Teaching English1 12+2

ບດົ ສອນ ວຊິ າ ການ ສາຍຄປູ ະຖມົ ລະ ສກົ ຮຽນ 20

ນສອນພາສາອງັ ກດິ 1 ະບບົ 12+2 ປີ 1 020-2021

Lesson 1 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Introduction to Learning outcomes: At the end of the English Teaching Learning English lesson, teacher trainees will be able to: - name and explain the key elements Resources Worksheet – Learning English Mind Map involved in learning English Assessment Lesson 1 PowerPoint - Observe teacher trainees during Teacher Resource – Learning English Mind Map Notes discussion and when they present their mind maps. Activator (10 mins) - Organise teacher trainees into pairs. - Show the PowerPoint or write the four questions below on the board. 1. When did you learn English? 2. How did you learn? 3. What did you enjoy? 4. What technique? Did you find useful? - Explain that teacher trainees have to discuss the questions with their partner. - Do feedback and ask teacher trainees to share their answers. Teaching and learning activities Introduction (5 mins) - Organize teacher trainees into groups of 4-5. - Tell teacher trainees to discuss with the question, What skills and knowledge do we need to learn English? - Do feedback and elicit or establish the answers below. Answers: Listening skills, Speaking skills, Reading skills, Writing skills, Vocabulary, Grammar and Cultural knowledge - Explain that this lesson will provide an overview of what learning English involves. Activities (20 mins) - Give out the Worksheet - Learning English Mind Map. - Tell teacher trainees that they have to work with their groups to brainstorm what they know about each skill or knowledge area and add their ideas to the mind map. - Explain that each group will present their ideas to the class. Summary & assessment (10 mins) - Ask each group to present the main ideas in their mind map to the class. Some suggested answers for each area are provided in the resource – Notes for the Teacher. Note: It is not expected at this stage students will know these answers. These are provided as guidance to the teacher and this information will be covered over the 20 lessons in Topic 1. Annex Resources to be used during this lesson: - Worksheet – Learning English Mind Map - Teacher Resource – Learning English Mind Map Notes

Worksheet (Module 2, Lesson 1) Learning English Mind Map ກດິ ຈະກຳ ທຳກຳນລະດມົ ສະໝອງ ກຽ່ ວກບັ ທກັ ສະ ແລະ ຄວຳມຮູ້ ທພີ່ ວກເຮຳົ ຕອູ້ ງມີ ເພອີ່ ຮຽນພຳສຳອງັ ກດິ . ຈດົ ບນັ ທກຶ ຄວຳມຄດິ ຂອງເຈຳົ້ ໃສໃ່ ນແຜນວຳດແນວຄດິ (mind map). Listening Speaking Vocabulary Reading Learning Grammar English Writing Other

Teacher Resource (Module 2, Lesson 1) Learning English Mind Map Notes Possible answers for the mind map activity – this is for the teacher’s reference only. It is not expected teacher trainees will know all of these answers at this stage. They will learn more about each of these topics through the English module. Listening - Being able to understand language in a wide range of situations - Listening for the general idea or gist - Listening for specific details - The ability to make inferences about unknown language and the speaker’s intention Speaking - Using grammar and vocabulary correctly to express what you want to say - Expressing yourself clearly - Pronunciation – knowing how to pronounce words, using the correct syllable and word stress, intonation - Speaking fluently - Conventions of speaking, e.g. turn taking, how to start a conversation, how to leave a conversation, using language with the correct level of formality Reading - Being able to read and understand a wide range of texts - Reading for different purposes - Reading for the main idea or gist - Reading for specific details - Reading fluently - Making inferences about unknown language and the author’s intention - Critically evaluating texts Writing - Forming letters and words (handwriting) - Expressing yourself through written language - Using grammar and vocabulary correctly when writing - The ability to write for different genres and audiences - Spelling and punctuation Grammar - Knowledge of grammar rules - Understanding of how to use different grammar structures appropriately - Ability to use different grammatical forms with automaticity in speaking and writing Vocabulary - Developing a wide vocabulary - Understanding word families, common collocations and phrases, formal and informal words and phrases Other - Awareness of culture in English speaking countries

Lesson 2 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: The Characteristics of Learning outcomes: At the end of the English Teaching Young Learners lesson, teacher trainees will be able to: - explain the differences between Resources Worksheet – The Characteristics of Young Learners younger learners and older learners Younger Learners vs Older Learners – copy and cut up Assessment - Observe teacher trainees during one set of statements per group. group work. Lesson 2 PowerPoint - Assess students’ understanding when they share their summaries. Activator (5 mins) - Tell the teacher trainees that they are going to play the game I Spy. - Choose an object in the classroom, e.g. a rubber and say I spy with my little eye, something beginner with r. - Ask teacher trainees to guess the object. - Continue the game with different objects. Choose some teacher trainees to take turns at choosing objects to guess. Teaching and learning activities Introduction (5 mins) - Organise the teacher trainees into pairs. - Ask them to discuss the questions What do you know about young learners? What words would you use to describe young learners? - Do feedback. Elicit their ideas and write them on the board. - Explain that teacher trainees are going to learn about the characteristics of young learners. Activities (25 mins) - Organize teacher trainees into groups of 4-5. - Give each group a set of cut up statements. Explain that they have to sort the statements according to whether they are about younger learners or older learners. Do feedback and elicit the answers. Check that teacher trainees understand each statement. Answers (The answers are also available on the PowerPoint) ຜູ້ຮຽນ ໜມຸ່ ນອູ້ ຍ ຜູ້ຮຽນ ອາວໂສ ເດກັ ນູອ້ ຍ ທມີ່ ຄວາມຄູ້ນເຄຍກັບໂຮງຮຽນ ແລະ ຮູ້ສຶກສະບາຍໆ ເດັກນູ້ອຍ ທີ່ຫາກໄໍ ດເູ້ ຂົ້າຮຽນ ປະມານປສີ ອງປີ. ກັບກິດຈະວັດຂອງໂຮງຮຽນ. ພວກເຂາ ສະແດງໃຫເູ້ ຫັນເຖງິ ຄວາມສນໃຈທ່ເີ ພີ່ມຂນ້ຶົ ພວກເຂາ ມການຮບັ ຮູ້ທາງພາສາແບບລວມໆ ເຊງິີ່ ໝາຍຄວາມວາຸ່ ກຸ່ຽວກບັ ວິທການວິເຄາະ ແລະ ມຄວາມເຂ້ົາໃຈວຸ່າ ພາສາ ພວກເຂາ ເຂາົ້ ໃຈຄວາມໝາຍຂອງຂໍ້ຄວາມ ເຮັດວຽກແບບໃດ. ແຕຍຸ່ ງັ ບ່ໍທັນສາມາດວເິ ຄາະພາສາໄດເູ້ ທ່ອີ . ພວກເຂາ ມທັກສະການອາຸ່ ນ ແລະ ຂຽນທີ່ຈາກດັ – ພວກເຂາ ມທັກສະທພີ່ ດັ ທະນາແລູ້ວ ເພີ່ອກາຍເປນັ ຜ້ອູ ຸ່ານ ແລະ ລວມທງັ ໃນພາສາຂອງພວກເຂາເອງ. ຜູ້ຂຽນ. ໂດຍລວມແລູ້ວ, ພວກເຂາ ຈະຄດິ ເຖງິ ຕວເອງ ຫາຼ ຍກວຸ່າຄນອນີ່ . ພວກເຂາ ມຄວາມຮັບຮທູ້ ເ່ີ ພມີ່ ຂຶ້ນົ ກຸ່ຽວກບັ ຜອູ້ ີນ່ ແລະ ທດັ ສະນະຂອງພວກເຂາ. ພວກເຂາ ມຄວາມຮູ້ ກຸ່ຽວກບັ ໂລກ ຢ່າງຈາກັດ. ພວກເຂາ ມຄວາມຮັບຮູ້ທີ່ເພມ່ີ ຂຶົ້ນ ກຸ່ຽວກບັ ໂລກອູ້ອມຕວ. ພວກເຂາ ມວຸ່ ນຊີນ່ ກບັ ຄວາມໄຝຝ່ ນັ , ຈນິ ຕະນາການ ແລະ ພວກເຂາ ເລ່ມີ ຕນ້ົ ສະແດງອອກເຖິງຄວາມສນໃຈ ການເຄ່ອີ ນໄຫວ. ກຽຸ່ ວກັບບັນຫາໃນຊວດິ ຈງິ .

- Give out the worksheet – The Characteristic of Young Learners and ask teacher trainees to look at the Activity. - Go over the information under the table. - Explain that teacher trainees have to use their ideas from the introduction and the information from the statements to write a short summary about how young learners learn using their own words. Summary & assessment (10 mins) - Ask teacher trainees to share their summary with a partner. Then choose volunteers to read their summary to the class. Annex Resources to be used during this lesson: - Worksheet – The Characteristic of Young Learners - Younger Learners vs Older Learners – copy and cut up one set of statements per group.

Worksheet (Module 2, Lesson 2) The Characteristics of Young Learners ຕາຕະລາງດູາ້ ນລ່ມຸ ສະແດງໃຫູເ້ ຫັນ ກຸ່ຽວກັບຄວາມແຕກຕຸ່າງບາງອນັ ລະຫວ່າຸ ງຜູ້ຮຽນໜມຸ່ ນອູ້ ຍ ແລະ ຜ້ຮູ ຽນອາວໂສ. ຜູ້ຮຽນ ໜມຸ່ ນອູ້ ຍ ຜຮູ້ ຽນ ອາວໂສ ເດກັ ນອູ້ ຍ ທີມ່ ຄວາມຄູ້ນເຄຍກບັ ໂຮງຮຽນ ແລະ ຮູ້ສຶກສະບາຍໆ ເດກັ ນູ້ອຍ ທ່ີຫາກໍໄດ້ເູ ຂ້ົາຮຽນ ປະມານປີສອງປີ. ກັບກດິ ຈະວັດຂອງໂຮງຮຽນ. ພວກເຂາ ມການຮັບຮູ້ທາງພາສາແບບລວມໆ ເຊິງີ່ ໝາຍຄວາມວຸ່າ ພວກເຂາ ສະແດງໃຫເູ້ ຫັນເຖງິ ຄວາມສນໃຈທີ່ເພມ່ີ ຂນົຶ້ ພວກເຂາ ເຂາ້ົ ໃຈຄວາມໝາຍຂອງຂ້ໍຄວາມ ກຸ່ຽວກບັ ວທິ ການວິເຄາະ ແລະ ມຄວາມເຂ້າົ ໃຈວາຸ່ ພາສາ ແຕຸຍ່ ັງບໍ່ທນັ ສາມາດວເິ ຄາະພາສາໄດູ້ເທ່ອີ . ເຮັດວຽກແບບໃດ. ພວກເຂາ ມທັກສະການອາຸ່ ນ ແລະ ຂຽນທ່ີຈາກດັ – ພວກເຂາ ມທັກສະທ່ີພດັ ທະນາແລູ້ວ ເພອ່ີ ກາຍເປັນຜູອ້ າຸ່ ນ ແລະ ຜ້ຂູ ຽນ. ລວມທງັ ໃນພາສາຂອງພວກເຂາເອງ. ພວກເຂາ ມຄວາມຮບັ ຮທູ້ ່ເີ ພມີ່ ຂຶົ້ນ ກຸຽ່ ວກບັ ຜູ້ອນ່ີ ແລະ ໂດຍລວມແລູ້ວ, ພວກເຂາ ຈະຄດິ ເຖິງຕວເອງ ຫາຼ ຍກວຸ່າຄນອີ່ນ. ທັດສະນະຂອງພວກເຂາ. ພວກເຂາ ມຄວາມຮູ້ ກຸ່ຽວກັບໂລກ ຢາ່ ງຈາກດັ . ພວກເຂາ ມຄວາມຮບັ ຮູ້ທເີ່ ພ່ີມຂົ້ນຶ ກຽຸ່ ວກບັ ໂລກອູອ້ ມຕວ. ພວກເຂາ ມຸ່ວນຊນ່ີ ກບັ ຄວາມໄຝ່ຝັນ, ຈນິ ຕະນາການ ແລະ ພວກເຂາ ເລີ່ມຕົ້ນສະແດງອອກເຖິງຄວາມສນໃຈ ການເຄີອ່ ນໄຫວ. ກຸຽ່ ວກັບບນັ ຫາໃນຊວິດຈິງ. Adapted from Pinter. A. (2002). Teaching Young Language Learners. Oxford: Oxford University Press. ພວກເດກັ ນອູ້ ຍ ຮຽນພາສາອງັ ກດິ ກນັ ແບບໃດ? ເມອ່ີ ຜ້ໃູ ຫຍຸ່ ຮຽນພາສາອງັ ກດິ , ພວກເຂາ: - ສາມາດທາການວິເຄາະ ພາສາ ເພອ່ີ ທາການປຽບທຽບຮບແບບ ແລະ ລັກສະນະຂອງພາສາ ທມີ່ ຄວາມຄູ້າຍຄ ຫຼ ແຕກຕາຸ່ ງກບັ ພາສາຂອງພວກເຂາ ໄດ.ູ້ - ສາມາດສູ້າງສມມດຕຖິ ານ ກຸຽ່ ວກັບພາສາອີ່ນໆໄດູ້. - ສາມາດນາໃຊູຄ້ ວາມຮູ້ຂອງພວກເຂາ ກຽຸ່ ວກບັ ໂລກອອູ້ ມຕວ ເພອ່ີ ທາການຄາດເດາ ກຽຸ່ ວກັບຄາສັບທບີ່ ່ໍຮໄູ້ ດ.ູ້ - ຍັງມຄວາມເຂາົ້ ໃຈ ກຽຸ່ ວກບັ ລະບຽບກດເກນຂອງການສສີ່ ານ. - ນາໃຊູ້ຍດທະສາດຕຸາ່ ງໆ ເພ່ອີ ຊວຸ່ ຍໃຫູພ້ ວກເຂາ ສາມາດຝຶກແອບນາໃຊູ້ ຄາສັບ ແລະ ໂຄງສູ້າງປະໂຫຍກຕາຸ່ ງໆໄດູ້. ເມອ່ີ ພວກເດກັ ນູ້ອຍ ຮຽນພາສາອງັ ກິດ, ພວກເຂາ ບສໍ່ າມາດ ເຮັດສງິີ່ ດັ່ງກາຸ່ ວໄດູ້. ໂດຍລວມແລວູ້ , ຜ້ຮູ ຽນໜມຸ່ ນູ້ອຍ ບສໍ່ າມາດທາການສະທູອ້ ນຄນວຸ່າ ພາສາທາອດິ ຂອງພວກເຂາ ເຮັດວຽກແບບໃດ ເພີ່ອສູ້າງສມມດ ຖານວຸ່າ ພາສາທສອງຂອງພວກເຂາ ເຮັດວຽກແບບໃດ. ເດກັ ນູ້ອຍ ຈະພະຍາຍາມຊອກຫາຄວາມໝາຍຕາຸ່ ງໆ ຢາ່ ງຫູາ້ ວຫັນ. ແຕຸພ່ ວກເຂາ ຈະທາຄວາມເຂາົ້ ໃຈ ກຽຸ່ ວກັບສ່ິີງຕາຸ່ ງໆ ໂດຍອງໃສຸ່ຄວາມຮຂູ້ ອງພວກເຂາເອງ ເຊງ່ີິ ມຢຢ່ າ່ ງຈາກັດ. ເດັກນູ້ອຍ ຈະເກັບກາເອາ ແລະ ຮຽນຮູ້ ກຸ່ຽວກບັ ພາສາທສອງ ໄດ້ຢູ ່າງວອຸ່ ງໄວ ຖາູ້ ຫາກວາຸ່ ພວກເຂາ ຮສູ້ ກຶ ມວຸ່ ນຊນ່ີ ໄປກບັ ມນັ ແລະ ຖາູ້ ຫາກວາຸ່ ພວກເຂາ ສາມາດຊອກຮ້ໄູ ດູ້ ກຽຸ່ ວກບັ ຂໍ້ຄວາມຕາຸ່ ງໆ ໃນຮບແບບທມ່ີ ຄວາມໝາຍ. ສິງ່ີ ດງັ່ ກາຸ່ ວນົ້ ໝາຍເຖິງ ການຮຽນແບບລວມໆ ໂດຍບ່ໍຕອູ້ ງໃສ່ໃຸ ຈ ກຽຸ່ ວກບັ ຮບແບບນາມມະທາຂອງພາສາ. ກດິ ຈະກາ ຂຽນສະຫບຼຸ ກຽຸ່ ວກບັ ວທິ ການທເ່ີ ດກັ ນອູ້ ຍຂອງເຈາ້ົ ຮຽນພາສາອງັ ກດິ . ………………………………………………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………..

Younger Learners vs Older Learners – copy and cut up one set of statements per group.  ຜຮູ້ ຽນ ໜມຸ່ ນອູ້ ຍ ເດກັ ນູ້ອຍ ທ່ີຫາກໄໍ ດູ້ເຂ້າົ ຮຽນ ປະມານປສີ ອງປ.ີ ພວກເຂາ ມການຮບັ ຮທູ້ າງພາສາແບບລວມໆ ເຊງ່ິີ ໝາຍຄວາມວຸ່າ ພວກເຂາ ເຂົາ້ ໃຈຄວາມໝາຍຂອງຂຄ້ໍ ວາມ ແຕຸ່ຍງັ ບທໍ່ ັນສາມາດວເິ ຄາະພາສາໄດູ້ເທອີ່ . ພວກເຂາ ມທກັ ສະການອາຸ່ ນ ແລະ ຂຽນທຈີ່ າກດັ – ລວມທງັ ໃນພາສາຂອງພວກເຂາເອງ. ໂດຍລວມແລວູ້ , ພວກເຂາ ຈະຄດິ ເຖິງຕວເອງ ຫຼາຍກວຸາ່ ຄນອ່ີນ. ພວກເຂາ ມຄວາມຮູ້ ກຸຽ່ ວກບັ ໂລກ ຢາ່ ງຈາກັດ. ພວກເຂາ ມ່ວຸ ນຊນີ່ ກບັ ຄວາມໄຝຝ່ ັນ, ຈິນຕະນາການ ແລະ ການເຄີ່ອນໄຫວ. ຜຮູ້ ຽນ ອາວໂສ ເດກັ ນູອ້ ຍ ທມ່ີ ຄວາມຄູ້ນເຄຍກບັ ໂຮງຮຽນ ແລະ ຮ້ສູ ກຶ ສະບາຍໆ ກັບກດິ ຈະວັດຂອງໂຮງຮຽນ. ພວກເຂາ ສະແດງໃຫເູ້ ຫນັ ເຖງິ ຄວາມສນໃຈທເ່ີ ພມີ່ ຂົຶນ້ ກຽຸ່ ວກບັ ວທິ ການວິເຄາະ ແລະ ມຄວາມເຂົ້າໃຈວາຸ່ ພາສາ ເຮດັ ວຽກແບບໃດ. ພວກເຂາ ມທກັ ສະທ່ີພັດທະນາແລູ້ວ ເພອ່ີ ກາຍເປັນຜອູ້ າຸ່ ນ ແລະ ຜູຂ້ ຽນ. ພວກເຂາ ມຄວາມຮັບຮ້ທູ ເ່ີ ພີ່ມຂຶ້ົນ ກ່ຽຸ ວກບັ ຜູອ້ ນີ່ ແລະ ທັດສະນະຂອງພວກເຂາ. ພວກເຂາ ມຄວາມຮບັ ຮູທ້ ເີ່ ພມ່ີ ຂຶນ້ົ ກຸຽ່ ວກບັ ໂລກອູ້ອມຕວ. ພວກເຂາ ເລີມ່ ຕົນ້ ສະແດງອອກເຖງິ ຄວາມສນໃຈ ກຽຸ່ ວກັບບັນຫາໃນຊວດິ ຈງິ . Adapted from Pinter. A. (2002). Teaching Young Language Learners. Oxford: Oxford University Press.

Lesson 3 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Multisensory Learning outcomes: At the end of the English Teaching Learning lesson, teacher trainees will be able to: - name the different senses children learn through - explain how to support multisensory learning in the English classroom Resources Assessment Picture cards – copy and cut up one set - Observe teacher trainees during pair Worksheet 1 – Learning Style Quiz Worksheet 2 – Multisensory Approaches in the English and group work. - Check teacher trainees’ written Classroom work. Activator (5 mins) - Tell teacher trainees that they will play a game called Whisper the Word. - Organise students into groups of 8-10. Ask them to stand in lines facing the board. - Explain that you will show a picture to teacher trainee at the back of each line. That teacher trainee has to whisper the word to the teacher trainee in front. The teacher trainees have to whisper the word down the line. The person who is at the front of the line runs to the board and write the word on the board. The first team to write the correct word on the board wins a point. Change the order of the lines and play again. Teaching and learning activities Introduction (5 mins) - Ask teacher trainees Which senses did you use in the Whisper the Word game? - Elicit their ideas and write down on the board. Suggested answers: Teacher trainees might identify that they looked at the picture, listened to the word, used their hand to write the word on the board. - Show the PowerPoint slide and explain the following information about multisensory approaches. (This information is also provided on Worksheet 2 as a reference). o Multisensory approaches help children learn through more than one sense. o People often have different preferences about how they learn. Using a multisensory approach gives children different ways to understand a new concept. o The main senses children learn through are: Visual: engagement through looking at things Auditory: engagement through listening Kinaesthetic / tactile: engagement through touch and physical movement o It is important to include activities that allow students to use different senses. Activities (30 mins) Worksheet 1 - Learning Style Quiz - Organise the teacher trainees into pairs. - Give each teacher trainee a copy of Worksheet 1 – Learning Style Quiz. - Explain that they have to do the quiz in pairs to discover their learning style. For each question they have to choose an answer a, b or c. At the end of the quiz they have to count which letter they selected the most in order to find their learning styles. - Do feedback. Ask teacher trainees What is your learning style? Do you agree with this? Note: People often have two main learning styles. If teacher trainees have two letters that score highly – ask them to look at both learning styles.

Worksheet 2 - Multisensory Approaches in the English classroom - Organise the teacher trainees into groups of 4-5 people. - Give out the Worksheet 2 – Multisensory Teaching in the English Classroom. - Explain that they have to work in groups and discuss activities or techniques that teacher can use in the classroom to support different styles of learning. They should record their ideas in the table. - Copy the table onto the board. Do feedback, elicit their ideas and write them on the board. Possible answers: What could you do in the classroom to help students who have… a visual learning style? an auditory learning style? a kinaesthetic learning style? picture songs movement games video chants actions storybook conversation touching real objects storytelling using sound or word cards drawing listening activities drawing or making Summary & assessment (5 mins) - Check teacher trainees understanding by asking the questions below. 1. What do we mean by multisensory learning? 2. Which senses do children learn through? 3. How can we include multisensory learning in teaching? - Do feedback and elicit their answers. Annex Resources to be used during this lesson: - Worksheet 1 – Learning Style Quiz - Worksheet 2 – Multisensory Approaches in the English Classroom - Picture cards – copy and cut up one set

Worksheet 1 (Module 2, Lesson 3) Learning Style Quiz ແບບທດົ ສອບ ກຽ່ ວກບັ ຮບູ ແບບການຮຽນ ກດິ ຈະກາ ຕອບແບບທດົ ສອບດງັ່ ກາ່ ວນ້ີ ຮວ່ ມກບັ ເພອ່ື ນຂອງເຈາົ້ີ . ຂດອອ້ ມວງົ ມນົ ຄາຕອບຂອງເຈາ້ົີ ແລະ ນບັ ເບງື່ິ ຄະແນນ ເພອ່ື ຊອກຄນ້ີົ ເບງິື່ ຮບູ ແບບການສອນຂອງເຈາີ້ົ . 1. ໂດຍທ່ວັົ ໄປແລ້ວ, ເຈົີ້າ ສກຶ ສາຄີ້ນົ ຄວາ້ ກຽ່ ວກບັ ຂສໍ້ ອບ ແບບໃດ? a) ອາ່ ນປມຶ້ ບັນທກຶ ແລະ ເບິງື່ ແຜນວາດ ແລະ ຮບູ ພາບປະກອບຕ່າງໆ. b) ບອກໃຫ້ໃຜຜູ້ໜຶງ່ື ຖາມຄາຖາມ ຫ ເວາີ້ົ ລມີຶ້ ຄນລາຍລະອຽດຂ້ໍມນູ ຕາ່ ງໆ ໃຫ້ເຈາົີ້ ຟງັ . c) ຂຽນສື່ິງຕ່າງໆລງົ ໃສເ່ ຈ້ຍ ແລະ ແຕມ້ ແຜນວາດຕ່າງໆ. 2. ມສງິື່ ໃດຕໍ່ໄປນີ້ ທເ່ື ຈ້ີົາ ມກັ ເຮດັ ເມ່ອື ຟງັ ເພງ? a) ມະໂນພາບວາ່ ບດົ ເພງ / ເນອີ້ ເພງດ່ັງກາ່ ວ ເວາົ້ີ ກຽ່ ວກັບຫຍງັ . b) ເຮັດຈງັ່ ຫວະ ຫ ຮ້ອງນາເພງດງ່ັ ກາ່ ວ. c) ຂຽນບາງສືິງ່ ບາງຢາ່ ງ ແລະ ແຕມ້ ແຜນວາດໃສ່ເຈ້ຍ. 3. ເພອ່ື ຮຽນຮວູ້ າ່ ຄອມພວິ ເຕ ເຮັດວຽກແບບໃດ, ເຈົີາ້ ມັກຈະ: a) ເບ່ືິງວດິ ໂອ ກ່ຽວກບັ ມັນຜາ່ ນທາງຊ່ອງ YouTube ແມນ່ ບ? b) ຟງັ ການອະທິບາຍ ກຽ່ ວກັບມັນ ຈາກໃຜບາງຄົນ ແມນ່ ບ? c) ແຍກຊີ້ນິ ສ່ວນຄອມພວິ ເຕອອກ ແລະ ພະຍາຍາມຊອກຮ້ດູ ວ້ ຍຕົວທາ່ ນເອງ ແມ່ນບ? 4. ເຈ້ົີາກາລງັ ໄປຢຽ້ ມຊມົ ພພິ ຕິ ະພັນ - ເຈີ້າົ ຈະເຮັດຫຍັງກ່ອນ? a) ເບິືງ່ ໄປອອ້ ມແອມ້ ແລະ ຊອກຫາແຜນທ່ື ທບ່ື ອກຈຸດວາງສະແດງຕາ່ ງໆ. b) ເວາ້ີົ ກັບຜູ້ພາທ່ຽວຢູພ່ ິພຕິ ະພັນ ແລະ ສອບຖາມ ກຽ່ ວກັບຈດຸ ວາງສະແດງຕ່າງໆ. c) ໄປເບງ່ິື ຈຸດວາງສະແດງ ທື່ເປນັ ໜາ້ ສົນໃຈ ກ່ອນເລຍ. 5. ເຈີ້າົ ຢາກຈະໄປເຂາີົ້ ຊ່ັວົ ໂມງຮຽນໃດ a) ຊັວົ່ ໂມງຮຽນສລິ ະປະ? b) ຊົັ່ວໂມງຮຽນດົນຕ? c) ຊວ່ົັ ໂມງຮຽນຫດັ ກາຍຍະບລິຫານ? 6. ແມນ່ ຫຍັງຕ່ໍໄປນີ້ ທເ່ື ຈາີ້ົ ມັກເຮັດເລ້ີອຍໆ ເມ່ອື ເຈີົາ້ ມຄວາມສກຸ ? a) ຍມິີ້ . b) ຮ້ອງອອກມາດັງໆດ້ວຍຄວາມສຸກ. c) ໂດດໄປມາດວ້ ຍຄວາມສກຸ .

7. ຖາ້ ເຈ້ີົາ ຢໃູ່ ນງານລຽ້ ງກບັ ຄົນທ່ບື ຄໍ່ ຸ້ນເຄຍ, ໃນມ້ີຕມ່ໍ າ ເຈາົ້ີ ມກັ ຈະຈ່ືຈາຫຍງັ ໄດດ້ ກວາ່ ໝູ່? a) ຈໜື່ າ້ ຄນົ ເຫ່ັົາທ່ືຢໃູ່ ນງານນ້ັນີ ແຕ່ບ່ໍຈຊື່ ຂື່ ອງພວກເຂາົ . b) ຈືຊ່ ຂື່ ອງພວກເຂາົ ແຕ່ບໍ່ຈື່ໜ້າຂອງພວກເຂົາ. c) ສືງິ່ ຕ່າງໆທເ່ື ຈີ້າົ ໄດເ້ ຮັດ ແລະ ໄດເ້ ວ້າີົ ໃນຕອນທື່ເຈ້ົີາ ຢໃູ່ ນງານນີັ້ນ. 8. ເມອື່ ເຈາົີ້ ເລ່ົາັ ນທິ ານ, ເຈາ້ີົ ມກັ ທຈ່ື ະ a) ຈດົ ບນັ ທຶກລງົ ໃສປ່ ມຶ້ ແມນ່ ບ? d) ເວົີ້າອອກໄປແບບດງັ ໆ ແມ່ນບ? e) ສະແດງທາ່ ທາງໄປພອ້ ມ ແມ່ນບ? 9. ເມອື່ ເຈ້ີາົ ເຫນັ ຄາວາ່ ‘d – o – g’, ເຈ້ີາົ ຈະເຮັດຫຍງັ ກອ່ ນ? a) ຄດິ ເຫັນຮບູ ພາບ ກຽ່ ວກບັ ໝາໂຕໃດໂຕໜງ່ຶື . b) ເວ້ີົາ ຄາວາ່ ‘dog’ ກບັ ຕວົ ເອງແບບຄອ່ ຍໆ. c) ຈິນຕະນາການ ກຽ່ ວກັບຄວາມຮສູ້ ຶກຂອງການຈັບລບູ ຫ ຫ້ີິນກບັ ໝາໂຕໜງ່ຶື . 10. ແມ່ນຫຍງັ ທເື່ ຈ້ົີາມກັ ເຮັດທສ່ື ຸດ ເມ່ອື ເຈ້ົີາ ຮູສ້ ຶກໃຈຮາ້ ຍ? a) ເຮດັ ໜ້າບູດ. b) ຮ້ອງອອກໄປດັງໆ. c) ຍ່າງໜໄປ ຫ ອດັ ປະຕູແຮງໆ. 11. ເມອື່ ເຈົາ້ີ ບແ່ໍ ນ່ໃຈ ກຽ່ ວກບັ ວທິ ສະກົດຄາສບັ ໃດໜຶ່ງື , ແມ່ນຫຍງັ ທເື່ ຈີາ້ົ ມກັ ຈະເຮັດທ່ືສດຸ . a) ຂຽນມັນອອກໄປ ເພອື່ ເບື່ງິ ວາ່ ມນັ ຄ້າຍຄແລວ້ ບ. b) ເວາ້ີົ ອອກສຽງ ຄາສັບດງ່ັ ກາ່ ວ. c) ຂຽນມນັ ອອກໄປ ເພອື່ ເບງິ່ື ວາ່ ມນັ ຮສູ້ ກຶ ຄຊຖິ ກແລ້ວບ. 12. ແມນ່ ຫຍງັ ທເ່ື ປນັ ການລບົ ກວນເຈີາົ້ ທ່ືສດຸ ໃນເວລາທເ່ື ຈາົີ້ ກາລງັ ພະຍາຍາມໃຊ້ສະມາທິຢູ່? a) ການລົບກວນທາງສາຍຕາ. b) ສຽງບົນແຊວ. c) ຄວາມຮູສ້ ຶກອນ່ື ໆ ເຊັ່ນ: ຫວິ ເຂາີົ້ , ຕ່ັງນ່ັງທບື່ ໍ່ສະດວກສະບາຍ, ຄວາມກງັ ວົນ.

ຊອກຫາຮບູ ແບບການຮຽນຂອງເຈາົີ້ – ຄດິ ໄລຈ່ ານວນຄງັ້ີ ທເື່ ຈາົີ້ ຕອບ a, b ຫ c. ຖ້າຄາຕອບຂອງເຈາົ້ີ ສ່ວນໃຫຍແ່ ມ່ນ a, ເຈີາ້ົ ອາດມ ຮບູ ແບບການຮຽນທເ່ື ນນ້ີັ ການເບງ່ືິ ເຫນັ . ເຈົີ້າ ຮຽນຜາ່ ນ ການເຫນັ ແລະ ການເບງ່ືິ ເປນັ ຫກັ . ຜຮູ້ ຽນທເື່ ນນ້ີັ ການເບງິື່ ເຫນັ • ມກັ ເບິືງ່ ກຽ່ ວກບັ ສິງ່ື ທື່ພວກເຂາົ ກາລັງຮຽນ • ມກັ ນງ່ັ ຢແູ່ ຖວໜາ້ ຂອງຫອ້ ງ • ສ່ວຍໃຫຍຈ່ ະຫັບຕາ ເພືອ່ ມະໂນພາບ ຫ ຈ່ຈື າບາງສງິື່ ບາງຢາ່ ງ • ຊອກຫາບາງສງິື່ ບາງຢາ່ ງມາເບງື່ິ ຖ້າເຂົາ ຮສູ້ ກຶ ເບື່ອໆ • ໄດປ້ ະໂຫຍດ ຈາກຮູບພາບ ແລະ ບົດນາສະເໜຕາ່ ງໆ ທືມ່ ສສນັ ຖາ້ ຄາຕອບຂອງເຈາ້ີົ ສ່ວນໃຫຍແ່ ມ່ນ b, ເຈົາີ້ ອາດມ ຮບູ ແບບການຮຽນທເ່ື ນນ້ັີ ການຟງັ . ເຈາ້ີົ ຮຽນຜາ່ ນການຟງັ ແລະ ໄດຍ້ ນິ ເປນັ ຫກັ . ຜຮູ້ ຽນທເື່ ນນີ້ັ ການຟງັ • ນັງ່ ຢູບ່ ່ອນທພ່ື ວກເຂາົ ສາມາດໄດ້ຍນິ ແຕບ່ ໍຈ່ າເປນັ ຕອ້ ງໄດ້ໃສໃ່ ຈ ກ່ຽວກບັ ສື່ງິ ທ່ືເກດຂີຶນ້ ຢູ່ດ້ານໜ້າຂອງຫ້ອງຮຽນ • ຈມັົ່ ພຶມພາ ຫ ເວາົີ້ ກບັ ຕວົ ເອງ ຫ ຄົນອືນ່ ເມື່ອພວກເຂາົ ຮູ້ສຶກເບ່ືອໆ • ໄດຮ້ ບັ ຄວາມຮູ້ ຜາ່ ນການອາ່ ນອອກສຽງດັງໆ • ຈື່ຈາດ້ວຍການ ເວົ້າີ ກບັ ຕົວເອງ ກ່ຽວກັບເນີອ້ ໃນບົດຮຽນຕາ່ ງໆ ຖາ້ ຄາຕອບຂອງເຈາີົ້ ສວ່ ນໃຫຍແ່ ມ່ນ c, ເຈີົາ້ ອາດມ ຮບູ ແບບການຮຽນທເ່ື ນນ້ີັ ການສາພດັ . ເຈາ້ົີ ຮຽນຜາ່ ນ tການຈບັ ບາຍ ແລະ ການປະຕບິ ດັ ເປນັ ຫກັ . ຜຮູ້ ຽນທເື່ ນນັີ້ ການສາພດັ • ຈາເປນັ ຕ້ອງເປັນການຮຽນແບບຕ້ີັງໜາ້ ແລະ ຕອ້ ງໄດພ້ ກັ ຢເູ່ ລີ້ອຍໆ • ເວລາເວາີ້ົ ຈະຕ້ອງໃຊ້ມ ແລະ ທ່າທາງປະກອບ • ຈ່ືຈາໄດ້ດ ເວລາໄດປ້ ະຕິບັດ, ແຕຈ່ ະບໍຄ່ ອ່ ຍຈ່ຈື າ ກຽ່ ວກບັ ສິ່ງື ທື່ໄດຟ້ ັງ ຫ ໄດ້ເຫັນ • ຊອກຫາເຫດຜນົ ເພ່ືອຍາ້ ຍໄປບ່ອນອື່ນ ເມອື່ ພວກເຂົາ ຮສູ້ ກຶ ເບືອ່ • ມັກນັ່ງໄກປ້ ະຕູ ຫ ໃນບອ່ ນທ່ືພວກເຂາົ ສາມາດລກຸ ຂນຶ້ີ ແລະ ເຄື່ອນຍ້າຍໄປມາ ໄດ້ແບບງາ່ ຍດາຍ • ຮ້ສູ ກຶ ບໍ່ມ່ວນ ໃນເວລາຮຽນບດົ ຮຽນ ທື່ພວກເຂາົ ບມໍ່ ໂອກາດໄດ້ເຮັດກິດຈະກາທຕ່ື ້ອງມການສາພັດຕາ່ ງໆ

Worksheet 2 (Module 2, Lesson 3) Multisensory Approaches in the English Classroom o ວທິ ການຮຽນແບບໃຊປ້ ະສາດສາພດັ ທຫ່ື າກຫາຍ ຈະຊວ່ ຍໃຫເ້ ດັກນ້ອຍ ຮຽນໄດດ້ ຂີ້ຶນ ໂດຍຜ່ານປະສາດສາພັດຫາຍກວ່າໜືງ່ຶ ອນັ . o ສ່ ວ ນ ໃ ຫ ຍ່ ແ ລ້ ວ , ຄົ ນ ເຮົ າ ຈ ະ ມ ຄ ວ າ ມ ມັ ກ ກ່ ຽ ວ ກັ ບ ວິ ທ ກ າ ນ ທ່ື ພ ວ ກ ເ ຂົ າ ຮ ຽ ນ ໃ ນ ແ ບ ບ ທ່ື ແ ຕ ກ ຕ່ າ ງ ກັ ນ . ການນາໃຊ້ວິທການຮຽນແບບໃຊ້ປະສາດສາພັດທື່ຫາກຫາຍ ຈະເປີດໂອກາດໃຫ້ເດັກນ້ອຍ ໄດ້ມວິທການໃນແບບທື່ແຕກຕ່າງກັນ ເພື່ອທາຄວາມເຂົີາ້ ໃຈ ກ່ຽວກບັ ແນວຄວາມຄິດຕາ່ ງໆ. o ປະສາດສາພດັ ຫັກໆ ທ່ືເດັກນ້ອຍ ໃຊຮ້ ຽນ ປະກອບດ້ວຍ: ການເບ່ງິື : ເນີ້ນັ ໃສກ່ ານເບ່ືິງສ່ິືງຕາ່ ງໆ ການຟັງ: ເນີນ້ັ ໃສ່ການຟັງ ການຈັບບາຍ/ ການສາພັດ: ເນັນ້ີ ໃສກ່ ານຈັບບາຍ ແລະ ການເຄອື່ ນໄຫວທາງຮາ່ ງກາຍ o ສ່ງິື ສາຄນັ ແມ່ນ ຕ້ອງລວມເອາົ ກິດຈະກາຕາ່ ງໆ ທື່ຈະຊວ່ ຍໃຫນ້ ກັ ຮຽນ ໄດ້ນາໃຊປ້ ະສາດສາພດັ ທ່ແື ຕກຕາ່ ງກນັ . ກດິ ຈະກາເຮດັ ວຽກເປນັ ກມຸ່ . ສນົ ທະນາກນັ ກຽ່ ວກບັ ວທິ ການ ທເ່ື ຈາົີ້ ສາມາດໃຊຊ້ ວ່ ຍນກັ ຮຽນ ດວ້ ຍຮບູ ແບບການຮຽນທແ່ື ຕກຕາ່ ງກນັ . ຈົດບນັ ທກຶ ຄາຕອບໃສໃ່ ນຕາຕະລາງດາ້ ນລມຸ່ . ສງິື່ ທເ່ື ຈາົີ້ ສາມາດເຮດັ ໄດໃ້ ນຫອ້ ງຮຽນ ເພອ່ື ຊວ່ ຍເຫອນກັ ຮຽນ ທມື່ … ຮູບແບບການຮຽນ visual ຮບູ ແບບການຮຽນ auditory ຮູບແບບການຮຽນ kinaesthetic ທ່ືເນນັ້ີ ການເບືິ່ງ ຈະເຮດັ ແນວໃດ? ທື່ເນັນີ້ ການຟັງ ຈະເຮດັ ແນວໃດ? ທ່ືເນັີນ້ ການສາພັດ ຈະເຮັດແນວໃດ?

Picture cards- print and cut up one set

Lesson 4 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Learner- centred Learning outcomes: At the end of the English Teaching teaching and active learning lesson, teacher trainees will be able to: - give a definition learner centred Resources Worksheet 1 – Learner-centred Teaching and Active teaching and active learning - explain how to support learner- Learning Worksheet 2 – Learner-centred Teaching and Active centred teaching and active learning in the classroom Learning in the English Classroom (one copy per Assessment - Observe teacher trainees during pair group) and group work. - Check teacher trainees’ work on Worksheet 2. Activator (5 mins) - Organise students into pairs and ask them to discuss the two questions below. 1. What do we mean by multisensory learning? 2. Which senses do children learn through? - Elicit their ideas and write down on the board. Teaching and learning activities Introduction (5 mins) - Introduce learner-centred teaching and active learning and explain their meaning using the definitions below. Learner-centred teaching - students’ needs and interests are places at the centre of planning and teaching in order to maximise learning. Active learning – Students actively participate in their learning through collaboration and learning by doing (instead of listening and memorizing). Activities (30 mins) Worksheet 1 - Organise the teacher trainees into pairs. - Give out Worksheet 1 – Learner-centred Teaching and Active Learning. - Tell teacher trainees that on the worksheet there is a list of elements that help promote learner-centred teaching and active learning. Go through the list and check teacher trainees understand each concept. Note: This worksheet introduces concepts that are important throughout the English Teaching course, so it is important that teacher trainees understand them. - Explain that teacher trainees have to discuss the list and choose the three elements that they think are most important for promoting learner-centred teaching and active learning. They must be able to give reasons for their choices. - Do feedback. Elicit the teacher trainees’ ideas and ask them to give reasons for their choices. Suggested answers: There are no correct or incorrect answers in this activity. All the elements are important - all answers that are supported by good reasons can be accepted. Worksheet 2 - Organise the teacher trainees into groups. - Give each group a copy of Worksheet 2 Learner-centred Teaching and Active Learning in the

English Classroom. - Explain that they have to work in groups to complete the thought tree with ideas of how to support learner-centred teaching and active learning in the English classroom. Summary & assessment (5 mins) - Pair each group with another group and ask them to present their thought trees to each other. Annex Resources to be used during this lesson: - Worksheet 1 – Learner-centred Teaching and Active Learning - Worksheet 2 – Learner-centred Teaching and Active Learning in the English Classroom (prepare one copy per group)

Worksheet 1 (Module 2, Lesson 4) Learner-centred Teaching and Active Learning Learner-centred teaching (ກຳນສອນແບບເອຳົ ຜຮ້ ຽນເປນັ ໃຈກຳງ)– ຄວຳມຕອ້ ງກຳນ ແລະ ຄວຳມສນົ ໃຈຂອງນກັ ຮຽນ ຈະຖືກຈດັ ສນັ ໃຫເ້ ປນັ ສນກຳງ ຂອງກຳນວຳງແຜນ ແລະ ກຳນສອນ ເພອື່ີ ໃຫບ້ ັນລໄດຜ້ ົນກຳນຮຽນສງສດ. Active learning (ກຳນຮຽນແບບຕັ້ງໜຳ້ ) – ນກັ ຮຽນ ເຂຳ້ັົ ຮຸ່ວມໃນກຳນຮຽນຂອງພວກເຂຳົ ຢູ່ຳງຫ້ຳວຫນັ ໂດຍຜຸ່ຳນກຳນຮຸວ່ ມມືກນັ ແລະ ກຳນຮຽນຮ້ດ້ວຍກຳນປະຕບິ ດັ (ແທນທຈີ່ ະເປນັ ກຳນຮບັ ຟັງ ແລະ ຈຈື່ີ ຳ). ກດິ ຈະກຳ ຢໃູ່ ນລຳຍກຳນບນັ ຊດີ ຳ້ ນລມຸ່ ແມນຸ່ ອງົ ປະກອບຕຳຸ່ ງໆ ທໄີ່ ດຮ້ ບັ ກຳນຄດັ ເລອື ກໄວ້ ເພອ່ືີ ທຳກຳນຊວຸ່ ຍເຫອື ກຳນສງົ່ ເສມີ ຮບແບບກຳນສອນທເີ່ ອຳົ ຜຮ້ ຽນເປນັ ໃຈກຳງ ແລະ ກຳນຮຽນແບບຕງັ້ ໜຳ້ ຢໃູ່ ນຫອ້ ງຮຽນພຳສຳອງັ ກດິ ໃນຊນັ້ ປະຖມົ . ສນົ ທະນຳ ກຽຸ່ ວກບັ ບນັ ຊລີ ຳຍກຳນດງ່ົັ ກຳຸ່ ວ ແລະ ຕດັ ສນິ ໃຈວຳຸ່ ສຳມອງົ ປະກອບໃດ ທເີ່ ຈຳ້ົັ ຄດິ ວຳຸ່ ມຄີ ວຳມສຳຄນັ ທສີ່ ດ ແລະ ຍອ້ ນຫຍງັ ? Comprehensible input (ກຳນປອ້ ນຂມໍ້ ນທຮ່ີ ອບດຳ້ ນ) ຜຮ້ ຽນໜຸ່ມນ້ອຍ ຕອ້ ງກຳນກຳນປ້ອນຂມ້ໍ ນແບບຮອບດ້ຳນຢູ່ຳງຫວງຫຳຍ - ນີັໝ້ ຳຍຄວຳມວຳຸ່ ມັນເປນັ ເລີອື່ ງງຸ່ຳຍ ສຳລບັ ນັກຮຽນ ທ່ຈີ ະສຳມຳດເຂ້ັົຳໃຈໄດ້ ເມ່ີືອໃຊ້ລະດັບພຳສຳ ທເ່ີ ໝຳະສມົ ແລະ ເມ່ືີອຄ ນຳໃຊ້ຮບພຳບ, ທຸ່ຳທຳງ ແລະ ອ່ນີື ໆ ເພອ່ືີ ສະແດງໃຫເ້ ຫັນເຖິງຄວຳມໝຳຍຂອງພຳສຳ. Opportunities to use language (ໂອກຳດ ໃນກຳນໃຊ້ພຳສຳ) ນອກຈຳກນ້ັີ, ຜ້ຮຽນໜຸມ່ ນ້ອຍ ຍງັ ຈຳເປັນຕອ້ ງມີໂອກຳດ ແລະ ປະຕິບັດກິດຈະກຳ ຫຳຍອນັ ເພືອີ່ ໃຫໄ້ ດນ້ ຳໃຊ້ພຳສຳ. Pair and group work (ກຳນເຮດັ ວຽກເປັນຄຸ່ ແລະ ເປນັ ກມຸ່ ) ກຳນເຮດັ ວຽກເປນັ ຄຸ່ ແລະ ເປນັ ກຸ່ມ ແມ່ນຸ ຫົນທຳງທີ່ດີຫຳຍ ໃນກຳນສົ່ງເສີມກຳນຮຽນແບບຕງ້ັ ໜ້ຳ ຍ້ອນວຸ່ຳ ມັນ ຈະໃຫ້ໂອກຳດນັກຮຽນ ໄດ້ທຳກຳນນຳໃຊພ້ ຳສຳ,ແກໄ້ ຂປນັ ຫຳ ແລະ ເຮດັ ວຽກແບບເອກະລຳດຂອງຄ. Scaffolding (ເຕກັ ນກິ ກຳນສອນທ່ີເນນັ້ ຄວຳມກ້ຳວໜຳ້ ) ເຕັກນກິ ກຳນສອນທ່ເີ ນ້ັນຄວຳມກ້ຳວໜຳ້ ແມຸ່ນກຳນຊວຸ່ ຍເຫອື ທີ່ຄ ສະໜອງໃຫແ້ ກນຸ່ ກັ ຮຽນ ເພ່ອີື ຊວຸ່ ຍໃຫພ້ ວກເຂຳົ ສຳມຳດເຂົັ້ຳໃຈພຳສຳ ຫື ສຳມຳດປະຕບິ ດັ ກດິ ຈະກຳຕຸ່ຳງໆ ໄດ້ຢູ່ຳງສຳເລດັ ຜນົ . ຕົວຢຳູ່ ງຂອງເຕັກນິກກຳນສອນທ່ີເນ້ນັ ຄວຳມກ້ຳວໜ້ຳ ປະກອບດວ້ ຍກຳນຊອຍແບຸ່ງກດິ ຈະກຳ ອອກເປັນຫຳຍບຳດກ້ຳວໃຫສ້ ຳມຳດຄມ້ ຄອງໄດ້, ກຳນເຮັດເປັນຕົວຢູ່ຳງໃຫນ້ ັກຮຽນປະຕິບັດຕຳມ, ກຳນນຳໃຊ້ອປະກອນປະຈັກຕຳ, ກຳນໃຊທ້ ຸ່ຳທຳງ ແລະ ວັດຖຸຈງິ ເພອີື່ ຊຸ່ວຍໃຫ້ນັກຮຽນ ເຂຳົ້ັ ໃຈພຳສຳອັງກິດ. Interaction (ກຳນໂຕຕ້ ອບ) ຜ້ຮຽນໜຸ່ມນອ້ ຍ ຈະມວຸ່ ນຊີື່ນກັບກຳນໄດ້ເຂົ້ຳັ ຮວຸ່ ມໃນບນັ ດຳກິດຈະກຳທຳງສງັ ຄົມ ຮຸ່ວມກັບເພືອ່ີ ນຮຸ່ວມຫອ້ ງຂອງພວກເຂຳົ . ນອກຈຳກນີ້ັ, ກຳນໂຕ້ຕອບກັນຜຸ່ຳນກຳນເຮດັ ວຽກເປັນຄຸ່ ແລະ ເປັນກມຸ່ ຍງັ ສ້ຳງໂອກຳດຢູຳ່ ງຫວງຫຳຍ ໃຫແ້ ກ່ນຸ ັກຮຽນ ເພອ່ືີ ນຳໃຊ້ພຳສຳ. Activities for different learning styles (ກດິ ຈະກຳຕ່ຳຸ ງໆ ສຳລບັ ຮບແບບກຳນຮຽນທແີ່ ຕກຕຳຸ່ ງກນັ ) ຜຮ້ ຽນ ມັກມຄີ ວຳມຕ້ອງກຳນທີ່ແຕກຕຸ່ຳງກັນ ກຸ່ຽວກັບວທິ ີກຳນ ທພີ່ ວກເຂົຳ ຕ້ອງກຳນຢຳກຮຽນຮ້. ສິງ່ີ ສຳຄັນ ແມຸນ່ ຄ ຄວນນຳໃຊ້ບນັ ດຳກິດຈະກຳ ທປີ່ ະກອບດວ້ ຍອງົ ປະກອບດ້ຳນກຳນເບີິ່ງເຫັນ, ກຳນຟງັ ແລະ ກຳນສຳພັດ. A safe environment (ແວດລອ້ ມທປີ່ ອດໄພ) ໃນຕອນທຳອິດ, ນັກຮຽນ ອຳດຮສ້ ຶກເຂີນອຳຍ ທຈີ່ ະເວ້ົັຳເປນັ ພຳສຳອັງກິດ; ດ່ົັງນນ້ັ , ສ່ີງິ ສຳຄນັ ແມຸ່ນຕ້ອງເຮດັ ໃຫ້ພວກນັກຮຽນ ຮ້ສຶກວຸ່ຳຫອ້ ງຮຽນ ແມນຸ່ ບຸ່ອນທີ່ອບົ ອຸ່ນປອດໄພ ແລະ ຄ ຄວນເນັນ້ ໃສຸ່ກຳນໃຫກ້ ຳນຊຸ່ວຍເຫືອ ແລະ ເຮັດໃຫພ້ ວກນັກຮຽນ ມີຄວຳມໝນ້ັ ໃຈ. Differentiation (ເຕກັ ນິກກຳນສອນທເີ່ ນນ້ັ ຄວຳມແຕກຕຳຸ່ ງ) ນັກຮຽນຢູໃ່ ນຫອ້ ງດຽວກນັ ອຳດມີລະດັບຄວຳມສຳມຳດ, ຄວຳມສນົ ໃຈ ແລະ ຮບແບບກຳນຮຽນທີ່ແຕກຕຸ່ຳງກັນ. ເຕກັ ນິກກຳນສອນທເ່ີ ນັນ້ ຄວຳມແຕກຕຳຸ່ ງ ໝຳຍເຖງິ ກຳນປູຽ່ ນແປງກຳນສອນ ເພອີ່ື ໃຫ້ເໝຳະສມົ ກບັ ຄວຳມຕ້ອງກຳນຂອງນັກຮຽນເປັນລຳຍບກຄົນ. ຍົກຕົວຢ່ຳູ ງ: ກຳນໃຫ້ກິດຈະກຳທີແ່ ຕກຕຸ່ຳງກັນແກຸ່ນກັ ຮຽນ ໂດຍອີງໃສຸ່ຄວຳມສຳມຳດຂອງພວກເຂົຳ ຫື ກຳນໃຫ້ກຳນຊຸ່ວຍເຫອື ແກນຸ່ ັກຮຽນ ໃນລະດັບທແີ່ ຕກຕຸ່ຳງກນັ . Challenge vs Support (ກຳນທ້ຳທຳຍ vs ກຳນຊວຸ່ ຍເຫອື ) ຄ ຈຳເປັນຕ້ອງສ້ຳງຄວຳມສມົ ດນ ລະຫວຸ່ຳງກຳນສະໜອງກຳນຊ່ວຸ ຍເຫືອ ແລະ ກຳນສຳ້ ງສິີ່ງທ້ຳທຳຍ. ຖຳ້ ໃຫ້ກຳນຊວຸ່ ຍເຫອື ຫຳຍເກນີ ໄປ, ກຳນຮຽນດົ່ັງກ່ຳຸ ວ ກຈະເປນັ ກຳນຮຽນແບບງຸ່ຳຍດຳຍ, ປອດໄພໄວກ້ ຸອ່ ນ ແລະ ເປັນພຽງກຳນເວັົ້ຳລຶັ້ມຄືນ. ຖ້ຳກິດຈະກຳເຫຳ່ົ ນັ້ນ ຫຳກມຄີ ວຳມທຳ້ ທຳຍສງເກີນໄປ, ກຳນຮຽນດ່ັົງກ່ຳຸ ວ ກຈະເປນັ ກຳນຮຽນທ່ຍີ ຳກເກນີ ໄປ ແລະ ອຳດເຮັດໃຫ້ນກັ ຮຽນ ຂຳດແຮງຈງໃຈ.

Worksheet 2 (Module 2, Lesson 4) Learner-centred Teaching and Active Learning in the English Classroom ກດິ ຈະກຳ ຕມ່ືີ ແນວຄວຳມຄດິ ກຽຸ່ ວກບັ ວທິ ກີ ຳນສະໜບັ ສະໜນຮບແບບກຳນຮຽນທຖີ່ ເື ອຳົ ຜຮ້ ຽນເປນັ ໃຈກຳງ ແລະ ກຳນຮຽນແບບຕງັ້ ໜຳ້ ຢໃູ່ ນຫອ້ ງຮຽນພຳສຳອງັ ກດິ ໃສເຸ່ ທງິ ຕນັົ້ ໄມແ້ ຫງຸ່ ຄວຳມຄດິ ດຳ້ ນລມຸ່ . ກຳນສະໜບັ ສະໜນ ກຳນຮຽນ ທເີ່ ອຳົ ຜຮ້ ຽນເປນັ ໃຈກຳງ (learner- centred teaching) ແລະ ກຳນຮຽນແບບຕງັ້ ໜຳ້ (active learning) ໃນຫອ້ ງຮຽນພຳສຳອງັ ກດິ

Lesson 5 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Analysis of English Learning outcomes: At the end of the English teaching textbooks for young learners lesson, teacher trainees will be able to: - identify key features of English Resources Animal cards (prepare enough cards so that each materials for young learners teacher trainee can have one card) Assessment Worksheet – English Materials Analysis Task - Observe group work. Three textbook samples (prepare one set per group) Activator (5 mins) - Tell the teacher trainees that they are going to do an activity to find the group they will be working with. - Give each teacher trainee an animal card. - Explain that you will make an animal noise. Teacher trainees have to listen for their animal sound and form a group with other teacher trainees with the same animal. - Make the noise for each animal until every student is in a group. Each group should have 4-5 teacher trainees. If there are groups that are larger, divide them into two smaller groups. Ask teacher trainees to sit together with their group. Teaching and learning activities Introduction (5 mins) - Tell the teacher trainees to discuss the following question with their group – What kind of content and activities do you think will be included in an English textbook for young learners? - Do feedback. Elicit their ideas and write them on the board. (Keep the ideas on the board – teacher trainees will reflect on them at the end of the lesson.) Activities (35 mins) - Explain that teacher trainees are going to work in groups to analyse three samples from English textbooks for young learners. Note: This activity will continue in the next lesson. In this lesson, teacher trainees will analyse the materials. In Lesson 6, teacher trainees will present and discuss their findings. - Give each student a copy of the Worksheet – English Materials Analysis Task and give each group a set of three English language textbook samples. - Tell the teacher trainees that they have the rest of the lesson to analyse the materials and answer the questions on the worksheet. Summary & assessment (5 mins) - Draw teacher trainees’ attention to the ideas on the board from the Introduction activity. Ask them if any of their predictions about the textbooks were correct. - Then ask Which English language textbook did you like the most? Why? - Explain that teacher trainees will present their findings and answers to the questions on the worksheet in the next lesson. Tell them that they need to bring their worksheet and textbook samples to the next lesson. Annex Resources to be used during this lesson: - Animal cards (prepare enough cards so that each teacher trainee can have one card) - Worksheet – English Materials Analysis Task

Worksheet (Module 2, Lesson 5) English Materials Analysis Task ກດິ ຈະກຳ ເບງິ່ ຕວົ ຢຳ່ ງສຳມອນັ ໃນປມຶ້ ແບບຮຽນວຊິ ຳພຳສຳອງັ ກດິ . ສນົ ທະນຳ ກຽ່ ວກບັ ຄຳຖຳມທີ 1-8 ດວ້ ຍກຳນວເິ ຄຳະຕວົ ຢຳ່ ງແຕລ່ ະອນັ ໃນປມ້ຶ ແບຮຽນ. ຈດົ ບນັ ທກຶ ຄຳຕອບຂອງເຈຳ້ົ ໃສໃ່ ນຫອ້ ງຫວຳ່ ງດຳ້ ນລມ່ . 1 ກດິ ຈະກຳຢໃ່ ນປມຶ້ ແບບຮຽນ ແມນ່ ກດິ ຈະກຳປະເພດໃດ? 2 ກດິ ຈະກຳດງັ່ ກຳ່ ວ ສມໃສທ່ ກັ ສະໃດຫຳຼ ຍທສີິ່ ດ? 3 ນກັ ຮຽນ ຕອ້ ງໄດໃ້ ຊພ້ ຳສຳປຳກເວຳ້ົ ບ?ໍ 4 ໄດມ້ ກີ ຳນແນະນຳ ແລະ ສອນ ກຽ່ ວກບັ ໄວຍຳກອນ ແບບໃດ?

5 ໄດມ້ ກີ ຳນແນະນຳ ແລະ ສອນ ກຽ່ ວກບັ ຄຳສບັ ຕຳ່ ງໆ ແບບໃດ? 6. ມກີ ຳນຄຳດຫວງັ ໃຫ້ ນກັ ຮຽນ ຕອ້ ງອຳ່ ນ ຫຼື ຂຽນ ບ?ໍ 7 ມກີ ດິ ຈະກຳໃດບໍ ທນິີ່ ກັ ຮຽນ ໄດຮ້ ຽນຮຜ້ ຳ່ ນທຳງກຳນສຳພດັ ຫຼື ກຳນເຄອິ່ືຼ ນໄຫວ? 8 ເຈຳົ້ ຄດິ ແນວໃດ ກຽ່ ວກບັ ກຳນອອກແບບສກືິຼ່ ຳນສອນຕຳ່ ງໆ?

Animal Cards Copy and cut up – prepare one card per teacher trainee.

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information At school 1 CD1 Listen and look. Then listen and say the words. 12 1 pen 2 rubber 3 pencil 4 book 6 bag 7 desk 5 notebook 8 ruler 9 pencil case 2 CD1 Listen and chant. 13 Hey, Fl sh! Hey, Fl sh! Hey, Fl sh! Hey, Fl sh! Come b ck, come b ck! Close your b g, close your b g! Your ruler, your rubber, Your ruler, your rubber, Your pencil, your book, Your pencil, your book, Your pen, Your pen, And your pencil c se. And your pencil c se. www.cambridge.org 10 Classroom objects © in this web service Cambridge University Press

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 CD1 Listen and number the pictures. 14 What’s this? What’s this? Is it a pencil? It’s a ruler. No, it isn’t. Is it a rubber? What’s this? It’s a pen. What’s this? Yes, it is. Is it a Yes, it is. pencil case? 2 CD1 Grfomcums r Listen and say. 15 What’s this? It’s a pencil. No, it isn’t. Is it a pen? Yes, it is. 3 Play the guessing game. Is it a … ? What’s this? © in this web service Cambridge University Press Questions and short answers 11 www.cambridge.org

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 CD1 Listen and sing. 17 Wh t’s this? Look t the desk, Look t the desk, The desk is in mess! Is it your pen? Is it your book? Is it your pencil c se? Yes or no? Tell me, Joe. It isn’t my pen. It isn’t my book. It isn’t my pencil c se. Oh no, no! No, no, no! Look t the desk … 2 Look at Joe’s desk. Draw lines from the school things to the correct desk. 12 Singing for pleasure © in this web service Cambridge University Press www.cambridge.org

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 CD1 Listen and stick. 19 Then write the words. pen book bag desk 1 Sit at your , please. 2 Open your , please. 3 Close your , please. 4 Pass me a , please. Here you are. 2 CD1 Grfomcums r Listen and say. 20 Open your book, please. Pass me a ruler, please. Sit at your desk, please. Close your bag, please. 3 Play the chain game. Pass me … Open your … © in this web service Cambridge University Press Imperatives 13 www.cambridge.org

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 CD1 2 Watch out! 21 1 Pass me the box, please. 3 It’s OK. 4 Here you are! I’m sorry. Mum. My notebook! 5 Thank you. Flash, come back! 6 Here’s your pencil case. Here’s your ruler. 14 Value: helping each other Here’s your book. © in this web service Cambridge University Press www.cambridge.org

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 7 Oh no! What is it? 8 My bag! 2 Think! Find and circle the same pictures in the story. 3 Find who says … My bag! 4 CD1 Listen and say. 23 A fat rat in a black bag. Phonics focus 15 © in this web service Cambridge University Press www.cambridge.org

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 CD1 Listen and draw lines. 25 Sam Fred Kim 12 3 45 Mia Jane 16 Listening www.cambridge.org © in this web service Cambridge University Press

Cambridge University Press 978-0-521-14855-9 – Super Minds Level 1 Herbert Puchta Günter Gerngross and Peter Lewis-Jones Excerpt More information 1 Read and circle the correct pictures. 1 Put away your book, please. 2 Take out your ruler, please. 3 Pass me a pencil, please. 4 Open your bag, please. 2 Ask and answer. What’s number 1? It’s a bag. 123 456 3 Draw and write about your bag. This is my bag. blue. It is green and © in this web service Cambridge University Press Reading, speaking and writing 17 www.cambridge.org

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Lesson 6 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: English Textbook Learning outcomes: At the end of the English teaching Analysis 2 lesson, teacher trainees will be able to: - explain key features of English Resources Lesson 6 PowerPoint materials for young learners Assessment - Observe the presentation and discussion of findings. - Question students about their findings to check understanding. Activator (5 mins) - Tell the teacher trainees that they are going to play the game I Spy. - Choose an object in the classroom, e.g. a rubber and say I spy with my little eye, something beginner with r. - Ask teacher trainees to guess the object. - Continue the game with different objects. Choose some teacher trainees to take turns at choosing objects to guess. Teaching and learning activities Introduction (5 mins) - Ask the teacher trainees get into the same group as the previous lesson and get out their worksheet and textbook samples from the lesson. - Explain that each group will present their answer to one of the questions from the previous lesson. - Allocate a question to each group and explain that they have five minutes to prepare the presentation of their findings. Activities (35 mins) - Ask a representative or representatives from the group presenting for question 1 to stand at the front of the class and present their findings. - Give the other groups an opportunity to share their answers to question 1. - Then show the PowerPoint slide 1 and discuss the information on the slide. - Repeat these steps for questions 2 – 8. The relevant slides are listed below. Question 1 – slide 1 Question 5 – slide 10 - 13 Question 2 – slide 2 -7 Question 6 – slide 14 Question 3 – slide 8 Question 7 – slide 15 Question 4 – slide 9 Question 8 – slide 16 Summary & assessment (5 mins) - Organise teacher trainees in pairs. - Ask them to tell their partner three things they have learnt about English materials for young learners. - Ask volunteers to share their answers with the class. Note: You will need the textbook samples for lessons throughout this module. Collect them so that they are available for future lessons.

Lesson 7 Module: 2 Time: 50 minutes Subject: Teaching Sub-topic: Listening Skills – Learning outcomes: At the end of the English 1 Types of listening skills lesson, teacher trainees will be able to: Topic 1: Primary - name and describe five important English Teaching listening skills Resources Assessment Worksheet – Listening Skills - Check teacher trainees’ answers to Lesson 7 PowerPoint the worksheet activity. Activator (5 mins) - Tell the teacher trainees that they will play a game called What am I? - Demonstrate the game by giving the description below, I am an animal. I have four legs and a long tail. I live in peoples’ houses and I like to eat fish. What am I? - Ask teacher trainees to guess what you are until they get the correct answer – a cat. - Organise teacher trainees into groups of 4 or 5 and give each person a small piece of paper. - Ask them to write a word on their paper, it can be an animal, a food, an object, a type of building, etc. Then explain that each person in the group should take turns giving a description and the other member of the group have to try and guess what the are. The only rule is that they are not allowed to say the word that they wrote on their paper. Teaching and learning activities Introduction (10 mins) - Ask volunteers to share their answers with the class. - Then show Slide 1 and explain the information below: There are two basic listening subskills that competent listeners use all the time. Top-down skills When we use top down listening skills, we use our knowledge to help us understand meaning. Bottom-up skills When we use bottom-listening skills, we analyse sounds, words, sentences and texts to help us understand meaning. - The show Slides 2 and 3 and explain the information on each slide. Activities (30 mins) - Organise teacher trainees into pairs and ask them to discuss the question on Slide 4 of the PowerPoint What do you find easy or challenging when listening to someone speaking English? - Do feedback and ask the teacher trainees share their ideas. Worksheet - Give out the Worksheet 1 – Listening Skills. - Explain that teacher trainees have to read the text about different types of listening skills and answer the questions. - When teacher trainees have finished the questions, ask them to check their answers with a partner. Then do a whole class check and elicit the answers. Answers 1. Top down listening skills focus on using our knowledge to understand meaning. Bottom up listening skills focus on analysing language to understand meaning.