Methodology 1 merg

ເອກະສານປະກອບການສອນ Teacher Education Student’s book Year 2, System 12+4 Academic Year 2016-2017

LUANGNAMTHA TEACHERTRAINING COLLEGE ENGLISH EDUCATION Research Document English Teaching Methodology Student’s book Compiled by Somlath SOMSAVATH Editor of Foreign Language Office Citified by Director of TTC

Preface To improve quality and effective of teacher training education English teaching methodology to students at Teacher Training College, those text books which are currently developed to respond the new policy of the Ministry of Education and Sport on reform of Methodology Education of English Course. Upon the new education reform so, the foreign language office has implemented for developing students’ knowledge will be better than the past time. However, the English Teaching Methodology book is produced under the time pressure; therefore, some minor errors could not be avoided. The foreign language highly appreciates all comments and suggestions from these book users and those are considered as a great contribution to the quality assurance of the English Teaching Methodology Book as well as the development of the Lao National education. The foreign Language avails itself with this opportunity to express its sincere thanks to all contributors. Laungnamtha Teacher Training Collage Date: ……………………… Foreign Language Office

Contents Titles pages Unit 1 Principles for teaching English 1. Characteristics of a good language teacher…………………………… 1 2. Principles of effective English teaching…………………...……………. 3 Unit 2 Using the blackboard 1. Writing techniques…………………………………………………………. 5 Unit 2 Using the blackboard (Continued) Unit 2 2. Organising the blackboard………………………………………………… 9 3. Presenting and practicing grammar structures..……………..………….. 10 Using the blackboard (Continued) 4. Blackboard drawings ………………………..……………………………... 12 Unit 3 Classroom management 1. Control in the classroom .………………………………………………..…. 17 2. Good Rapport …………….……………………………………………….... 18 Unit 3 Classroom management (Continued) 3. Increasing Student Talking Time (STT)………………………………....... 21 4. English or Lao ……….……………………………………………………... 23 Unit 3 Classroom management (Continued) 5. Using gestures………………………….……………………………….…… 26 6. How to use English in the classroom………………….………………… 28  Review …………………………………………………...…………………. 29 Unit 4 Using questions in the class 1. Techniques for asking questions ………………………...………………… 34 Unit 4 Using questions in the class (Continued) 2. Checking understanding……………………………………………………. 32 3. Concept checking questions-4 kinds………………………………...…… 35 4. Demonstrations ……………………………………………………………… 36 5. Making concept questions …………………………………………………. 38

6. Review …………………………………………………………………………. 38 Unit 5 Pronunciation drills 1. Introduction…………………….....…………………………………………… 40 2. The stages of drilling………………………….…..………………………….. 40 3. Why we do each stage ………...…………………………………………… 42 Unit 5 Pronunciation drills (Continued) 4. Drilling questions and answers………………………...……………………. 43 5. What does drilling practice? ………………………………………..………. 44 6. How to drill …………………………………………………………..……... 45 Unit 6 Process writing 1. What is process writing………………………………..………………..…… 48 2. Pre-writing activities …………………………………………………..…….. 48 3. Drafting ………………………………...……………….……………………. 51 Unit 6 Process writing (Continued ) 4. Revising……………………………………….…………………………...… 54 Unit 7 Making a class vocabulary book 1. Introduction ……………………………….…………………..…………….. 56 2. Memory strategies………………………………………………….……… 57 Unit 7 Making a class vocabulary book (Continued ) 3. Recording vocabulary……………………………………………………… 59 4. Making a class vocabulary book …………………………………………. 61

Unit 1 Principles for teaching English Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Describe the characteristics of teachers.  ຬະ຋ິຍາງຍກຸ ຃ະລກິ ຂຬຄ຃.ູ  Explain learning and teaching principles.  ຬະ຋ິຍາງຫົກັ ກາຌກາຌອຼຌອູໄ ຾ລະ ກາຌສຬຌ. Warm up activity  Ask students to remember their favorite English lessons at school. Ask them what the lessons were about… What did the teacher do? Why were they your favorite lessons?  Ask students to write their answers in notebooks. When they have finished ask them to tell their partner what they wrote.  Students share their answers. Discuss the characteristics of a good teacher with the whole class. Teacher lists these on the blackboard. Example: Teacher uses different activities in a lesson. 1. Characteristics of a good language teacher 1.1 Activity: Agree or Disagree  Work alone. Read the statements below and decide which you agree with and which you disagree with. 1

A good teacher………………….. Agree Disagree 1 Is enthusiastic. Tries new activities, takes risks and make student think. 2 Think about a students’ level when he/she writes on the board. He/she doesn’t write to much. 3 Always does exactly what is in the book. 4 Tell students to work in pairs/groups without giving them a task. 5 Writes everything from the book on the board. Including the instructions for teacher. 6 Speaks and writes, students repeat and copy. 7 Gives students the opportunity to speak English and use their own ideas. 8 Observes and learns from other teachers and from his/her own teaching. 9 Doesn’t have a lesson plan. They just open the book and follow it. 10 Cannot teach listening or pronunciation without a tape. He/she doesn’t know how to use the teacher’s guide. Compare your ideas with your partner, then check with the whole class. 1.2 Activity: Teaching listening class Read the two example of teaching listening in class below and then answer the question. Discuss your answers with the whole class. Teacher 1: Listening class The teacher enters the room and greets the students. He says, “Today we will do a listening exercise about holiday”. He ask students to open their textbooks and plays the tape. When the tape finishes, he ask students to answer the questions in their notebooks. He then sits at his desk and marks tests. 2

Teacher 2: Listening class The teacher greets the students. He says, ”Today we will a listening exercise about holiday”. He tells the students that they will do a pre-listening activity. First he asks them to listen to the tape and writ down as many words as they can think of with more than four letters. He then asks the students, to tell their partner what they heard. He elicits the words from students to tell new words on the blackboard. After that, he play the tape twice more and asks the students to answer questions in pairs. According to characteristics of a good teacher that you have learnt, who is the better teacher? Why? 2. Principles of effective English teaching 2.1 Activity: Class discussion Work in pairs to discuss language learning and teaching.  What is the role of a teacher when leaning a second language? 1. How do people learn their first language? 2. How do people learn a second language? Discuss your ideas with the whole class. Compare how we learn first and second languages. 2.2 Activity: True or False? Read the statements below and write T(True) or F(False) 1. Learning should be teacher-centered 2. Students learn best by doing, observing, and seeing 3. Students should be able to think for themselves and use their own ideas 4. Teachers should talk a lot during a lesson 3

2.3 Activity: The most to the least What makes an effective teacher? Look at the list below what do you think are the most important qualities of an effective teacher? Number the qualities from most important (1) to least important (9) Level of Qualities of a good teacher. Important A good teacher……… Is organised organises interesting tasks and activities gives feedback Is encouraging Gives clear instructions Has good classroom control Gives help Is friendly Compare your list with your classmates  How can you help your students to learn? Discuss your ideas with the whole class. Revision 1. Write down six characteristics of a good teacher. 2. List ways teachers can help students to learn. 4

Unit 2 Using the blackboard Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Use the blackboard effectively.  ຌາໍ ເຆກໄ ະຈາຌດາໃ ຄຓຎີ ະສຈິ ຋ິຏຌ຺ .  Organize information on the blackboard clearly.  ຅ຈັ ວາຄຽຌຬໄື ເຌຍຈ຺ ອຼຌດກໃູ ະຈາຌເຫຆໄ ຈັ ຽ຅ຌ. 1. Writing techniques What do teachers usually write on the blackboard? Brainstorm as a whole class. Grammar Blackboard Spelling Vocabulary Work in group. Discuss why teachers use the blackboard.  Share your ideas with the whole class. One of the most important reasons use the blackboard is to present information to students and to explain concepts. Teachers want students to 5

pay attention while they are doing this. So, how do we write on the blackboard and keep the attention of the students at the sometime? 1.1 Activity: Observation task Your teacher will ask 3 students to come to write on the board. The other students will be observers and answer the questions. The teacher divides the blackboard into three parts asks three students to write the same sentence “I am studying English” at the same time on the blackboard. Question: 1. Which student’s writing is the easiest to read? Why? 2. Discuss this in group using Lao or English. Share your ideas with the whole class.  Activity: Whiting on the blackboard. Work in pairs. Look at the following examples of writing on the blackboard. The teacher is teaching vocabulary about the weather. What problems can you identify? How would you improve the writing on the blackboard? Blackboard 1 6

Blackboard 2 Share with your teacher and then complete the table. Good points Weak points Blackboard 1 Blackboard 2  Rewrite the information from the blackboards above showing what improvements your would make. Checklist: Complete the following sentences to make a checklist of things to remember when writing on the blackboard. 7

Straight look hide side Talk targe sections clearly Don’t…………….the blackboard. Stand to the...... ……and……………at the students…………..as you write. Involve the class by asking them to give you the next word, etc. Write………..and………enough for the students at the back of the class to see. Write in a………….line. Use……….of the blackboard. Don’t use the whole blackboard. 8

Unit 2 Using the blackboard (continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Present grammar points using the blackboard.  ອເູໄ ຆກໄ ະຈາຌຽຑໃ ືຬສະຽໜີຽຌຬືໄ ເຌຍຈ຺ ອຼຌເຫ຅ໄ ະ຾຅ຄໄ ຾ກຌໃ ກັ ອຼຌ.  Use techniques for drawing picture on the blackboard.  ຾ຉຓໄ ອຍູ ຑາຍຎະກຬຍຽຂໄ຺າກຍັ ຍຈ຺ ສຬຌຂຬຄຉຌ຺ ແຈ.ໄ 2. Organising the blackboard 2.1 Activity: Class questions Look at the following blackboard. The teacher was teaching singular and plural nouns (ELSS1 page 36). This is what the blackboard looked like at the end of the lesson. Look at the blackboard carefully and answer the questions below: 1. Is the information on the blackboard clear? 2. What are the problem? 9

3. How could you improve the presentation of information on the blackboard? 2.2 practice: Organising the blackboard The following information must be written on the blackboard during a lesson. How would you organise the blackboard to make it easy to read? Redesign the blackboard using the words in the box above. Write your new board work here. 3. Presenting and practicing grammar structures  Activity 1: Learning structures Look at the example below. The teacher is teaching past simple. (ELSS 1 page 77) What can you do to make the language patterns clearer to the students? How can you help them to understand the structure? How could you highlight the regular endings and the differences between the questions and answers? Work in groups of 4-6. Share your ideas with the whole class. 10

She cleaned the floor. Did she clean the floor? She cooked for the family. Did she cook for the family? She washed the dishes. Did she wash the dishes? Yes, she did. No< she didn’t.  Activity 3.2: presentation of words on the blackboard Look at the following examples. She can ride a bike. Food/feed Can she ride a bike. Tooth/teeth An apple, a girl She is reading A bag, an orange She’s reading Work in pairs and decide what grammar points are shown and how you would present them on the blackboard. Your teacher will ask some students to come to the blackboard and demonstrate their answers. 11

Unit 2 Using the blackboard (continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Present grammar points using the blackboard.  ອເູໄ ຆກໄ ະຈາຌຽຑໃ ືຬສະຽໜີຽຌຬືໄ ເຌຍຈ຺ ອຼຌເຫ຅ໄ ະ຾຅ຄໄ ຾ກຌໃ ກັ ອຼຌ.  Use techniques for drawing picture on the blackboard.  ຾ຉຓໄ ອຍູ ຑາຍຎະກຬຍຽຂໄ຺າກຍັ ຍຈ຺ ສຬຌຂຬຄຉຌ຺ ແຈ.ໄ 4. Blackboard drawings Why do we use pictures for teaching? By using simple blackboard drawing in the classroom, the teacher can explain situations and show meanings. This will help students learn and it will be more interesting for them.  Activity 1: Drawing actions Look at the following drawings. What actions do you thing they show? Which do you think are clearer? Which do you think are easier to draw? Why? 12

Look at the stick figures above and note the basic futures: The body is twice as long as the head. The arms are the same length as the body. The legs are slightly longer. Bend legs (forward) and arms (back) to show actions.  Activity 2: True or False Read the statements below and write True (T) or false (F) 1. You have to be a good artist to draw successfully on the blackboard. 2. Drawings should be as simple as possible. 3. It is not important to draw quickly in order to keep the interest of the class. 4. If you talk as you draw, the class will be more involved and understand the pictures from seeing them and listening to the teacher. 5. You will get better with practice and sometimes it helps the class atmosphere if the drawings are not perfect. The students will laugh and you can laugh with them!  Activity 3: drawing faces showing felling  Look at the drawings of the two faces. What feelings do they show? 13

 When you draw faces, they should be large enough to be seen from the back of the class.  Look at these other pictures. You can show expressions by changing the shape of the mouth, eyebrows etc. What feelings do the pictures below show?  Activity 4 : Drawing objects Which vehicles do you think you will need to be able to draw on the blackboard? Work as a whole class to write a list on the blackboard. You teacher will draw a simple bus on the blackboard. We can add lines to show movement. Work in groups. Practise drawing six different types vehicles. Remember to draw quick, simple drawings. Your group should then show the drawings to the class. Below are some more examples of drawings you could use on the blackboard. What buildings do they represent? 14

 Activity 5: Practice drawing  Your teacher will draw a square on the blackboard. It is the outline of a very simple building. What can you draw to show that it is a school? a library? a house? Group work: Look at page 103 in ELSS 1 and draw some symbols for different places in a town. You can also try to think of drawings for different places in Laos. Each group will then choose six drawings and draw them on a piece of paper. Give the paper to another group. They then write what they think it is next to the drawing. Check your answers as a whole class.  Activity 6: Picture stories You can use a series of simple drawings as prompts for telling a story.  Look at the set of pictures about a man and a litter. Work with a partner to make up a simple story for this sequence of pictures. 15

Work in pairs to make up a simple story you could use with a secondary school class. Then prepare a set of drawings to tell the story. Practice by exchanging picture sequences with another pair and telling the story. Share your picture sequences and stories with the whole class. Revision: Answer the question below to see if you can remember how to use the blackboard effectively. 1. Give four reasons why we use the blackboard. 2. List four things to remember when writing on the blackboard. 3. Why would you use simple drawings in class? 16

Unit 3 Class management Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Orgenise the class.  ຅ຈັ ຫຬໄ ຄອຼຌ.  Use different techniques to help control the class and enable the students to study more effectively.  ຌາໍ ເຆຫໄ ົາກຫົາງຽ຋ັກຌກິ ຋ໃ ີ຾ຉກຉາໃ ຄກຌັ ຽຑໃ ືຬຆວໃ ງເຫ຃ໄ ຃ູ ວຍ຃ຓຸ ຫຬໄ ຄອຼຌ ຾ລະ ຆວໃ ງເຫໄ ຌກັ ອຼຌແຈຈໄ ຂີ ຌືໄ . 1. Control in the classroom An important aspect of good classroom management is being able to control the class. Students need to see that the teacher is in control. This does not mean that the teacher had to be very strict all the time. There are many things that a teacher can do to keep control of the class and still be liked by the students. 1.1 Activity: Involving techniques Work in pairs. Look at the following techniques that a teacher might use in class. Decide which help control the class and which don’t. Use a table to write your answers. 17

1. Things which help control the 2. Things which don’t help control the class. class. - Speaking English all the time. - Looking at the class while speaking. - Speaking quietly. - Doing the same activities every lesson. - Standing in front of the blackboard all lesson. - Speaking so that the whole class and hear. - Marking homework while students are working in pairs and groups. - Monitoring pair and group work. - Being friendly to students. - Speaking clearly. - Knowing and using the students’ names. - Speaking during the whole lesson. Share together as a whole class. 2. Good Rapport - Being in control is important, but the teacher should try not to create a bad atmosphere in the class. - Making the students feel comfortable is very important if we want them to learn and behave at the same time. - The teacher should create the right atmosphere and relationship between the teacher and the students. We call this having good rapport!  Activity 1: Demonstrations - The following two demonstrations will show you how the teacher can affect how the students feet. 18

- (Teacher: see the Answer Key for a description of the demonstrations). - You are going to watch two demonstration and then you will be asked how you felt during each one and why. - Your teacher will choose six students to be observers. The other students will participate. - The observers will think about the questions below while they are watching. Demo 1 Demo 2 1. Is the teacher friendly? 2. Does the teacher help the students? 3. Does the teacher explain well? 4. Does the teacher sit at the front of the class? 5. Is a teacher interested in what the students are doing? 6. Does the teacher check what the students have talked about?  Activity 2: Group discussion Stay in the same group use for Demo 2. How did you feel during the two demonstrations? How were they different? Discuss with your group. Now your teacher will put an observer with each group to discuss the questions in the table. Share as a whole class.  Activity 3: students’ feeling list - In the same group, write a list of ideas from the demonstrations for making students feel comfortable in the classroom. Close your textbooks to do this activity. - Discuss your ideas with the whole class. 19

- Now look at the checklist. Are all your ideas on the checklist? If not, what other ideas do you have? Checklist When you are teaching make sure you remember the following points to create a good atmosphere in your class. Be friendly-laugh with the students, not at them. Be helpful-Work with the students. Show interest-Really listen to your students. Be patient Be enthusiastic Always orgenise/demonstrate-don’t just tell the students what to do. Introduce new topic/activities-ask question/ask for example to check whether students have understood-don’t just give them instructions. Give everyone a chance to think or talk about a topic BEFORE you ask a student for the answer. Give the students time to listen and think before they speak. Set time limits so students know how long they have to do an activity. Get the students to speak to each other as much as possible, rather than the teacher all the time. Ask/encourage the Ss to help other, especially when they work in pairs or groups. 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. 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. Give students feedback at the end of a task. Tell them what was good and help them with things which were not so good. 20

Unit 3 Class management (continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Explain the importance of increasing student talk time (STT).  ຬະ຋ິຍາງ຃ວາຓສາໍ ຃ຌັ ກາຌຽວໄ຺າຂຬຄຌກັ ອຼຌເຫຫໄ ົາງຂຌືໄ .  Encourage their students to participate more in the classroom.  ອວູໄ ຋ິ ີກະຉກຸ ຆຸກງຌູໄ ກັ ອຼຌຂຬຄຑວກຽຂ຺າຽຂ຺າອວໃ ຓກຈິ ຅ະກາໍ ກາຌອຼຌຫົາງຂຌໄື ເຌຬາຌາ຃ຈ຺ . 3. Increasing student 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 their speaking more than the teacher because the teacher already know 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 the chance to speak.  Activity 1: Tick and discuss Look at the statements in the table below and tick the column depending on whether you agree or disagree. 21

Agree Disagree 1. Students should get the most speaking practice by talking to other students and not to the teacher. 2. Students can learn a lot by trying things by themselves and making mistakes. 3. Students usually learn best by only listening to the teacher explain things. 4. The teacher should speak as much as possible in the classroom. 5. The teacher should speak as little as possible in the classroom. When you have finished, compare your answer with a partner. Share as a whole class. 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 classroom. Why it is important for the students to speak in the classroom? The teacher already know English and the students don’t the students need the chance to practise. English lesson 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. We need to think of ways to help students to speak as often as possible in the class. 22

 Activity 2: Increasing student talking time (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. A Increases STT/decreases TTT B Decreases STT/increases TTT The teacher encourages students to as The teacher give long explanations questions. and the students listen. 1. The teacher picks the best 4. The teacher always gets the students students to answer the question to work alone without speaking. Without getting all the students to 5. The teacher gets the students to work discuss the answer first. together in pairs or groups. 2. The teacher doesn’t encourage 6. The teacher assigns students to the students to ask questions. 3. The teacher asks the students questions at the beginning of the lesson (“What did you do yesterday evening?” etc.) Share as a whole class. 4. English or Lao? Class discussion: What is a “native speaker of English”? Discuss this definition with your class. Group work: How can a Lao teacher help students more than a native speaker? Share as a whole class. 23

It is helpful teacher speaks Lao, but they should try not to speak Lao all the time in class. We have to decide how much Lao to use and when to use it.  Activity: English or Lao? Work in groups. Look at the following chart. Put a tick () in the column if you think the teacher should use English, Lao, or both when doing the following activities. English Lao Both Greeting the students Taking attendance Checking understanding Disciplining students Giving grammar explanations Asking questions Orgenising activities Correcting mistakes Asking students to do things English can be used with any level and at almost any stage in the lesson. It is important to choose the English that your use carefully, depending on the level of your students. 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. It is not necessary to use English all the time. With beginners, you will generally need to use more Lao. Whit higher levels, more English can be used. 24

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. 25

Unit 3 Class management (continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Explain when to use English, when to use Lao, and when we use both languages in the classroom.  ຬະ຋ິຍາງວາໃ ຽວລາຽອ຺າສຬຌ,ຽວລາເຈຽອ຺າຌາໍ ເຆຑໄ າສາຬຄັ ກຈິ , ຽວລາເຈຽອ຺າເຆຑາສາລາວ ຾ລະ ຽວລາເຈຽອ຺າຌາໍ ເຆ຋ໄ ຄັ ສຬຄຑາສາ.  Use gestures when giving instructions.  ຌາໍໄ ເຆ຋ໄ າໃ ຋າຄຽຂ຺ໄາຆວໃ ງເຌກາຌຬະ຋ິຍາງຍຈ຺ ອຼຌ.  Demonstrate how and when to use simple English in the classroom.  ສາ຋ິຈກາຌຌາໍ ເຆຑໄ າສາຬຄັ ກຈິ ດເໃູ ຌຫຬໄ ຄອຼຌ 5. Using gestures   Gestures are one of the simplest ways to reduce TTT and to keep the students’ attention. Activity Your teacher will show you how to use gestures to explain the instructions below. Copy your teacher as he/she does these gestures. - Stand up - Bend forwards - Bend backwards - Straighten up - Crouch down] - Straighten up again 26

- Sit down 1. Did you understand all of the English? 2. Did you know what you had to do? 3. Why do we use gestures?  Activity 1: using gestures Work in groups and decide what gestures you cloud use to make the following instruction clearer to your students Change places Say it again Speak up. I Copy can’t hear Work in pairs Don’t let anyone Move your desks see what you write 1, 2, 3, 4. You are one group Everyone stand up Get a piece of Get into group of 4 paper and a pen  Activity 2: Practice One student from each group will demonstrate one of gestures. Other groups guess the instruction. Continue this until all groups have has a chance to demonstrate. Remember Use gestures as well as spoken English to help your students understand. 27

When you think your students understand the English, try not using gestures to check. 6. How to use English in the classroom 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.  Activity 1: Matching Work in pairs. Match the classroom situations in column A with the phrases in the column B. Situations (A) English phrases (B) 1. Talking attendance A. Take on each. 2. Asking for help in the classroom B. Who’s missing? 3. Passing out papers/books/homework C. Be quiet. 4. Organising activities D. Who has the answer? 5. Asking for meaning E. Clean the board please. 6. Getting feedback F. Get into group of 4. 7. Disciplining students G. What’s the Lao? Share as a whole class.  Activity 2: Classroom language Work in small groups. Take each situation and think of more phrases. Situation: Taking attendance Example phrase: Where is Bountong today? 28

 Activity 3: Practice – classroom language Close your books for this activity. Your teacher will call out a situation (e.g. asking for help) and ask student from each group to give a different phrase. If the grammar correct the group will get one point. A different student should stand up each time. If you use these phrases often, your students will become used to them and they will be a normal part of the lesson.  Review 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, than go back and study it again. If you are having problems, then you should ask your teacher for help. Work in pairs and answer the following questions. 1. Write down five things you shouldn’t do if you want to keep control of the class. 2. Choose a word from the box and fill in the gaps in the following sentences. They are things to remember so that you can create a good rapport in the class. Pairs/group move helpful monitor Time limits Demonstrate praise a. Be 1………….work with 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 student what to do. e. 5…………around the class. Don’t stand at the blackboard all the time. 29

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. 3. Why should students speak Lao in the classroom? 4. Give four ways to increase STT. 5. When should teacher speak Lao in the classroom? 6. Give two examples of English phrases for the following classroom situations. a. Talking attendance. b. Asking for help. c. Passing out papers. d. Organasing activities. Share as a whole class. 30

Unit 4 Using questions in class Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Discuss the advantages and disadvantages of different techniques for asking questions.  ສຌ຺ ຋ະຌາ຅ຈຸ ຈີ ຾ລະ ຅ຈຸ ຋ໃ ີ຃ວຌຎຍັ ຎຄຸ ວ຋ິ ີກາຌ຅ຈັ ຉຄັ ຃າໍ ຊາຓ.  Use techniques for asking questions in the classroom.  ຌາໍ ເຆວໄ ຋ິ ີຉຄັໄ ຃າໍ ຊາຓເຌຫຬໄ ຄອຼຌ. 1. Techniques for asking questions  Activity 1: Discussion - Imagine what you will do when you are a teacher. - Tick () the sentences below if you think each technique is a good idea. - Discuss your answers in small groups and explain your reasons. Ask only good students to answer questions. Ask only weak students to answer questions. Ask only volunteers to answer questions. Ask students on be 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. 31

Do not ask the class questions.  Activity 2: Group discussion Work in group to discuss these questions (in Lao). 1. ຽຎັຌຫງຄັ ຃຅ູ ໃຄຶ ຉຄັໄ ຃າໍ ຊາຓ ຾ລະ ຊາຓຌກັ ອຼຌເຌຫຬໄ ຄອຼຌເຌຽວລາສຬຌ? 2. ຃າໍ ຊາຓ຾ຓຌໃ ຫງຄັ ?ຓ຅ີ ກັ ຎະຽຑຈ ຃ຎື ະຽຑຈເຈ຾ຈ?ໃ 3. ຃າໍ ຊາຓສາໍ ຃ຌັ ຉໃ ໍ຃ຍູ ໍເຌຽວລາສຬຌ?ງຬໄ ຌຫງຄັ ? 4. ຃າໍ ຊາຓຍໃ ໍສາໍ ຃ຌັ ຉໃ ໍ຃ຍູ ໍ?ງຬໄ ຌຫງຄັ ? 5. ຽອ຺າ຃ວຌເຆ຃ໄ າໍ ຊາຓ຾ຍຍເຈຉໃ ໍຌກັ ອຼຌເຌລະຈຍັ ຉໃ ໍແຎຌ:ໄີ (ຎະຊຓ຺ , ຓຈັ ຋ະງຓ຺ ຉຌ຺ ຾ລະ ຓຈັ ຋ະງຓ຺ ຎາງ) 6. ຃ຉູ ຄັໄ ຃າໍ ຊາຓ຋ກຸ ໂ຃ຄັໄ ຓ຅ີ ຈຸ ຎະສຄ຺ ຫົືຍໃ ໍ? ຊາໄ ຓງີ ຬໄ ຌຫງຄັ ຅ໃຄຶ ຓ?ີ (ເຫຽໄ ຫຈຏຌ຺ ) 7. ຃ຍູ ໃ ໍເຆ຃ໄ າໍ ຊາຓແຈຍໄ ໍເຌຽວລາສຬຌຌກັ ອຼຌ? Share as a whole class (in Lao).  Activity 3: Questioning techniques Look at the following example of how a teacher is asking the same question to the same class. Answer the following questions: 1. How is each techniques different? 2. What are the advantages and disadvantages of each technique? 32

Share as a whole class.  Activity 4: Observation Your teacher will use the techniques above to demonstrate asking questions. Watch and tick () the appropriate column below. Technique A Technique B Technique C Technique D Question 1 Question 2 Question 3 Question 4 33

Unit 4 Using questions in class (Continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Ask concept checking questions to check understanding.  ຉຄັໄ ຃າໍ ຊາຓຽຑໃ ືຬກວຈ຃ວາຓຽຂ຺າເ຅.  Discuss the different types of concept checking questions.  ສຌ຺ ຋ະຌາກຼໃ ວກຍັ ກາຌຉຄັໄ ຃າໍ ຊາຓກວຈ຃ວາຓຽຂໄ຺າເ຅ຆະຌຈິ ຉາໃ ຄໂ. 2. Checking understanding 2.2. Introduction to concept checking questions (CCQS) Read the text. Write the paragraph heading in the correct place. a) When do we ask CCQS? ? b) What are CCQS? c) Why do we ask CCQS? 1. Concept questions are questions we ask students to check if they have understood new language (grammar, functional language, or vocabulary). 2. ? If students can answer concept questions correctly, it tells the teacher that they have understood the new language. If we ask students “Do you understand?” they might say “Yes”, but we can’t be sure they understand. 34

3. ? It is useful to ask concept question all though a language lesson – while you are establishing a context, during drilling, after students write the new language in their notebooks, and while students are practicing new language. 4. ? a) Summarize the meaning of the new language in short simple sentences. b) Turn the sentences into questions (with answers). c) Put the questions into a logical order (the order you will ask them in class). 3. Concept checking questions-4kinds Your teacher will demonstrate how to check understanding using concept questions. Instructions for the demonstration are in the answer key. In the demonstration the teacher asks 4 different kinds of questions: 1. Yes/No questions 2. Alternative questions (…..or…) 3. “Wh” Questions 4. Negative checking questions After the demonstration: These are some of the questions your teacher asked. Say with type of question each one is. Write 1, 2,3 or 4. Number Concept question 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? 35

4. Demonstrations Your teacher will demonstrate each type of concept question. Six students will follow observation questions below. The rest of the class will participate in the demonstrations. Observation questions: Discussion observation questions Work in group of four or five, what at least one observer for each group. Discuss the observation questions. Feedback as a whole class. Discuss the following question: Why do we use different types of questions? Activity: Types of concept checking questions In the following activity, you have four different language items that you want to teach. Look at the language items in columns A and the concept question in column B. Match the correct concept questions with the correct language items. 36

A B 1. The butcher’s a. Does this talk about past, present or (vocabulary) future?(past) b. Do you buy meat or vegetable 2. He has broken his leg here?(meat) c. Does your ankle hurt? (Yes) d. Is it raining now? (Present perfect) (No) e. Can you buy chicken here? 3. If it rains, I’ll stay at home. (1stconditional) (Yes) f. Do you know exactly when he broke 4. A sprained ankle. (vocabulary) his leg (No) g. Does this talk about past, present or future?(future) h. How do we know it happened? (We can see) i. Is there any blood? (No) j. Can we say “He’s broken his leg yesterday?” (No) Share Share as a whole class. Identify which type of question they are: Yes/No, alternative, ‘Wh’, Negative checking. Discuss in groups. Ex: a. alternative; c……………………… b………………………..; d………………………. Feedback as whole class. 37

5. Making concept questions Remember to follow the 3 steps (see exercise 1) when writing concept questions. Example: Write concept questions for this sentence. “He managed to open the window” Step 1 He tried to open the window. It was difficult. He opened it. Step 2 CONCEPT QUESTIONS Did he try to open the window? (yes) Was it difficult? (yes) Did he open it? (yes) Work in groups. Write concept checking question with answers for the following vocabulary and structures.(If short of time, each group writes only one set of concept questions.) 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. 6. Review 1. Give three reasons why teachers use questions in class. 2. Give two techniques for asking questions. What are the advantages and disadvantages of each technique? 3. What does concept checking mean? Why is it important? 38

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? Discuss as a whole class. 39

Unit 5 Pronunciation drills Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Explain a basic model for repetition drills.  ຬະ຋ິຍາງ ວ຋ິ ີກາຌສຈິ ສຬຌຑືຌຊາຌກາຌຏຌັ ສຼຄ.  Drill effectively.  ຽຐິກກາຌຏຌັ ສຼຄເຫໄຊກື ຉໄຬຄ. 1. Introduction Discuss these questions: 1. What is drilling? Drilling ຾ຓຌໃ ຫງຄັ ? 2. During what stage of the lesson do we introduce drills? ຉາຓຎກ຺ ກະຉ຾ິ ລວໄ ດເໃູ ຌຂຌັ ຉຬຌເຈຂຬຄຍຈ຺ ອຼຌ຋ໃ ີຑວກຽອ຺າເຆ drilling? 3. Should the students understand the meaning of the word/grammar before you drill? ຃ວຌເຫຌໄ ກັ ອຼຌຽຂ຺າເ຅຃ວາຓໝາງຂຬຄ຃າໍ ສຍັ ຌຌັໄ ໂຍໍ ກຬຌກາຌ drill? 2. The stages of drilling These are the stage of drilling: 1. Model 2. Choral drill 3. Individual drill 4. Closed pair drill 40

Your teacher will demonstrate the four stage of drilling in the order above. Afterwards match the stage and definitions. Instructions for demonstration  Drill the sentence. ”she studies English”. Follow the procedure below: 1. Model – say “She studies English” twice at natural speed. 2. Choral drill – 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. Individual drill – 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. Closed pair drill – put the students in pairs and tell them to practice saying the sentence to each other. Use gestures – All pairs practice at the same time. Tell students this is the end of the demonstration. Work in pairs. Look at the table below. Match the stages of drilling and definitions. Stage of drilling definition 1. Model a. ກຈິ ຅ະກາໍ ຌ,ໄີ ຅ະຓຌີ ກັ ອຼຌຑຼຄ຃ຌ຺ ຈຼວ຋ໃ ີ຅ະຐຶກຽວ຺າ຃າໍ ສຍັ ເໝໃ ສວໃ ຌໝເໃູ ຌຫຬໄ ຄເຫຒໄ ຄັ . 2. Choral drill b. ຃຅ູ ະຽວ຺າກຼໃ ວກຍັ ຃າໍ ສຍັ ຑາສາເໝເໃ ຫ຾ໄ ຅າຓ຾຅ຄໄ ຾ລະ 3. Individual drill ຬຬກສຼຄດາໃ ຄຽຎັຌ຋າໍ ຓະຆາຈ຾ຉໃ 2-3 ຃ຄັ . 4. Closed pair drill c. ກຈິ ຅ະກາໍ ຌ,ໄີ ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ຅ະຐຶກຽວ຺າກຼໃ ວກຍັ ສຍັ ຃ກູໃ ຍັ ໝຏໃູ ຋ໄູ ໃ ີຌຄໃ ັ ເກກໄ ຌັ ເຌຽວລາຈຼວ. d. ກຈິ ຅ະກາໍ ຌ,ໄີ ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ຅ະແຈຐໄ ຶກຽວໄ຺າສຍັ ຑາສາເໝ຋໋ ໃ ີ ຽຂໄ຺າຽ຅າໄ຺ ກາໍ ລຄັ ອຼຌຑຬໄ ຓໂກຌັ . If you want to see the demonstration again, ask your teacher. Check answers as a whole class. 41

3. Why we do each stage Work in groups to discuss the question below. Discuss in Lao. Why you we do the stages of drilling? Discuss the reasons WHY each stage is useful. You Many find the task difficult, but think about it. Consider these questions: Could we omit any stage? What will happen if we do? Do not check answers as whole class. When you have discussed it, match the stages from the first table (1-4) with the reasons (a-b). stage reason 1. Model a. The teacher or other students can correct 2. Choral drill errors. 3. Individual ຬາ຅າຌ ຫົື ຌກັ ອຼຌສາຓາຈກວຈ຃າໍ ຏິຈແຈ.ໄ 4. Closed pair drill b. Gives the most practice in speaking. ຽຐິກຫຈັ ກາຌຽວໄ຺າເຫຫໄ ົາງ. c. All the students can speak, it doesn’t matter if they make mistakes. ຌກັ ອຼຌ຋ກຸ ຃ຌ຺ ສາຓາຈຽຐິກຽວ຺ໄາ, ຽຊຄິ ວາໃ ຌກັ ອຼຌຽວໄ຺າຏິຈ ກຍໍ ໃ ໍຽຎັຌຫງຄັ ? d. Students hear the language spoken naturally. ຌກັ ອຼຌແຈງໄ ຌິ ກາຌຬຬກສຼຄດາໃ ຄຆຈັ ຽ຅ຌ. 42

Unit 5 Pronunciation drills (Continued) Time 4 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ  Explain a basic model for repetition drills.  ຬະ຋ິຍາງ ວ຋ິ ີກາຌສຈິ ສຬຌຑືຌຊາຌກາຌຏຌັ ສຼຄ.  Drill effectively.  ຽຐິກກາຌຏຌັ ສຼຄເຫໄຊກື ຉໄຬຄ. 4. Drilling questions and answers You teacher will demonstrate how to drill a question and answer. Read the observation question. Answer it after the demonstration Observation question Does the teacher follow the same 4 stages to drill question and answer when drilling a word or sentences? ຃ແູ ຈຎໄ ະຉຍິ ຈັ ຉາຓ 4 ຍາຈກາໄ ວເຌກາຌຽຐິກຽວ຺າຎະ຿ຫງກ຃າໍ ຊາຓ, ຃າໍ ຉຬຍ຃ືກຍັ ກາຌຽຐິກ ກາຌຽວ຺ໄາຎະ຿ຫງກຈຼວ ຫົື ຃າໍ ສຍັ ຈຼວຍໍ? Instructions for demonstration Follow the steps below to drill this dialogue Need techniques of teach pronunciation “A little, often” A: “where are you going?” B: “To the market” Demonstration 43

 Model - say line A twice and then choral drill.  Model - say line B 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-all pairs practice the question and answer at the same time. Tell the students “This is the end of the demonstration”. Activity 1: Work in small groups to answer the of observation question (about 5-6 minutes). Discuss as a whole class Activity 2: Look at the stages, definitions and reasons for drilling again. Answer the questions below. Work in groups. 1. ຑວກຽອ຺າຽອັຈກຈິ ຅ະກາໍ open pair drilling ກຬໃ ຌ ຫົື ຫົຄັ closed pair drilling. 2. Open pair drillingຓ຃ີ ວາຓໝາງ຾ຌວເຈ? 3. ຈວໄ ງຽຫຈຏຌ຺ ຬຌັ ເຈ຅ຄິ ຎະຉິຍຈັ ຂຌັ ຉຬຌ Discuss as a whole class. Agree a definition and reason for open pair drilling. Remember all 4 stages should be included when drilling. The 3rd stage will be EITHER individual OR open pair drilling but NOT both. ຋ຄັ ໝຈ຺ 4 ຍາຈກາໄ ວຌຌັ ຃ວຌ຅ະຊກື ເຆຽໄ ຂ຺າເຌຍຈ຺ ອຼຌຽຓໃຬື ຑວກຽອ຺າຽຐິກຆຬໄ ຓກາຌຏຌັ ສຼຄ. ສາໍ ລຍັ ຍາຈກາໄ ວ຋ໃ ີ 3 ຬາຈຽຎັຌກາຌຽຐິກຆຬໄ ຓຽວໄ຺າຽ຋ໃ ືຬລະ຃ຌ຺ ຫົື ສຌ຺ ຋ະຌາກຌັ ຽຎັຌ຃ໝູໃ ຈ຺ ຫຬໄ ຄ, ຍໃ ໍເຫໄ ຽອັຈ຋ຄັ 2 ດາໃ ຄເຌຽວລາຈຼວກຌັ . 5. What does drilling practice? Remember: when you teach new language, students need to know meaning, 44

from and pronunciation. What does drilling practice? a. Speaking b. Form and pronunciation c. Meaning 6. How to drill You teacher will demonstrate drilling again using the same sentences as before. This time, think about how to drill. Look at the table below. Write “do” or ”don’t” for each point as you watch the demonstrations. Drilling Techniques- Dos and Don’ts Put “do” or “don’t” in front each sentence 1. Model the language at normal speed ຽວ຺ໄາ຾ຍຍ຋າໍ ຓະຈາ ( ຽວ຺ໄາຍໃ ໍແວ, ຍໃ ໍຆາໄ ຿ຑຈ ) 2. Drill unnatural language ຐຶກຽວ຺າ຾ຍຍຏິຈຎກ຺ ກະຉິ ( ແວ຿ຑຈ, ຆາໄ ຿ຑຈ ) 3. Keep the drilling quick and lively ອກັ ສາກາຌຽຐິກຽວ຺ໄາເຫຓໄ ຍີ ຌັ ງາກາຈຓວໃ ຌຆໃ ຌື 4. Write the sentence on the board before the students say it. ຂຼຌຎະ຿ຫງກເສກໃ ະຈາຌກຬໃ ຌ຾ລວໄ ຅ໃຄຶ ຑາຌກັ ອຼຌຽຐິກຽວ຺ໄາ຃າໍ ສຍັ 5. Tell your students not to write while you drill. ຍຬກຌກັ ອຼຌຍໃ ໍເຫຑໄ ວກຽຂ຺າຂຼຌຽວລາກາໍ ລຄັ ຽຐິກຽວ຺ໄາ 6. Introduce the various stages of drilling with clear gestures ສະຽໜີຍາຈກາໄ ວຉາໃ ຄໂຂຬຄ຋າໃ ຌ drilling ຈວໄ ງກາຌເຆ຋ໄ າໃ ຋າຄ C7o.mpare youLrisatennswaenrds cinorgrerocut pesr.rors Discuss as aຒwຄັ h຾oລleະ cກlaວsຈs຃. າໍ ຏິຈ 8. Drill each student in the order they are sitting 7. Micro-tຽeຐaິກcເhຫiຌໄnກgັ ອຼຌ຋ກຸ ຃ຌ຺ ເຌຫຬໄ ຄອຼຌ 9. Below Misakaeciht efcuknlist of things you need to think about when you plan drilling. Readສtາໄ hຄeຍຌັcງheາກckາlຈisເt.ຫຓໄ ວໃ ຌຆໃ ຌື ເຌຽວລາ drilling 10. Model a long list of vocabulary while the students listen ດາໃ ເຫຉໄ ວ຺ ດາໃ ຄຎະຓວຌ຃າໍ ສຍັ ຫົາ4ງ5ຽກຌີ ແຎເຌຂະຌະ຋ໃ ີຌກັ ອຼຌຽຐິກຆຬໄ ຓ