Checklist Decide what you are going to drill ຑິາລະຌາວາໃ ຽາ຺ ະ drill ຫງຄັ ? Decide how you will model it, think about stress and difficult sounds. Practice saying the sentence – make sure that you say it the same way each time. ຽາໄ຺ ະເຫຉໄ ວ຺ ດາໃ ຄຌວເຈ ກຼໃ ວກຍັ ກາຌຽຌັຌໄ ສຼຄ ລະ ກາຌຬຬກສຼຄໃ ີງາກ? ເຌຽວລາ ຽວໄ຺າຎະຫງກຌຌັໄ ຉຬໄ ຄເຆຌໄ າໍໄ ສຼຄວິ ີຽກໃ າ຺ (ຍໃ ໍເຫຎໄ ໃຼຌສຼຄ). Decide which drills you will do and in what order (consider whether to do individual or open pairs) າໍ ຌຄຶ ວາໃ ຽາ຺ drill ຌວເຈຽຑໃ ືຬເຫຊໄ ກື ຉຬໄ ຄຉາຓຍາຈກາໄ ວ drilling Activity 1: Work in groups. Your teacher will give you some sentences or mini- dialogues to drill. Use the checklist to help you prepare. Take turns to practice drilling with the other students in your group. Teacher monitors and helps, making sure that each students gets a chance to practice in their groups and to help with pronunciation problems. Check whether the groups should be doing individual or o pen pair drills. Activity 2: Choose one student from each group to come out and practice drilling. Check that the correct stage are being followed, give feedback to each group. Mention their good point and any problems they had 46
Sentences for drilling I got drunk yesterday . A: What did you do last night? B: Bamboo soup. I can ride a motorbike, but I can’t drive a car. I really love you. He likes eating padaek. A: How often do you drink beer? B: I’ve got 5 boyfriends. He’s got 12 chickens and 6 geese. A: when’s chrismas? B: The 25th of December. 47
Unit 6 Process writing Time 4 hours Objectives students will be able to ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ Use a process writing approach to plan and draft writhing. ອວູໄ າຄຏຌຂຌັໄ ຉຬຌກາຌຂຼຌຍຈ຺ ຽລໃ ືຬຄ ລະ ອຈູໄ ຈັ ກແໄ ຈ.ໄ Use a correction code to help students revise their writing. ອຌູໄ າໍ ເຆລໄ ະຫຈັ ເຌກາຌກວຈກກໄ າຌຂຼຌຍຈ຺ ຽລໃ ຬື ຄ. 1. What is process writing? Process writing is suitable for higher level students preparing for exams, these students have to write assays and must learn to plan their writing. Processes writing helps students to draft and revise their work to produce a better final essay. There are three steps to process writing: A. Pre-writing activities B. Drafting activities C. Revising activities 2. Pre-writing activities Work in pairs to discuss this question: What activities can you do before writing? Feedback as whole class. 2.1 Brainstorming In brainstorming, you generate ideas by asking questions about a subject. Include questions starting with: What? When? How? Where? and Who? 48
Example: School rules Why do we have school rules? How do you feel about school rules? What are the school rules? Who makes up the school rules? Activity: Brainstorming. Work in groups to brainstorm, Why, How, What and Who questions, on the topic of “Pets” Feedback as a whole class. 2.2 Diagramming What is diagramming? Diagramming it another pre-writing activity that can help you think of ideas. In diagramming, you use lines, boxes, arrows and circles to show relationships between ideas about the topic. Here is the diagram that one student prepared for an essay on the differences Between traditional families and modern families. 49
Traditional family Modern family work On family farm work Out side the house Education Provided by state Education women women High education family No high education family Overseas study Take care of children Work in an office Do house work High education Low education Small family Big family (unit 1, family life, English for Lao Secondary schools, Book 3) Activity: Drawing a diagram. Work in groups to draw a diagram on the topic of ‘Cites and the Countryside’, you can use lines, boxes, arrows and circle to show relationships. Feedback as a whole class 2.3 Marking a list. Another pre-writing technique is marking a list. Students list as many different Items connected to the topic as they can. Do not worry about spelling, grammar or punctuation. Simply make a list of everything about a subject that you can think of. 50
This is a list prepared by a student. The topic is ‘Describing place- Luangprabang’ Example list> Beautiful old capital city of Laos North of Laos A world Heritage site. Interesting traditional celebrations, pimai Lao, boat racing. Delicious traditional food. People are very kind, friendly and hospitable. Activity: Describing a friend in class. Working alone. Make a list connected to the topic ‘Describing your best fried’. Compare your list with your partner’s. Feedback as a whole class 3. Drafting When you draft, it is very important to make a plan to help you write. You need to think about “introduction, outline topics, detail of each topic and conclusion”. For example: Here is a basic outline for “describing Luang prabang” 1. Places 2. Festivals 3. People 51
After preparing your basic outline, the next step to develop the outline further: 1. Places a. World Heritage site (old French boiling, Royal palace). b. Temples c. Waving village 2. Festivals a. Pi mai Lao b. Boat racing 3. People a. Kind b. Friendly c. Hospitable This is the final text describing Luangprabang Luangprabang Luang prabang is the beautiful capital city of Laos. It is a world Heritage site. In the north, surrounded by mountains. Lao customs, traditions and culture are well preserved in Luangprabang. Luangprabang has got more temples than other cities in Laos. For example, that phousy, WatXiengthong , Wat vixoun, and wat phon phao. Ban phanom is a famous weaving village in Luangprabang. 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 Luangprabang have delicious traditional food as well: orlarm and jeobong. Many people say Luangprabang is the most beautiful city in Laos, full of old customs, tradition and culture. The people are very kind, friendly and hospitable. 52
Activity: write two paragraphs to describe Veintiane. a) Write a basic outline. b) Write a detailed outline. c) Write your first draft. Use the Luangprabang text to help you. 53
Unit 6 Process writing (Continued) Time 4 hours Objectives students will be able to ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ Use a process writing approach to plan and draft writhing. ອວູໄ າຄຏຌຂຌັໄ ຉຬຌກາຌຂຼຌຍຈ຺ ຽລໃ ືຬຄ ລະ ອຈູໄ ຈັ ກແໄ ຈ.ໄ Use a correction code to help students revise their writing. ອຌູໄ າໍ ເຆລໄ ະຫຈັ ເຌກາຌກວຈກກໄ າຌຂຼຌຍຈ຺ ຽລໃ ືຬຄ. 4. Revising 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) Wo = wrong word order S = wrong spelling ? = 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 54
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 Here is an example of a text corrected using the correction code. Rewrite the text making the necessary corrections. G Manotham and sommaly is student at a school in Vientiane. They live S In a big house their parents. Their grandparents don’t live in Wo Vientiane. They live in the capital old city of Luangprabang. W Manotham and sommaly’s grandparents are very young. They live in small house with a big garden. somtime, in July or August, G Manotham and sommaly goes to Luangprabang by boat the mekhong. They visit their grandperents and help with the housework. G they always like to visiting Luangprabang. 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 alone My sister is nineteen year old. He is student at University National. Her name is Vieng. She is tall and had long hair. She always help homework. She is good sister. Compare your list with your partner Feedback as a whole class. 55
Unit 7 Making a class vocabulary book Time 4 hours Objectives: Students will be able to ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ Discuss different ways to memorise new vocabulary. ສຌ຺ ະຌາກຼໃ ວກຍັ ວິ ີເຌກາຌໃື າໍ າໍ ສຍັ ເໝ.ໃ Use different techniques to record new vocabulary. ຌາໍ ເຆວິ ີກາຌຉາໃ ຄໂເຌກາຌຍຌັ ຶກາໍ ສຍັ ເໝ.ໃ 1. Introduction Making a vocabulary book is one useful way of helping students to remember previously and newly leant 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 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 Close your books and write down as many words as you can remember. Discuss as a whole class. How many words could you remember? 56
Activity 2: Remembering words Look at the list of words in the table below. Try to remember them. You have 1 minute. Red badminton jump papaya salad yellow Swimming Hop ice-cream blue tennis walk grilled chicken black football skip Noodle soup Close your books and write down as many words as you can remember. Discuss as a whole class. 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 We remember things in many different ways. Memory Grouping Associating Putting in context Using imagery Rhyming + sounds Here are some example of how people remember: Grouping. – One way to rememorise vocabulary is to group words together into a set. Common sets of words might include: e.g. animals family transport numbers inside the house colours 57
Associating – some students memorise new vocabulary by associating it with words they know from Lao language e.g. (ແອຆ) = “Hi so” is used to remember the English word High society. Placing words into a context - Putting words or expressions into a sentence helps you remember them. e.g. I feel sick because I ate too much papaya salad. Using imagery. - We can remember words by drawing simple pictures to help us. e.g Love Rhyming + Sounds - Sometime we remember words because of what they sound like. e.g – “tree” sounds like “tree”. - “annoying” sounds like the Lao word (Aenoy) ຬຌຬໄ ງ. 58
Unit 7 Making a class vocabulary book (Continued) Time 4 hours Objectives: Students will be able to ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ Discuss different ways to memorise new vocabulary. ສຌ຺ ະຌາກຼໃ ວກຍັ ວິ ີເຌກາຌໃື າໍ າໍ ສຍັ ເໝ.ໃ Use different techniques to record new vocabulary. ຌາໍ ເຆວິ ີກາຌຉາໃ ຄໂເຌກາຌຍຌັ ຶກາໍ ສຍັ ເໝ.ໃ 3. Recording vocabulary - There is no point in introducing new words if students cannot remember them. - Many students record new words in long alphabetical list that are disorganized and never looked at again. - We can help students if we can train them to record their vocabulary in a more useful way. Activity 1: student’s vocabulary book. Here is a student’s vocabulary book. 59
WORD TRANSALATION Motorbike Yellow Breakfast December Pencil Sister Market happy What changes could you make using the memory strategies? Write your ideas in the vocabulary book below. Use the examples to help you. Word Translation Picture Part Meaning Example Motorbike speech Yellow Breakfast The meal I had noodle December that you Soup for eat in the breakfast morning. This morning Pencil Sister Market 60 Happy
4. Making a class vocabulary book 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 will tell you which set to look at. Feedback as a whole class. 61
Set 1: grandparents nice cousin uncle married Granddaughter aunt quite short teenager ugly Look like very really pretty Good looking Set 2: Boat recing festival First prize Lao new year spectators Chrismas tree Chanting Chrismas Good luck Presents God health blessing Set 3: Made off leather Silver bracelet pattern Rattan Fish basket Next to between opposite wood Hair dresser Handicraft shop tailor Review Work in small groups to answer the following True (T) false (F) questions. 1. Vocabulary should always be recorded in alphabetical order. 2. Pictures can help students to remember new vocabulary. 3. It can be helpful to put new vocabulary into sentences. 4. Grouping words together to learn them is a waste of time. 5. Some students remember words by the way they sound. 6. Students should be encouraged to learn and record vocabulary in many different ways. 62
References - English teaching methodology student’s book 1, 2 year 2009 Written by Ms Bounseng KHOUNPHON Mr Khamphaeng LATXAVONG Mr Khamphouvong VIMALAVONG Ms Khamwen SITHILATH Ms Bounleuan PHETSAMONE Edited by Mr Somphay SENGVILAYSACK Mr Mek DALAVONG - English For Secondary school Student’s book 1, 2, 3 Ministry Of Education 2010 - English Grammar in Use Raymond Murphy CAMBIDGE - English For Lao Government Officials Student’s book 1, 2. 63
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