ເອກະສານປະກອບການບນັ ຍາຍ II Lecture Document II English Teaching Methodology 2 Year 3, System 12+4 By Mr Somlath SOMSAVATH ສກົ ຮຽນ 2017-2018
1: Introduction Activity 1.1. Drilling – controlled oral practice Teacher explains the principle of drilling and asks students read the definition in the textbook. Activity 1.2. Revision Teacher reads the instruction then demonstrates the meaning of the phrase or word by using repetition techniques of drilling. Questions: o Can you remember the steps to follow when drilling words or phrases? o How many steps are there? What are they? Discuss in pair and feedback as a whole class
Activity 2.1. Students work in groups of 3 or 4. Discuss these questions. A. Why do we use drills? B. should we use drills? C. Should the teacher write the whole sentence on the board? D. Should the teacher allow the students to write while they are drilling? E. Should the teacher correct errors? Feedback as a whole class
Look at the table below. We will look at these three drilling techniques. Substitution drill Transformation Back-chaining drill drill 1. What did the The T stops saying the The T stops saying Drill the sentence step teacher do? the words just shows by step, starting from words and just the flashcard and the end 2. What did the nods or shakes their students do? mimes/points or shows head 3. What new flashcards Ss change the grammar Repeat step by language could (verb to be) and the step after the T you drill using Ss have to think to personal pronoun. Ss this technique? change the words, Ss have to think to change practice using the the words. present continuous tense Any tenses or Long structures where you sentences/structure Any tenses or can change from or long words, (3 structures where you positive to negative or syllables or more) can change one part, to Yes/No question. for example, the verb or noun.
Teacher demonstrate the three techniques 1) Substitution drilling 2) Transformation drilling 3) Back – chaining. Fill in the table above after each demonstration Feedback as a whole class.
Micro- Teaching three techniques 1) Substitution drilling 2) Transformation drilling 3) Back – chaining Individually. - Students prepare Materials and sentences to demonstrate their topic individually
8. Replacement drill. 9. Expansion drill. 10. Progressive replacement drill. Teacher explains the principle of replacement drill, expansion drill and progressive replacement drill. Then give the demonstration for each Get feedback in whole class. - Students work six groups, two groups for 1 technique
1. About languages 1.1 . What are “new languages”? “New languages” could refer to vocabulary, grammar or functional, languages. Activity: Work in pairs. Write (V), (G), or (F) in the table. The first one has been done for you as an example. Are these languages items vocabulary (V), grammar(G) or functional, languages (F)?
V elephant Have you ever been to India? I’m going to see. my friend G tonight. (‘going to’ future) (present perfect tense) You should stop Could you pass F smoking. F the salt, please? You ought to stop Can you pass the smoking. (giving advice) F To be jealous of someone salt, please? (request) Cub of tea V If it rains, I won’t go fishing. (1st conditional)
Activity: Here are some questions students might ask about new languages (vocabulary, grammar or functional, languages) that they have just learned. Which questions ask about meaning, which ask about form, and which ask about pronunciation? How do you spell it? Form What part of speech is it? How can I make a sentence? What does it mean? How do you pronounce it? Where is the stress? Feedback as a whole class. Remember when you teach new language you need to teach meaning, form and pronunciation.
2. presenting from a situation In this unit we will look at presenting new language to students. Teacher will give two demonstrations of presenting new language Demonstration 1: Easy Demo (demonstration page 61 student’s book 3) Demonstration 1: Good Demo(demonstration page 61-62 student’s book 3)
Practice shot and lively meaning X2 simple form Written example pronunciation understand Mack sure you teach meaning, form and pronunciation of the new language. Choose an interesting situation that will show the______________of the new language very clearly. Show the______________ of the language before you show the___________ Check that the students______________the meaning of the new language by asking concept question. Give clear, _______________models. Mark sure the form and the ______________ are clear. Use drilling techniques to give the students lots of speaking _______________ before they write. Marke sure the students have a clear_______________ of the new language in their notebooks by the end of the leson. Mark sure the presention is__________________.
Work in groups and read the checklist carefully. Each group prepares a presentation (choose one of the following structures from ELSS1). Your teacher will monitor and help. Unit 3, Lesson 2, page 3 – present simple question and short answers will the verb ‘be’. Unit 7, Lesson 3, page 43 – articles. Unit 11, Lesson 3, page 70 – adjectives to describe people. Unit 12, Lesson 2, page 76 – present continuous. Unit 20, Lesson 2, page 112 – must/mustn’t.
4. Presenting language though listening Teacher will demonstrate a presentation though a listening text by using this picture. This is useful method of presentation for functional and conversational language. (Using steps of teaching listening Pre, while and post listening)
Checklist. Look at the following checklist. These are something to help you present new language from a listen text. Decide what is new language for the students. Make sure that you know where the stress is in each line and that you say it that way every time you model it. Give the students an activity to make them familiar with the context of the dialogue. Give them an activity while they listen to the dialogue. Focus on the new language only when you are drilling. Remember to keep the drills quick and lively. Do not write up the new language in the dialogue until after the students have has oral practice. Ensure students learn meaning, form and pronunciation of the new language.
You are going to prepare and present a dialogue to the class. Work in group of 3 or 4. Each group will prepare one of the following dialogue from ELSS 1. Unit 15, Lesson 3, page 91 Unit 16, Lesson 1, page 92 Unit 18, Lesson 1, page 103 Unit 19, Lesson 2, page 108 - Are you prepare presentation you should remember the checklist. Time limit: 20 – 30 minutes. You teacher will monitor and help. - Choose one student from each group to present the dialogue to the class. Tick your checklist as you watch the presentations. After each demonstration, discuss in groups whether the dialogue
Demonstration You teacher will demonstrate 2 presentations from task. Instructions for the teacher are in the Demonstrations section at the back of the book. Activity 1: Look at the clocks and match them with the correct time.
1. it’s eight o’clock. 5. it’s a quarter to nine. 2. it’s five o’clock. 6. it’s a quarter to six. 3. it’s half past eleven. 7. it’s a quarter past two. 4. it’s half past five. 8. it’s a quarter past five. Check answers as a whole class. Activity 2: Look at the following pictures and sentences. Fill in the gaps with the correct word. ruler wallet notebook sharpener keys rubber notebook
This is the end of the Demonstrations.
Activity 3: Work in pairs. Look at activities 1 and 2 again and discuss the following questions. 1. What type of activities are they? 2. What is the new language for the students? 3. How are the students involved in the presentation of the new language? 4. Do the students have to produce the new language? 5. Which words do the students have to already know in the activities? 6. Why are there a few examples of the same new language? 7. Why does the teacher give the students these activities to do? 8. Where meaning, form and pronunciation taught? If not, what could the teacher do? Feedback as a whole class.
Checklist. Look at the following checklist for presenting from a task. As you prepare your own presentation activity, make sure you follow the points below. Give clear example of the meaning of the new languages (you can use a picture or real objects). Give the students an activity to work with the new languages. Don’t expect the students to produce the new languages. Decide what size the groups will be for the task. Decide what time limit you will set for the task. Decide how you will drill the new languages. Decide how you will focus on the new language on the blackboard. Decide what you want the students to write in their notebooks. Ensure students learn meaning, form and pronunciation of the new language. Make sure that you understand the checklist.
You are going to prepare and then present a demonstration of teaching new language from the task. Work in group of 3 or 4. Each group prepare one of the following tasks from ELSS 1.Your teacher will tell you which task you work on. Unit 6, lesson 1, Exercise 4, page 33. Unit 19, lesson 1, Exercise 1, page 107. Unit 10, lesson 1, Exercise 3, page 60. Unit 22, lesson 1, Exercise 1, page 121. As you prepare your presentations you should remember the checklist above. Time limit: 20 – 30 minutes. Your teacher will monitor and help. Choose one students from each group to demonstrate the presentation to the class. Feedback as a whole class.
1. The importance of teaching vocabulary Work in pairs or small group to discuss the following question. Which is more important: grammar or vocabulary? Why? Feedback as a whole class. Your teacher will not give you any answers yet. You will do 2 exercises to help you answer the questions. Work alone. Look at Activity 1.
Activity 1:Try to complete the following text by filling in the gaps Text: A When I I was A a had into a Compare your answers with your partner. Discuss this question with your partner. What happened? When?
You should have problems answering this question because there is no vocabulary to give the details. Grammar alone does not help understanding. Now try to complete this text by filling in the gaps. Text: B Last night ______________ ______________walking home ________________ saw ____________road accident _____________tuk- tuk crashed_____________ __________motorbike Compare your answers with your partner.
Answer these questions. a. Can you understand the story from text A? b. Can you understand the story from text B? c. What does this tell you about grammar and vocabulary? Discuss the question in group of 3 or 4 . One student from each group report back. 2. Showing the meaning of words Activity 1: Look at the following situation and answer the question.
How can you help him to understand the word? Can anyone explain what realia is? Discuss this question in pairs. In the classroom, you won’t always have realia. What else can you use to show the meaning of words? These are all visual ways to show the meaning in other words, students can see the meaning.
Show the meaning of the following words: Run nose bridge temple Using visual techniques such as realia, pictures, and miming should only be used if it will give the meaning quickly, easily and clearly. We will look at more ways to show the meaning of words. Activity 2: Work in pairs. Below are some techniques that you can use to help student understand the meaning of new words. Match the technique on the left with the example on the right.
TECHNIQUE EXAMPLE Visual (the students can see) “hope” in Lao is ັ າ Explaining a situation to elicit the word. A car, motorbike, tuk-tuk are all Synonym / antonym types of vehicles. translation Mime / show picture / draw a picture on the blackboard / realia. Giving an example T: Good looking. It’s the same as handsome. The opposite is ugly. T: Honest. I don’t lie. I don’t cheat in exams. I tell the truth all the time.
Feedback as a whole class. Four students come to the front and demonstrate the four different ways of showing meaning visually. Remember ‘realia’ means real objects. Answer this question. Activity 3: Work in small groups. Below are some words that are new for students. Decide on the best way or ways to show the meaning quickly and clearly .put a tick in the correct column.
Word Visual Mime Realia Situation Example Syn/Ant Translate a finger a friend quick lunch happy to dance colours absent to try to ride a to ride a bike a river
Your teacher will monitor and help. Feedback as a whole class.
3. Drilling vocabulary teacher will now demonstrate what to you when you present a new word Observation task watch the demonstration on drilling vocabulary and answer the following questions as you watch. 1. Does the teacher show the meaning? How? 2. Does the teacher teach pronunciation? How? 3.Does the teacher show form? How? 4. Do the students say to new word enough time? 5.When does the teacher write the new word on the backboard? 6.How does the teacher check that the students remember the word? After the demonstration, work in group with one observer in each group. Discuss the observation question. Feedback as a whole class.
Discuss these question as a whole class. 1. Can you think of other ways that the teacher could check that the students remember new word after drilling many words at the same time? 2. What are the 3 aspects of the word that the teacher showed? Feedback as a whole class. Activity 1:Work in pairs. Match the names of the stages (in the box below) with the steps of the demonstration. The first one has been done for you.
1. present meaning T (shows realia): a ruler 2. T: What’s this? (Tell me in Lao) 3. T: Listen. A ruler…a ruler…a ruler… and T: Everybody repeat. Ss: A ruler 4. T: Again 5. Ss: A ruler T: Noi. Noi: A ruler T: Bounchanh Bounchanh: A ruler T: Who knows the word in Lao? Come and writ it on the blackboard. (T. writs the English word as will) After teaching the words, Teacher erases them, but leaves the translation. What’s this again? Can you remember?
teacher will give two demonstrations After the demonstration, work alone to thing about this question. What does the teacher do that is different in the second demonstrations? Compare your ideas with a partner. Feedback as a whole class.
5.Techniques for practicing and reviewing vocabulary teacher will demonstrate 4 simple activities. 1. Matching 2. Bingo 3. Slap the boards 4. Jumbled words. Look at the observation task before the demonstrations. Four techniques are in the book pages 33
Work in pairs and answer these questions. 1. What is the aim of each activity? 2. How could you check that the students understand the meaning of the jumbled words? 3. Do all the students have a chance to show that they remember the vocabulary? 6. Micro-teaching Work in group of 3 or 4. Prepare an activity to teach / review vocabulary which will be used in a later activity.
1. Organising pair and group work Activity 1: Discuss the question below in groups of four. Why do we use pair and group work? Feedback as a whole class Activity 2: Grouping students Work in groups of 4 or 5. This is a typical secondary school classroom. How would you put the students into: A: pairs? B: new pairs? C. groups of four? D. groups of six?
This is a classroom BLACKBOARD = Students Teacher Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk
Feedback Draw the classroom on the board. One student from each group comes to the blackboard and explains his/her answers. 2. Giving instructions for pair / group work Activity 1: Giving instructions Look at these five comments. Do you agree with them? Why? Why not? Work in groups. Each group discuss one comment only. Your teacher will tell you which comment to discuss.
1. The teacher should explain the 2. The teacher should not translate activity and the students should sit English in to Lao immediately every quietly and listen. time 3. The teacher should always use 4. Sometimes it is better to use English for giving instructions Lao to save time 5. It is more important for students to practice listening to English so they can understand the task clearly Activity 2: Giving instructions – Demonstration Look at activity 3, page 83 of ELSS 1 Discuss this question with your partner. What do the students have to do and what is the language they are practicing?
8 students will be observers. The other students participate. Observation task Demo 1 Demo 2 Does the teacher….. Use gesture? Using the blackboard? Involve the students? Give examples? Check that the students understand the instructions? Use simple English? After the demonstration, discuss the questions above.
Activity 3: Ordering instructions Below are the instructions for demonstration 2, but they are in the wrong order. Put them in the correct order. Work in groups.
____write the two short answers on the blackboard. ____ Ask. “How many minutes?” Make sure all the students know. ____ Repeat the question after the student (Do you like …………..?) Drill the question. Write it on the blackboard. ____ Hold up ELSS1 and say “Look at page 83”. Write 83 on the blackboard. ____ Show 5 fingers and say “You have 5 minutes”. ____ Choose one student. Say “Ask a question”. Point to another student and point to your mouth to show that you want them to speak. Draw a question mark on the blackboard. ____ Give a clear signal to start. ____ Point to two more students and gesture that want them to ask and answer. Say “you ask”, “you answer”. ____ If the answer is “Yes” tell the students that they should put a tick () in their notebook. If the answer is “no”, Show that they should put a cross (). ____ If the student doesn’t understand, ask them in Lao. ____ Point at the 3 columns on page 83. Gesture and say ‘ Each person must ask the other 3 in the group and complete the chart’. ____ Choose a student to answer. “Can you answer?” ____ Point to one item of food and ask “What’s this?”. Get the students to repeat. Do this with all the vocabulary. ____ Hold up 4 fingers and say “Group of 4” Point to 4 students and say “you work together”. Gesture if they have to move, turn around etc. ____ Ask one student “Can you explain in Lao what to do?” (Ask in Lao if necessary). Make sure it’s clear.
3. Monitoring In this section we will look at what the teacher does while the students are doing an activity. The teacher should always monitor, no matter what the activity is. However, the teacher will monitor in different ways depending on the type of activity. Activity 1: Brainstorming As a class, brainstorm a list of types of activities that students do in pairs/groups. Activity 2: Matching Look at the following table. Match the student activity on the left with the teacher activity on the right. Work in pairs.
Student Activity Teacher Activity 1 Work in small groups brainstorming a. listening and checking that the vocabulary for hobbies. students are doing the task. 2 Working in pairs doing a gap filling b. walking around the class, exercise. checking that the students are doing the task. No correcting. 3 Completing questionnaires in a c. working around the classroom, group of four. listening to all the groups. If there are any mistakes, write them for correction later. 4. Doing a running dictation. d. Checking with the students’ book closed and correcting mistakes.
4. Problems with pair / group work. Discuss this question in pairs. What problems might the teacher have when the students are doing pair / group work?
Problems of pairs/Groups work Think of suitable solutions. 1. 2. Some of the groups are doing the activity One group of students can’t do but students in weaker the activity because they can’t groups are not saying remember the vocabulary anything 3. 4. One group of students In a big group, only finishes a long time one student is talking, before the other groups. the others are not paying attention
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