ ຑາສາຬຄຼັ ກຈິ ຑາສາລາວ ຋ຄັຼ ສຬຄ Greeting the students ຋ກຼັ ​຋າງຌກັຼ ອ​ ຼຌ Taking attendance ກາຌຽຂາ຺ໄ ອໃ ວຓ Giving instructions ເຫ຃ໄ າໍ ຾ຌະຌາໍ Checking understanding ກາຌກວຈສຬຍ຃ວາຓຽຂາ຺ໄ ເ຅ Disciplining students ລະຍຼຍວແິ ຌຂຬຄຌກຼັ ອຼຌ

Giving grammar explanations ເຫ຃ໄ ໍາຬະ຋ຍິ າງແວງາກຬຌ Asking questions ຊາຓ຃ໍາຊາຓ Organizing activities ກາຌ຅ຈັຼ ກຈິ ຅ະກາໍ Correcting mistakes ກາຌ຾ກແໄ ຂ຃ວາຓຏຈິ ຑາຈ Asking students to do things ຂໍເຫຌໄ ກັຼ ອຼຌຽອຈັຼ ສໃ ຄິ ຉໃ າຄໂ

English or Lao? ຑາສາຬຄຼັ ກຈິ ຫົື ຑາສາລາວ?(keys)

Giving grammar explanations  ເຫ຃ໄ ໍາຬະ຋ຍິ າງແວງາກຬຌ   Asking questions  ຊາຓ຃ໍາຊາຓ  Organizing activities ກາຌ຅ຈຼັ ກຈິ ຅ະກາໍ Correcting mistakes ກາຌ຾ກແໄ ຂ຃ວາຓຏຈິ ຑາຈ Asking students to do things ຂໍເຫຌໄ ກຼັ ອຼຌຽອຈຼັ ສໃ ຄິ ຉໃ າຄໂ

Note: English can be used with any level and at almost any stage in the lesson. It is important to choose the English that you use carefully, depending on the level of your students ຑາສາຬຄັຼ ກຈິ ສາຓາຈເຆກໄ ຍຼັ ຋ຸກລະຈຍຼັ ຾ລະຽກຬື ຍ຋ຸກຂຌຼັໄ ຉຬຌເຌຍຈ຺ ອຼຌ. ຓຌຼັ ຽຎຌຼັ ສໃ ຄິ ສໍາ຃ຌຼັ ຋ໃ ຅ີ ະຽລຬື ກຑາສາຬຄັຼ ກຈິ ຋ໃ ຽີ ຅າ຺ໄ ເຆດໄ ໃ າຄລະຓຈັຼ ລະວຄຼັ , ຂຌຶໄ ກຍັຼ ລະຈຍັຼ ຂຬຄຌກັຼ ອຼຌຂຬຄຽ຅າ຺ໄ If you use simple English for general classroom activities (greeting students, taking attendance, asking students to do things, etc.), the students will get used to it and they will begin to understand more 'real English' and not just the language for that lesson. ຊາໄ ຋ໃ າຌເຆຑໄ າສາຬຄຼັ ກຈິ ຾ຍຍຄໃາງໂສໍາລຍັຼ ກຈິ ຅ະກາໍ ເຌຫຬໄ ຄອຼຌ຋ໃ ວ຺ ແຎ (຋ກຼັ ຋າງຌກຼັ ອຼຌ, ຽຂາ຺ໄ ອໃ ວຓ, ຂໍເຫຌໄ ກັຼ ອຼຌຽອຈັຼ ສໃ ຄິ ຉໃ າຄໂ, ຾ລະຬໃ ຌື ໂ), ຌກຼັ ອຼຌ຅ະ຃ຸຌໄ ຽ຃ງີ ກຍັຼ ຓຌັຼ ຾ລະຑວກຽຂາ຺ ຅ະຽລໃ ຓີ ຽຂາ຺ໄ ເ຅ 'ຑາສາຬຄັຼ ກຈິ ຋ໃ ຾ີ ຋຅ໄ ຄິ ' ຫາົ ງຂຌຶໄ ຾ລະຍໃ ໍຑຼຄ຾ຉໃ ຽຎຌຼັ ຑາສາຽ຋ໃ າ຺ ຌຌັຼໄ . ຍຈ຺ ອຼຌຌຌຼັໄ .

It is not necessary to use English all the time. With beginners, you will generally need to use more Lao. With higher levels, more English can be used. ຓຌັຼ ຍໃ ໍ຅າໍ ຽຎຌັຼ ຉຬໄ ຄເຆຑໄ າສາຬຄຼັ ກຈິ ຉະຫຬົ ຈຽວລາ. ຿ຈງຏູຽໄ ລໃ ຓີ ຉຌ຺ໄ , ຿ຈງ຋ໃ ວ຺ ແຎ຾ລວໄ ຽ຅າ຺ໄ ຅ະຉຬໄ ຄເຆຑໄ າສາລາວຫາົ ງຂຌຶໄ . ຈວໄ ງລະຈຍັຼ ຋ໃ ີ ສູຄກວໃ າ, ສາຓາຈຌາໍ ເຆຑໄ າສາຬຄຼັ ກຈິ ແຈຫໄ າົ ງຂຌຶໄ . It is easier to explain some things in Lao (e.g. grammar). You want to make sure that the students understand the idea not the English explanation. ຓຌັຼ ຄໃາງກວໃ າ຋ໃ ຅ີ ະຬະ຋ຍິ າງຍາຄຬຌຼັ ເຌຑາສາລາວ (ຽຆໃ ຌັຼ : ແວງາກຬຌ). ຋ໃ າຌຉຬໄ ຄກາຌເຫ຾ໄ ຌໃ ເ຅ວໃ າຌກຼັ ອຼຌຽຂາ຺ໄ ເ຅຾ຌວ຃ວາຓ ຃ຈິ ຍໃ ໍ຾ຓໃ ຌ຃ໍາຬະ຋ຍິ າງຑາສາຬຄັຼ ກຈິ .

5. Using gesture ກາຌເຆ຋ໄ ໃ າ຋າຄ • Gestures are one of the simplest ways to reduce TTT and to keep the students' attention • ຾ຓໃ ຌຫຌໃ ຄຶ ເຌວິ຋ີ຋ໃ ີຄໃ າງ຋ໃ ີສຸ ຈ຋ໃ ີ຅ະຫຸົຈຏໃ ຬຌ TTT ຾ລະ ຈຄຶ ຈ​ ູຈ຃​ ວາຓ​ສຌ຺ ເ຅ຂຬຄຌກຼັ ອຼຌ.

Show gesture stand up ລຸກຂຌຶໄ ກຓ຺ໄ ແຎຂາໄ ຄຫຌາໄ bend forwards ssscbtritetrronaadudiioggcwhhhbttaneedcnnoຌkໃwຄັຼwuuລnppaຄ຺ rກaດdຓ຺gໄຌຶsaລຆຄໃiຄໂ຺ືnກໍ ຂຍຼັ ດຌຶໄ຃ຌຶ ຌື ຆແໃ ໂື ຎຂຍຌຶໃໄ ຬຬຌກີ 1. Did you understand all of the English? ຽ຅າ຺ໄ ຽຂາ຺ໄ ເ຅ ຑາສາຬຄັຼ ກຈິ ຋ຄຼັ ໝຈ຺ ຍໍ? 2. Did you know what you had to do? ຽ຅າ຺ໄ ອູຍໄ ໍວໃ າຽ຅າ຺ໄ ຉຬໄ ຄ ຽອຈຼັ ຫງຄຼັ ຾ຈໃ ? 3. Why do we use gestures?ຽຎຌຼັ ຫງຄັຼ ຽອາ຺ ຅ໃ ຄຶ ເຆ຋ໄ ໃ າ຋າຄ?

Discuss how to show the gesture • 1. Did you understand all of the English? ຽ຅າ຺ໄ ຽຂາ຺ໄ ເ຅ຑາສາຬຄັຼ ກຈິ ຋ຄັຼ ໝຈ຺ ຍໍ? • 2. Did you know what you had to do? ຽ຅າ຺ໄ ອູ ໄ ຍໍວໃ າຽ຅າ຺ໄ ຉຬໄ ຄຽອຈຼັ ຫງຄັຼ ຾ຈໃ ? • 3. Why do we use gestures?ຽຎຌັຼ ຫງຄຼັ ຽອາ຺ ຅ໃ ຄຶ ເຆ຋ໄ ໃ າ຋າຄ?

Remember ສໃ ຄິ ຋​ ໃ ​຃ີ ວຌ຅ໃ ື • Use gestures as well as spoken English to help your students understand. When you think your students understand the English, try not using gestures to checkເຆໄ ຋ໃ າ຋າຄຽຆໃ ຌັຼ ຈຼວກຌຼັ ກຍັຼ ຑາສາຬຄັຼ ກຈິ ຋ໃ ຽີ ວາ຺ໄ ຽຑໃ ຬື ຆໃ ວງເຫໄ ຌກັຼ ອຼຌຽຂາ຺ໄ ເ຅.ເຌຽວລາ຋ໃ ຋ີ ໃ າຌ຃ຈິ ວໃ າຌກັຼ ອຼຌຂຬຄ຋ໃ າຌ ຽຂາ຺ໄ ເ຅ຑາສາຬຄັຼ ກຈິ , ຑະງາງາຓຍໃ ໍເຆໄ gestures ຽຑໃ ຬື ກວຈຽຍໃ ຄິ

6. How to use English in the class room ວ຋ິ ີ ກາຌເຆຑໄ າສາຬຄຼັ ກຈິ ເຌຫຬໄ ຄອຼຌ • English can be used in many situations in the classroom. Now we will look at some simple language for some situations. If you use this regularly in the class, students will quickly learn and understand it. ຑາສາຬຄັຼ ກຈິ ສາຓາຈເຆເໄ ຌຫົາງສະຊາຌະກາຌເຌຫຬໄ ຄອຼຌ. ເຌ ຎຈຼັ ຅ຍຸ ຌຼັ ຑວກຽອາ຺ ຅ະຽຍໃ ຄິ ຍາຄຑາສາ຋ໃ ຄີ ໃາງຈາງສໍາລຍັຼ ຍາຄ ສະຊາຌະກາຌ. ຊາໄ ຽ຅າ຺ໄ ເຆສໄ ໃ ຄິ ຌຽີໄ ຎຼັຌຎະ຅ໍາເຌຆຌັຼໄ ອຼຌ, ຌກຼັ ອຼຌ຅ະອຼຌອູ຾ໄ ລະຽຂາ຺ໄ ເ຅ແຈແໄ ວ.

Matching ກາຌ຅ຍັຼ ຃ໃ ູ

Matching ກາຌ຅ຍຼັ ຃ໃ ູ (keys) situations in column A ສະຊາຌະກາຌ (A) English phrase (B) ຎະ຿ຫງກເຌຊຌຼັ B. 1. Taking attendance ກາຌຽຂາ຺ໄ ອໃ ວຓ F/B A Take one each ຽຬາ຺ ຫຌໃ ຄຶ ຃ຌ຺ 2. Asking for help in the classroom ຂໍ B Who's missing? ຂາຈ​ເຏ຾​ ຈໃ ? ຃ວາຓຆໃ ວງດໃ ູເຌຫຬໄ ຄອຼຌ E/A C Be quiet. ຄຼຍ. 3.Passing out D Who has the answer? ເຏຓ຃ີ ໍາຉຬຍ? papers/books/homeworkຊໃ າງ຋ຬຈ E Clean the board please. ກະລຸຌາຽອຈັຼ ຽຬກະສາຌ/ຎຓຶໄ /ວຼກຍາໄ ຌ A/D ຃ວາຓສະຬາຈກະຈາຌ. 4. Organizing activities ກາຌ຅ຈັຼ ກຈິ ຅ະກາໍ F Get into groups of 4. ຽຂາ຺ໄ ແຎເຌກໃ ຸຓ4. F /G G What's the Lao?ຑາສາລາວ຾ຓໃ ຌຫງຄັຼ ? 5. Asking for meaning ກາຌຊາຓ຃ວາຓ ຫຓາງ G /D/B 6. Getting feedback ກາຌແຈອໄ ຍັຼ ຃ໍາ຃ຈຶ ຃ໍາ ຽຫຌຼັ D/E 7. Disciplining students ລະຍຼຍວແິ ຌຂຬຄ ຌກຼັ ອຼຌ C/B

Review ກາຌ຋ຍ຺ ຋ວຌ຃ຌື • Revision is important because when you do these activities, you can see how much you know about a topic. If you can't answer some of the questions, then go back and study it again. If you are having problems, then you should ask your teacher for help. • ກຬກຊກາາີໍາໄ ຽຌຽ຃ຫ຅຋ໃຄຼັາໄົາ຺຺ໄ .ຍຍຌ຺ ໃ ຊ຋ໍສ,ີໄ າາ຋ໄວຽຓໃ ຅ຌາາຌາ຃຺ໄຈຓສຌືຉຍາີ ຾ຬຓຌຼັ ຓຍາຫໃ ຈຌຍາຽສາ,ຍຄໍາໃ ຽ຃ຄິ຃຅ວໍາຌັຼໃາ຺ຊໄາ຃ຽ຋າຑວໃ ຓາາຌຌະແອຂຈວໃູກໍ຃ໄ,າໄ ໃຽວຼເຓວຫາໃ ຬືຓກກໄ຋ຆຍັຼຍໃັຼໃາວຫຌ຃ງວຽ຺ຌື ອຽຂແຫຈຼັ ຎໍເໄົຬືກຈສ຅ຈິຫກຶ າ຅ສກຌະໃ າ຃ຄຶ .ູ ຂຬຄຽ຅າ຺ໄ .

pairs/groups move helpful time limits demonstrate praise monitor

a. Be 1............... work with the students. b. 2.................... students when they do something well. c. Make sure the students work in 3................... They shouldn't listen to the teacher all the time. d. Always 4........................ Don't just tell students what to do. e. 5.................... around the class. Don't stand at the blackboard all the time. f. Make sure you 6.................... Check that the students are doing the activity and that they don't have any problems. g. Give 7................... so that the students know how long they have to do each activity

Keys a. Be 1..helpful.... work with the students. b. 2....praise... students when they do something well. c. Make sure the students work in 3....pairs/groups... They shouldn't listen to the teacher all the time. d. Always 4..demonstrate... Don't just tell students what to do. e. 5...move... around the class. Don't stand at the blackboard all the time. f. Make sure you 6....monitor.... Check that the students are doing the activity and that they don't have any problems. g. Give 7....time limits..... so that the students know how long they have to do each activity

Unit 4: using question in the class 1. Techniques for asking questions ຽຉກຼັ ຌກິ ກາຌ ຊາຓ຃ໍາຊາຓ • Imagine what you will do when you are a teacher. ຅ຌິ ຉະຌາກາຌສໃ ຄິ ຋ໃ ຽີ ຅າ຺ໄ ຅ະຽອຈັຼ ເຌຽວລາ຋ໃ ຋ີ ໃ າຌຽຎຌັຼ ຃ູສຬຌ. • Tick (TM) the sentences below if you think each technique is a good idea. ຫຓາງຉກິ (TM) ຎະ຿ຫງກຂາໄ ຄລໃ ຸຓຌີໄ ຊາໄ ຋ໃ າຌ຃ຈິ ວໃ າ຾ຉໃ ລະຽຉກຼັ ຌກິ ຽຎຌັຼ ຃ວາຓ຃ຈິ ຋ໃ ຈີ .ີ • Discuss your answers in small groups and explain your reasons. - ສຌ຺ ຋ະຌາ຃ໍາຉຬຍຂຬຄຽ຅າ຺ໄ ຽຎຌັຼ ກໃ ຸຓຌຬໄ ງໂ ຾ລະຬະ຋ຍິ າງ ຽຫຈຏຌ຺ ຂຬຄຽ຅າ຺ໄ .

Discussion ________ ask only good students to answer questions. _________ ask only weak students to answer questions. _________ ask only volunteers to answer questions. _________ ask students one by one. _________ ask students questions and give them points if they answer correctly. _________ ask one or two students in the class. _________ ask questions, but outside the classroom. _________ do not ask the class questions.

Discussion( keys) ________ ask only good students to answer questions. _________ ask only weak students to answer questions. ___TM______ ask only volunteers to answer questions. _________ ask students one by one. _____TM____ ask students questions and give them points if they answer correctly. _____TM____ ask one or two students in the class. _________ ask questions, but outside the classroom. _________ do not ask the class questions.

discuss these questions in Lao). ສຌ຺ ຋ະຌາ຃າໍ ຊາຓຽຫໃ າົ຺ ຌຽີໄ ຎຌຼັ ຑາສາລາວ). 1. ຽຎຌັຼ ຫງຄັຼ ຃຅ູ ໃ ຄິ ຉຄັຼໄ ຃າໍ ຊາຓ ຾ລະ ຊາຓຌກຼັ ອຼຌເຌຽວລາສຬຌ? 2. ຃າໍ ຊາຓ ຾ຓໃ ຌຫງຄັຼ ? ຓ຅ີ ກັຼ ຎະຽຑຈ ຃ຎື ະຽຑຈເຈ຾ຈໃ ? 3. ຃າໍ ຊາຓສໍາ຃ຌຼັ ຉໃ ໍ຃ຍູ ໃ ໍ ເຌຽວລາສຬຌ? ງຬໄ ຌຫງຄຼັ ? 4. ຃ໍາຊາຓຍໃ ໍສາໍ ຃ຌັຼ ຉໃ ໍ຃ູຍ?ໍ ງຬໄ ຌຫງຄຼັ ? 5. ຽອາ຺ ຃ວຌເຆ຃ໄ າໍ ຊາຓ຾ຍຍເຈຉໃ ຌໍ ກັຼ ອຼຌ ເຌລະຈຍັຼ ຉໃແໍ ຎຌ:ີໄ ( ຎະຊຓ຺ , ຓຈຼັ ຋ະງຓ຺ ຉຌ຺ໄ , ຓຈັຼ ຋ະງຓ຺ ຎາງ) 6. ຃ຉູ ຄຼັໄ ຃ໍາຊາຓ຋ຸກໂ຃ຄຼັໄ ຌຌັຼໄ , ຓ຅ີ ຈຸ ຎະສຄ຺ ຫລຍື ໃ ?ໍ ຊາໄ ຓີ ງຬໄ ຌຫງຄັຼ ຅ໃ ຄິ ຓ?ີ (ເຫຽໄ ຫຈຏຌ຺ ) 7. ຃ຍູ ໃ ເໍ ຆ຃ໄ າໍ ຊາຓແຈຍໄ ໃ ໍ ເຌຽວລາສຬຌຌກຼັ ອຼຌ?

Questioning techniques ຽຉກຼັ ຌກິ ກາຌຊາຓ-ຉຬຍ 1. How is each technique different? 2. What are the advantages and disadvantages of each? ຂຈໍໄ ີ ຾ລະ ຂໍໄ ຽສງຂຬຄ຾ຉໃ ລະ຃ຌ຺ ຾ຓໃ ຌຫງຄຼັ ?

Suggest to answer techniques for asking question picture difference Advantage Disadvantage A Ss shout out the Quick. Weak Ss may not answer answer Everyone can be involved B Ask question then T can test Ss. If another S knows the choose Ss Ss have times to answer, he/she can’t think. show the T that he/she knows. C T choose a S and The Ss will listen The S may feel then ask the question carefully to the embarrassed if he/she question doesn’t know the answer. Other Ss may stop listening. D T asks question, Ss Ss have time to think. The same Ss answer the raise their hands if T can see who question. they know the strong Ss are. answer

2. Checking understanding Technique Technique Technique Technique Question techniques ABC D Question 1 T chooses Ss then asks the Do you speak question English? T aks the question, Ss raise Question 2 the hands if they know the What are you answer. doing? T asks question then choose the Ss to answer. Question 3 Are you a T asks the question to the doctor? whole class. Question 4 Are you a student?

2. Checking understanding( keys)

Introduction to concept checking questions (CCQs) ກາຌ຾ຌະຌາໍ ກໃ ຼວກຍຼັ ຃າໍ ຊາຓກວຈສຬຍ຾ຌວ຃ວາຓ຃ຈິ (CCQs) • Read the text. Write the ຂpຼaຌraຫgວ຺ rຂaໍຫໄphງໍຫໄ hຌeາໄaເຌdຍinໃ ຬgຌi຋nໃ ີ the correct placeຬໃ າຌຂ຃ໍໄ ວາຓ. ຊກື ຉຬໄ ຄ a) When do we ask CCQs? ຽຓໃ ຬື ເຈ຋ໃ ຑີ ວກຽອາ຺ ຊາຓ CCOS? b) How do we make CCQs? ຽອຈັຼ ຾ຌວເຈຑວກຽອາ຺ ຽອຈັຼ CCQs? c) What are CCQs? CCQs ຾ຓໃ ຌຫງຄັຼ ? d) Why do we ask CCQs? ຽຎຌັຼ ຫງຄັຼ ຑວກຽອາ຺ ຅ໃ ຄຶ ຊາຓ CCQs?

1. __________________________________? Concept questions are questions we ask students to check if they have understood a new language (grammar, functional language, or vocabulary). ຃ໍາຊາຓ຾ຌວ຃ວາຓ຃ຈິ ຾ຓໃ ຌ຃ໍາຊາຓ຋ໃ ຑີ ວກຽອາ຺ ຂໍເຫຌໄ ກຼັ ອຼຌກວຈຽຍໃ ຄິ ວໃ າຑວກຽຂາ຺ ຽຂາ຺ໄ ເ຅ຑາສາເຫຓໃ (ແວງາກຬຌ , ຑາສາ຋ໃ ຽີ ຎຌັຼ ຎະ຿ຫງຈ, ຫ຃ົື ໍາສຍັຼ ).

2 ____________________________________? If students can answer concept questions correctly, it tells the teacher that they have understood the new language. ຊາໄ ຌກຼັ ອຼຌສາຓາຈຉຬຍ຃ໍາ ຊາຓ຾ຌວ຃ວາຓ຃ຈິ ແຈດໄ ໃ າຄຊກື ຉຬໄ ຄ, ຓຌັຼ ຅ະຍຬກ຃ູວໃ າຽຂາ຺ ຽ຅າ຺ໄ ຽຂາ຺ໄ ເ຅ ຑາສາເຫຓໃ . If we ask students \"Do you understand?” they might say \"Yes\", but we can't be sure they understand. ຊາໄ ຑວກຽອາ຺ ຊາຓຌກຼັ ອຼຌວໃ າ \"ຽ຅າ຺ໄ ຽຂາ຺ໄ ເ຅ຍ?ໍ \" ຑວກ ຽຂາ຺ ຽ຅າ຺ໄ ຬາຈ຅ະຽວາ຺ໄ ວໃ າ \"຾ຓໃ ຌ\", ຾ຉໃ ຑວກຽອາ຺ ຍໃ ສໍ າຓາຈ຾ຌໃ ເ຅ວໃ າຑວກ ຽຂາ຺ ຽຂາ຺ໄ ເ຅.

3 ______________________________________? It is useful to ask concept questions all through a language lesson - While you are establishing a context, during drilling, after students write the language in their notebooks, and while students are practicing new language. ຓຌັຼ ຽຎຌັຼ ຎະ຿ຫງຈ຋ໃ ຅ີ ະຊາຓ຃ໍາ ຊາຓ຾ຌວ຃ວາຓ຃ຈິ ຋ຄັຼ ຫຓຈ຺ ຿ຈງຏໃ າຌຍຈ຺ ອຼຌຑາສາ - ເຌຂະຌະ຋ໃ ີ ຋ໃ າຌກາໍ ລຄຼັ ສາໄ ຄສະຑາຍກາຌ, ເຌລະຫວໃ າຄກາຌຽ຅າະ, ຫຄົັຼ ຅າກຌກັຼ ອຼຌ ຂຼຌຑາສາເຌຎຓືໄ ຍຌຼັ ຋ກຶ ຂຬຄຑວກຽຂາ຺ , ຾ລະເຌຂະຌະ຋ໃ ຌີ ກຼັ ອຼຌກາໍ ລຄຼັ ຎະຉຍິ ຈຼັ ຑາສາເຫຓໃ .

4 ______________________________________? a) Summarize the meaning of the new language in short simple sentences. ສະຫຸຍົ ຃ວາຓຫຓາງ ຂຬຄຑາສາເຫຓໃ ເຌຎະ຿ຫງກຄໃາງໂສຌຼັໄ ໂ. b) Turn the sentences into questions (with answers). ຎໃ ຼຌຎະ຿ຫງກເຫຽໄ ຎຌຼັ ຃ໍາຊາຓ (ຓ຃ີ ໍາຉຬຍ). c) Put the questions into a logical order (the order you will ask them in class ຽຬາ຺ ຃ໍາຊາຓຽຂາ຺ໄ ແຎເຌລໍາຈຍັຼ ດໃ າຄຓຽີ ຫຈຏຌ຺ (຃ໍາສໃ ຄັຼ ຋ໃ ຽີ ຅າ຺ໄ ຅ະຊາຓຑວກ ຽຂາ຺ ເຌຫຬໄ ຄອຼຌ)

 Concept checking questions have 4 kinds 1. Yes/No questions ຃ໍາຊາຓ຾ຓໃ ຌ/ຍໃ ໍ຾ຓໃ ຌ 2. Alternative questions (...or...) ຃ໍາຊາຓ຋າຄ ຽລຬື ກ (...ຫ.ົື ..) 3. \"Wh\" questions ຃ໍາຊາຓ “Wh” 4. Negative checking questions ຃ໍາຊາຓກວຈ ສຬຍ຋າຄລຍ຺

the demonstration: These are some of the questions your teacher asked. Say which type of question each one is. Write 1, 2, 3 or 4. ຫຄົຼັ ຅າກກາຌສາ຋ຈິ : ຌ຾ີໄ ຓໃ ຌຍາຄ຃ໍາຊາຓ ຋ໃ ຃ີ ູແຈຊໄ າຓ. ຍຬກວໃ າ຾ຉໃ ລະ຃ໍາ​ຊາຓຎະຽຑຈເຈ. ຂຼຌ 1, 2, 3 ຫົື 4. Number Concept question ຃ໍາຊາຓ຾ຌວ຃ວາຓ຃ຈິ a. What's this made of? b. Is this made of wood or cloth? c. Is it made of wood? d. Is a door made of cloth?

the demonstration: These are some of the questions your teacher asked. Say which type of question each one is. Write 1, 2, 3 or 4. ຫຄົຼັ ຅າກກາຌ ສາ຋ຈິ : ຌ຾ີໄ ຓໃ ຌຍາຄ຃ໍາຊາຓ຋ໃ ຃ີ ູແຈຊໄ າຓ. ຍຬກວໃ າ຾ຉໃ ລະ຃ໍາ​ຊາຓ ຎະຽຑຈເຈ. ຂຼຌ 1, 2, 3 ຫົື 4.(keys) Number Concept question ຃ໍາຊາຓ຾ຌວ຃ວາຓ ຃ຈິ 3 a. What's this made of? 2 b. Is this made of wood or cloth? 1 c. Is it made of wood? 4 d. Is a door made of cloth?

 Making concept questions ສາໄ ຄ຃າໍ ຊາຓ຾ຌວ຃ວາຓ຃ຈິ • STEP 1 \"He managed to open the window\" • He tried to open the window. It was difficult. • He opened it • STEP 2 CONCEPT QUESTIONS ຾ຌວ຃ວາຓ຃ຈິ ຂຬຄ຃ໍາຊາຓ • Did he try to open the window? (yes) • Was it difficult? (yes) • Did he open it? (yes)

Write concept checking questions with answers for the following vocabulary and structures. (If short of time, each group writes only one set of concept questions.) ຽອຈັຼ ວຼກຽຎຌຼັ ກໃ ຸຓ. ຂຼຌ຃ໍາຊາຓກວຈສຬຍ຾ຌວ ຃ວາຓ຃ຈິ ຋ໃ ຓີ ຃ີ ໍາຉຬຍສໍາລຍຼັ ຃ໍາສຍັຼ ຾ລະ຿຃ຄສາໄ ຄຉໃແໍ ຎຌ.ີໄ (ຊາໄ ຽວລາສຌຼັໄ , ຾ຉໃ ລະກໃ ຸຓຂຼຌຑຼຄ຾ຉໃ ຫຌໃ ຄຶ ຆຸຈຂຬຄ຃າໍ ຊາຓ຾ຌວ຃ວາຓ຃ຈິ .) a) I'm looking forward to the weekend. b) I wish I had a car. c) I didn't mean to break it. d) They've been married for 10 years.