Teaching English1 12+2

Worksheet (Module 2, Lesson 15) Writing Activities ກດິ ຈະກຳເຮັດວຽກເປນັ ກມຸ່ . ເບງິ່ ກດິ ຈະກຳກຳນຂຽນຂອງຜເູ້ ລມິ່ ຕນົ້ ແລະ ກດິ ຈະກຳ ກຳນຂຽນແບບມກຳນແນະນຳ (guided writing). ວເິ ຄຳະກດິ ຈະກຳກຳນຂຽນ ແລະ ຕອບຄຳຖຳມດຳູ້ ນລມຸ່ . 1. ເຈຳ້ົ ສງັ ເກດເຫນັ ຫຍງັ ກຽຸ່ ວກບັ ກິດຈະກຳກຳນຂຽນຂອງຜູ້ເລມິ່ ຕນ້ົ ? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 2. ມທັກສະໃດແດຸ່ ທິ່ຈະຕູ້ອງເນົັ້ນໜັກ ຢູ່ໃນກດິ ຈະກຳກຳນຂຽນຂອງຜູ້ເລມ່ິ ຕ້ົນ? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 3. ເຈົ້ຳສງັ ເກດເຫັນຫຍງັ ກຽຸ່ ວກບັ ກິດຈະກຳກຳນຂຽນແບບມກຳນແນະນຳ (guided writing activities)? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 4. ມທກັ ສະຫຍງັ ແດຸ່ ທິ່ໄດຮູ້ ັບກຳນເນັົ້ນໜັກ ຢ່ໃູ ນ ກິດຈະກຳກຳນຂຽນແບບມກຳນແນະນຳ (guided writing activities)? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 5. ຢູ່ໃນ ກດິ ຈະກຳກຳນຂຽນແບບມກຳນແນະນຳ (guided writing activities), ມປະເພດກຳນຝຶກຂຽນໃດແດຸ່ ທິ່ນັກຮຽນ ຕອູ້ ງຝຶກແອບ ກອຸ່ ນທິ່ຈະປະຕິບັດໜຳູ້ ວຽກກຳນຂຽນຫກັ ໆ ໃຫສູ້ ຳເລດັ ? ກິດຈະກຳເຫ່ົຳຼ ນ້ົ ຈະຊວຸ່ ຍນກັ ຮຽນ ໄດູ້ແນວໃດ? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………

Word cards – print and cut up one set









Beginner Writing Activities



Birthday party invitation 1. What’s the word? Write the word under the pictures. birthday party date street time telephone birthday 2. Read and circle! Read the birthday party invitation and circle the examples of the top tips. Top tips for writing birthday party invitations! 1. Start the invitation To + name. 2. Start days and months with a capital letter. 3. End the invitation with From + name. www.britishcouncil.org/learnenglishkids © The British Council, 2016 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

3. Fill it in! Write the missing words in the sentences. a. To Stefan b. Please come to my _______________ party! c. _______________: Saturday 26 March 2016 d. _______________: 50 High Street, Newtown e. Time: 3–6 _______________ f. Please _______________! g. _______________: 957 342 h. _______________ Isabella 4. Practise writing! Write an invitation to your party! Think about these questions first: Who is the invitation for? What date is the party? Where is the party? What time is the party? www.britishcouncil.org/learnenglishkids © The British Council, 2016 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

My day 1. What’s the word? Write the word under the pictures. have breakfast television have lunch sleep have dinner walk sofa garden have breakfast 2. Read and circle! Tom is a cat. Read about his usual day and circle the examples of the top tips. Top tips for writing about your usual day! 1. Start each sentence with a capital ‘I’. 2. Use verbs to say what you do, for example ‘go’, ‘have’, ‘eat’ or ‘play’. 3. Finish each sentence with a full stop. www.britishcouncil.org/learnenglishkids © British Council, 2016 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

3. What’s the order? Put the words in the correct order. a. have breakfast. I I have breakfast. b. watch I television. c. lunch. have I d. sleep. I to go e. in garden. play I the f. I dinner. have g. go a I for walk. 4. Practise writing! Write the activities you do. Draw the times on the clocks. Draw a picture for each activity. www.britishcouncil.org/learnenglishkids © British Council, 2016 The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Lesson 16 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: How do we Learning outcomes: At the end of the English Teaching remember new vocabulary? lesson, teacher trainees will be able to: - explain how people remember new vocabulary - describe strategies to help students remember new words Resources Assessment Vocabulary chart (prepare before the lesson) - Observe teacher trainees during Worksheet 1 – How do we remember new vocabulary? pair and group work. - Check their understanding by asking Lesson 16 PowerPoint questions. Activator (10 mins) - Before the lesson, prepare a large vocabulary chart – as shown below. apple milk ball cat football orange tiger coconut snake basketball dog table tennis water chicken book coffee frog volleyball tea golf chair mango pen sugar - Organise teacher trainees into teams of 4-5 and give each group a piece of paper. - Show the teacher trainees vocabulary chart and explain that each group has one minute to remember as many words as possible from the chart. - Make sure all the groups can see the chart clearly and let them look at it for one minute. - When the minute is complete, remove the chart and ask each group to write down all the words they can remember. - Ask group to count up the number of words they remembered. Then elicit the words from the class. The team that go the highest number of correct words in the winner. - Ask some reflection questions about the activity, e.g. Which words did you try to remember? Did you have a strategy to remember the words? Teaching and learning activities Introduction (5 mins) - Write the following question on the board What does it mean to know a word? - Ask teacher trainees to brainstorm their ideas in their groups. - Do feedback and ask each group to share their suggestions with the class. - Suggested answers (These are also provided on Slide 1 of the PowerPoint) o Understanding a word when it is spoken or written. o Remembering a word and recalling it when it is needed. o Using it with the correct meaning, e.g. not calling a table a chair. o Using it in a grammatically correct way, e.g. She dances well – not she dances good. o Pronouncing it correctly – so that other people can understand. o Knowing which another word it can be used with, e.g. a fast bike not a quick bike. o Spelling it correctly.

o Knowing whether it has positive or negative connotations, e.g. smarty has negative connotations for someone who is clever but arrogant. Clever has positive connotations. o Knowing how to describe a word, e.g. table is a noun, fast is an adjective. - Tell teacher trainees that in this lesson, they are going to learn about the process involved in remembering new words. Activities (30 mins) Activity 1 - Give out the worksheet- How do we remember new vocabulary? and ask teacher trainees to look at Activity 1. - Explain that you are going to give a mini-lecture about how we remember new words. As the teacher trainees listen, they have to complete the missing information (1-5) in the diagram. - Give the first part of the mini-lecture – present the information on PowerPoint slides 2 - 5 to explain the three different elements of memory involved in learning new language. - When you show Slide 4 – Working memory, demonstrate the working memory by saying a sequence of five numbers, e.g. 7, 22, 58, 1, 14 and asking the teacher trainees to say the numbers back to you. Then do the same but with a much longer sequence of numbers, e.g. 64, 49, 8, 11, 24, 72, 15, 4, 93, 36, 55, 3. The teacher trainees will be able to recall the short sequence of numbers, but when you ask them to recall the longer sequence they will not be able to because the sequence will exceed the capacity of their working memory. - Ask teacher trainees to compare their answers in pairs, then check the answers as a class. Answers 1 Sensory memory 2 Working memory 3 Long term memory 4 Attention 5 Transfer Activity 2 - Ask teacher trainees to look at Activity 2. - Explain that you will give the second part of the mini-lecture and teacher trainees have to make notes about what students need in order to remember new language. - Present the information on slides 6-8 and ask teacher trainees to listen and take notes. - Ask teacher trainees to compare their answers in pairs, then check the answers as a class. Answers 1 Repetition – encountering new words multiple times at spaced intervals 2 Retrieval – retrieving new words from their memory and using them 3 Spacing – learning new words over several different occasions 4 Pacing – allowing students to learn at their own pace 5 Use – students need to use new words 6 Cognitive depth – students are more likely to remember new words if they have to make decisions about them 7 Lexical sets – our brains store vocabulary in lexical sets, so it is helpful to teach vocabulary in lexical sets Summary & assessment (5 mins) - Ask teacher trainees to work in pairs and summarise their understanding about how we remember new vocabulary in their own words. - Ask volunteers to share their summaries with class. Annex Resources to be used during this lesson: - Worksheet – How do we remember new vocabulary?

Worksheet (Module 2, Lesson 16) How do we remember new vocabulary? ກດິ ຈະກຳທີ 1 ຟງັ ຄເູ ວຳ້ົ ແລະ ຕມ່ື ຂມໍ້ ນູ ທຂີ່ື ຳດຫຳຍໄປຈຳກແຜນວຳດ ຂທ້ໍ ີ (1-5). ອງປະກອບສຳມອນັ ຂອງຄວຳມຈຳ ທໃ່ີື ຊຈ້ ຄ່ື ຳສບັ ໃໝ່ ກດິ ຈະກຳທີ 2 ຈດບນັ ທກຶ ກຽ່ ວກບັ ສງິື່ ທນື່ີ ກັ ຮຽນ ຕອ້ ງກຳນ ເພອ່ື ໃຊຈ້ ຈ່ື ຳຄຳສບັ ໃໝໆ່ . ສງ່ືິ ທນີື່ ກັ ຮຽນ ຕອ້ ງກຳນ ເພອ່ື ໃຊຈ້ ຈື່ ຳຄຳສບັ ໃໝໆ່ ມຫີ ຍງັ ແດ່? 1 2 3 4 5 6 7

Lesson 17 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Teaching Learning outcomes: At the end of the English Teaching Vocabulary to Young Learners lesson, teacher trainees will be able to: - demonstrate the steps for Resources Real objects - pen, bag, book, pencil, chair, desk - introducing new vocabulary to prepare one set before the lesson young learners Handout - Steps for Teaching Vocabulary – copy and Assessment cut up one set per group - Check teacher trainees’ answers to the sorting activity. - Observe teacher trainees during pair and group work. Activator (5 mins) - Stick three pieces of chart paper on the wall. Write one of the following questions on each piece of paper. 1. What does it mean to know a word? 2. What are the three different elements of memory involved in remembering new words? 3. How can we help students remember new words? - Organise teacher trainees into 3-4 teams and ask them to write their answers on small pieces of paper and stick them on the charts. - Check the answers as a whole class. Give a point to the team with the best answer for each question. Answers 1. Knowing a word involves understanding its meaning, remembering it when you need it, using it with the correct meaning and in the grammatically correct way, pronouncing and spelling it correctly, knowing which words it can be used with, using it in the correct situation, knowing whether it has positive or negative connotations and knowing how to describe it. 2. Sensory memory, working memory and long-term memory. 3. Repetition, retrieval, spacing, pacing, use, cognitive depth and lexical sets. Teaching and learning activities Introduction (5 mins) - Explain that in this lesson, teacher trainees are going to learn about teaching new vocabulary to students. They will observe two demonstrations and then try the steps for themselves. - Organise teacher trainees into groups of four or five. Give each group a copy of the cut-up lesson steps. Explain that you are going to demonstrate two ways to introduce new vocabulary to students and that teacher trainees have to watch the demonstration and order the steps. - Give teacher trainees time to read the cut-up steps. Activities (30 mins) - Demonstrate the two vocabulary activities following the instructions below. Demonstration 1 Action words – run, jump, hop, swim, fly, sing Step 1 Introduce the new words Do an action for the words run, jump, hop, swim, fly, sing and ask What am I doing? Encourage teacher trainees to answer in Lao or English. Say the word in English and do the action. Ask teacher trainees to repeat the word and copy the action. Step 2 Practice the new words (Teacher says the words, students do the actions)

Say the words in a random order and ask teacher trainees to do the actions. Practise this until they are confident with the actions. Step 3 Practice the new words (Teacher does the actions, students say the words) Do the actions and ask teacher trainees to say the words. Practise this until they are confident with the words. Step 4 Game to practice the new words Play Soutta Says to practice the new language. Explain that if you say ‘Soutta says…’ e.g. Soutta says jump, the teacher trainees do the action. If you do not say ‘Soutta says’ e.g. Jump the teacher trainees have to stand still – if they do the action, they will be out of the game. Demonstration 2 Classroom objects – pen, bag, book, pencil, chair, desk Step 1 Introduce the new words Show the classroom objects and ask What’s this? Teacher trainees may answer in Lao or English. Say the word in English and asks them to repeat the word. Step 2 Practice the new words (Teacher says the words, students point to the objects) Puts the objects around the classroom. Say each word and ask teacher trainees to point to the correct object. Step 3 Practice the new words (Teacher points to the objects, students say the words) Point to each object and asks teacher trainees to say the word. Step 4 Practise reading the words Show each object again, write the word on the board and ask teacher trainees to read the word. Point to the words and asks individual teacher trainees to read them. Step 5 Game to practice the new words Teacher plays Hit the board to practice the new word. Write the words on the board with lots of space between each word. Organize teacher trainees into five teams. Ask one person from each team to stand in front of the board. Say a word. The first student to hit the correct word on the board wins a point for their team. Record the point then choose new students from each team to play. At the end of the game, count up the points and name the winning team. - Do feedback and check the answers (refer to the demonstration steps for the answers). Draw teacher trainees’ attention to how students are asked to recognise the words in Step 2 before they are asked to produce them in Step 3. Ask them What is the main difference between the steps in Demonstration 1 and 2? Elicit or establish that Demonstration 2 had an extra step where students practice reading the words. Explain that when students do not have basic reading skills, you might not want to include this step as in Demonstration 1. - Explain that teacher trainees are have to work with their group, choose one the demonstrations and try it out themselves. They should follow the same steps as the demonstration. Note: You could give teacher trainees a different set of words to teach to make this activity more challenging. Summary & assessment (10 mins) - Choose one or two groups to share their demonstration with the class. Annex Resources to be used during this lesson: - Handout - Steps for Teaching Vocabulary – copy and cut up one set per group

Handout 1 (Module 1, Lesson 17) Steps for Teaching Vocabulary – copy and cut up one set per group ການສາທດິ ໃຫເ້ ບງ່ິ 1 Introduce the new words ແນະນາ ກຽ່ ວກບັ ຄາສບັ ໃໝ່ ແລະ ຖາມວາ່ ນັກຮຽນ ຄູ ເຮດັ ທ່າທາງ ກຽ່ ວກັບຄາສັບແຕ່ລະຄາ ອາດຕອບເປນັ ພາສາ ລາວ ຫຼື ອງັ ກດິ . ຄູ ເວາ້ົ ຄາສບັ ດງ່ັ ກາ່ ວ ເປັນພາສາອງັ ກິດ ແລະ ເຮັດທ່າທາງປະກອບ. ຄູ ບອກໃຫ້ນັກຮຽນ ປະຕິບັດຕາມທາ່ ທາງດງ່ັ ກ່າວ ແລະ ເວົ້າ ຄາສັບດ່ັງກາ່ ວ. Practice the new words ຝຶກແອບ ກຽ່ ວກບັ ຄາສບັ ໃໝຕ່ າ່ ງໆ (Teacher says the words, students do the actions - ຄູ ເວາົ້ ຄາສບັ ດງັ່ ກາ່ ວ, ນກັ ຮຽນ ເຮດັ ທາ່ ທາງປະກອບ) ຄູ ເວົາ້ ຄາສບັ ຕາ່ ງໆອອກມາ ແບບສມ່ ເອາ - ບໄ່ໍ ປຕາມລາດບັ ແລະ ບອກໃຫນ້ ັກຮຽນ ເຮດັ ທ່າທາງປະກອບ. ຄູ ປະຕບິ ັດການ ຝຶກແອບແບບນົ້ ໄປຈນກວາ່ ຈະເຫນັ ວ່າ ນກັ ຮຽນ ມຄວາມໝ້ນົັ ໃຈ ກຽ່ ວກັບການເຮດັ ທາ່ ທາງປະກອບແລວ້ . Practice the new words ຝຶກແອບ ກຽ່ ວກບັ ຄາສບັ ໃໝຕ່ າ່ ງໆ (Teacher does the actions, students say the words - ຄູ ເຮດັ ທາ່ ທາງປະກອບ, ນັກຮຽນ ເວາົ້ ຄາສບັ ໃໝດ່ ງັ່ ກາ່ ວອອກມາ) ຄູ ເຮັດທາ່ ທາງປະກອບ ແລະ ບອກໃຫ້ນກັ ຮຽນ ເວາ້ົ ຄາສບັ ດັ່ງກາ່ ວອອກມາ. ຄູ ປະຕິບັດການ ຝກຶ ແອບແບບນ້ົ ໄປຈນກວາ່ ຈະເຫັນວາ່ ນກັ ຮຽນ ມຄວາມໝນັົ້ ໃຈ ກ່ຽວກບັ ຄາສັບດັ່ງກ່າວນ້ແົ ລວ້ . Game to practice the new words ຫນົ້ິ ເກມ ເພອິ່ຼື ຝກຶ ແອບຄາສບັ ໃໝ່ ຄູ ພາຫ້ິນົ ເກມ Soutta Says… ເພຼິອື່ ຝກຶ ແອບຄາສບັ ໃໝ.່ ການສາທດິ ໃຫເ້ ບງິ່ 2 Introduce the new words ແນະນາ ກຽ່ ວກບັ ຄາສບັ ໃໝ່ ແລະ ຖາມວາ່ ຄູ ເອາວດັ ຖຸຕ່າງໆໃນຫອ້ ງຮຽນ ມາໃຫ້ນັກຮຽນເບງິ່ ນກັ ຮຽນ ອາດຕອບເປັນພາສາ ລາວ ຫຼື ພາສາ ອງັ ກດິ . ຄູ ເວາ້ົ ຄາສບັ ດັງ່ ກາ່ ວເປນັ ພາສາ ອງັ ກດິ ແລະ ບອກໃຫ້ນກັ ຮຽນ ເວາ້ົ ລມົ້ ຄຼນື ຄາສັບດງັ່ ກາ່ ວ. Practice the new words ຝກຶ ແອບ ກຽ່ ວກບັ ຄາສບັ ໃໝຕ່ າ່ ງໆ (Teacher says the words, students point to the objects ຄູ ເວາ້ົ ຄາສບັ ໃໝອ່ ອກມາ, ນກັ ຮຽນ ຊໃ້ົ ສ່ ວດັ ຖດຸ ງ່ັ ກາ່ ວ) ຄູ ຈັດວາງວດັ ຖຕຸ ່າງໆ ໄວ້ອອ້ ມຫອ້ ງຮຽນ. ຄູ ເວາ້ົ ຄາສັບ ເທອິ່ືຼ ລະຄາ ແລະ ບອກໃຫ້ນັກຮຽນ ຊໃ້ົ ສວ່ ດັ ຖຸທິ່ຄເູ ວາົ້ ອອກມານ້ນົັ ໃຫ້ຖກືຼ ຕອ້ ງ. Practice the new words ຝຶກແອບ ກຽ່ ວກບັ ຄາສບັ ໃໝຕ່ າ່ ງໆ (Teacher points to the objects, students say the words ຄູ ຊໃ້ົ ສ່ ວດັ ຖຕຸ າ່ ງໆ, ນກັ ຮຽນ ເວາ້ົ ຄາສບັ ດງ່ັ ກາ່ ວອອກມາ) ຄູ ຊ້ົໃສ່ວດັ ຖຸ ແຕລ່ ະອນັ ແລະ ບອກໃຫນ້ ັກຮຽນ ເວາົ້ ຄາສບັ ດງັ່ ກ່າວອອກມາ. Practice reading the words ຝກຶ ແອບ ອາ່ ນຄາສບັ ຕາ່ ງໆ ຄູ ນາເອາວດັ ຖແຸ ຕລ່ ະອນັ ມາໃຫນ້ ກັ ຮຽນເບິ່ງຄນືຼ ອກຄົງັ້ , ແລວ້ ຂຽນຊິວຼື່ ັດຖດຸ ັງ່ ກ່າວໃສກ່ ະດານ ແລະ ບອກໃຫນ້ ັກຮຽນ ອາ່ ນຄາສບັ ດັງ່ ກາ່ ວ. ຄູ ຊ້ົໃສ່ຄາສບັ ຕ່າງໆ ແລະ ບອກໃຫນ້ ກັ ຮຽນອາ່ ນ ເປັນລາຍບກຄນ. Game to practice the new words ຫນິ້ົ ເກມ ເພອືິ່ຼ ຝກຶ ແອບຄາສບັ ໃໝ່ ຄູ ພາຫນິົ້ ເກມ Hit the board ເພຼອ່ືິ ຝກຶ ແອບຄາສບັ ໃໝ.່

Lesson 18 Subject: Teaching Module: 2 Time: 50 minutes English 1 Sub-topic: Teaching Grammar Topic 3: Primary Learning outcomes: At the end of the English Teaching lesson, teacher trainees will be able to: - describe two approaches to teaching Resources Worksheet – Teaching Grammar grammar and the main differences Handout – A Guided Discovery Approach to Teaching between them Assessment Grammar - Observe teacher trainees during Teacher Resource – Activator Game – copy the two group work sentence charts onto large pieces of chart paper. Word cards – copy and cut up one set Glue or tape, two boxes or bags (one per team) Activator (10 mins) - Before the lesson, prepare the sentence charts for Team 1 and Team 2 and put them on the wall. Copy and cut up the word cards – put the Team 1 word cards into one box or bag and put the Team 2 word cards into a box or bag. - Organise teacher trainees into two teams. - Ask each team to nominate their first player. Explain that each teacher trainee has to pick a word card from the box and decide which sentence the word card completes. The fastest teacher trainee to answer correctly wins a point for their team. - Ask the Team 1 teacher trainee to choose a word card from the Team 1 box, and the Team 2 teacher trainee to choose a word card from the Team 2 box. Then start the game. - Choose different players from each team and continue the game until all the sentences have been completed. Count the points and name the winning team. Teaching and learning activities Introduction (5 mins) - Explain to teacher trainees that in this lesson they will learn about teaching grammar. - Organise them into pairs. Ask them to brainstorm what they know about English grammar. - Do feedback and ask volunteers to share their ideas. Activities (30 mins) Activity 1 - Organise teacher trainees into groups of 4-5. - Give each teacher trainee a copy of the worksheet – Teaching Grammar and ask them to look at Activity 1. - Explain that they have to work with their group and discuss the question What is grammar? in order to write a simple definition of grammar. - Ask each group to share their definition with the class. Possible definitions include: - A set of rules to be followed. - A description of how language works. - A framework or skeleton to help language work. - The structure/form of the language. - The glue that holds the language together. - The building blocks of language. - The way in which words are combined or formed to make meaning.

Activity 2 - Ask teacher trainees to look at Activity 2. Explain that they have to read the two different approaches to teaching grammar then discuss the questions with their group. - Give out the handout – A Guided Discovery Approach to Teaching Grammar and ask teacher trainees to compare their answers with the information on the handout. - Then do feedback and discuss the questions as a whole class. Answers 1. In Approach 1, students are given a grammar rule and then they practice it. In Approach 2- a guided discovery approach, they have to work out the grammar rule themselves. There is more thinking involved in Approach 2 and it is likely to be more challenging for students. 2. Teacher trainees’ own opinions. 3. Approach 1 is generally better for younger learners because they will not be able to analyse language to work out grammar rules or even think about grammar because it is an abstract concept. However, teachers can still try to ask students very simple questions to help them to begin to notice language and patterns to prepare them for a more guided discovery approach in the future. Summary & assessment (5 mins) - Ask teacher trainees to write down two new things what they have learnt about teaching grammar. - Ask volunteers to share what they have learnt with the class. Annex Resources to be used during this lesson: - Worksheet – Teaching Grammar - Handout – A Guided Discovery Approach to Teaching Grammar - Teacher Resource – Activator Game – copy the two sentence charts onto large pieces of chart paper - Word cards – copy and cut up one set

Worksheet 1 (Module 2, Lesson 18) Teaching Grammar ກດິ ຈະກຳທີ 1 ເຮັດວຽກເປນັ ກມຸ່ ແລະ ສນົ ທະນຳ ກຽຸ່ ວກບັ ຄຳຖຳມທວ່ີ ຳຸ່ : ໄວຍຳກອນ ແມນຸ່ ຫຍງັ ? ຂຽນລຳຍລະອຽດແບບງຳຸ່ ຍໆ ກຽຸ່ ວກບັ ໄວຍຳກອນ ໃສບຸ່ ອຸ່ ນຫວຳຸ່ ງດຳ້ ນລມຸ່ . ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ກດິ ຈະກຳທີ 2 ເບງິີ່ ລຳຍລະອຽດ ກຽຸ່ ວກບັ ວທິ ກີ ຳນສອນໄວຍຳກອນທງັ ສອງວທິ .ີ ສນົ ທະນຳ ກຽຸ່ ວກບັ ຄຳຖຳມຕຳຸ່ ງໆດຳ້ ນລມຸ່ ແລະ ຈດົ ບນັ ທກຶ ຄຳຕອບຂອງເຈຳົ້ ໃສໃຸ່ ນບອຸ່ ນຫວຳຸ່ ງ. ວທິ ກີ ຳນທີ 1 ອະທບິ ຳຍ ກຸ່ຽວກບັ ຫກັ ໄວຍຳກອນ ໃຫ້ແກນຸ່ ກັ ຮຽນ ແລະ ຈຳກນ້ົັນ ກບໍ ອກໃຫ້ພວກເຂຳົ ປະຕບິ ດັ ບຳງກດິ ຈະກຳ ເພອ່ີ ເປັນກຳນຝກຶ ແອບຫັກໄວຍຳກອນດັງ່ ກ່ຳຸ ວ. ວທິ ກີ ຳນທີ 2 ເອົຳເອກະສຳນແຈກຢຳຍທມີ່ ີປະໂຫຍກຕົວຢຳ່ ງ ກຸ່ຽວກັບຫກັ ໄວຍຳກອນທີ່ຈະສອນ ແລະ ຄຳຖຳມເຈຳະຈ້ິມົ ເພອີ່ ໃຫນ້ ັກຮຽນ ອຳຸ່ ນເບິີງ່ ແລະ ຊອກຫຳລຳຍລະອຽດ ກຽຸ່ ວກັບກຳນນຳໃຊ້ຫກັ ໄວຍຳກອນດ່ງັ ກຸຳ່ ວ. 1. ຄວຳມແຕກຕຳຸ່ ງຫັກໆ ລະຫວຳຸ່ ງສອງວິທີດັງ່ ກຸ່ຳວ ແມຸ່ນຫຍງັ ? ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… 2. ໃນສອງອນັ ນ,ີົ້ ວິທີກຳນສອນໄວຍຳກອນໃດ ທີເ່ ຈ້ຳົ ມກັ ສອນ? ຍ້ອນຫຍັງ? ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… 3. ໃນສອງອັນນ,ີົ້ ວທິ ີກຳນສອນໄວຍຳກອນໃດ ທເີ່ ຈົ້ຳຄິດວຳຸ່ ຈະເປັນວິທກີ ຳນທດ່ີ ທີ ສີ່ ດ ສຳລບັ ຜຮ້ ຽນໜມຸ່ ນອ້ ຍ? ຍອ້ ນຫຍງັ ? ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………

Handout (Module 2, Lesson 18) A Guided Discovery Approach to Teaching Grammar Guided discovery approach (ວທິ ກີ ຳນຄນົ້ ພບົ ແບບມກີ ຳນແນະນຳ) ໃນກຳນສອນໄວຍຳກອນ ແມຸນ່ ວທິ ີກຳນສອນໜີ່ງຶ ທ່ີຜຮ້ ຽນ ຈະໄດຮ້ ບັ ຕົວຢຳ່ ງຮບແບບໄວຍຳກອນຕ່ຳຸ ງໆ ແລະ ບອກໃຫພ້ ວກເຂົຳ ພະຍຳຍຳມຊອກຫຳຫກັ ໄວຍຳກອນ ທີມ່ ີຢໃ່ ນຕົວຢຳ່ ງດັ່ງກຸ່ຳວ. ຕວົ ຢຳ່ ງ: ອຸ່ຳນປະໂຫຍກຕຳຸ່ ງໆເຫົັ່ຳນ້ີົ ແລວ້ ຈຳກນັ້ົນ ຈ່ີງຶ ຕອບດ້ຳນລຸມ່ . a. I’ve been here since Monday. b. She’s lived here for three months. c. He’s played the piano since he was six. d. I’ve been learning French for ages. e. We’ve been waiting here for hours. f. I’ve been here since three o’clock. ຄວຳມແຕກຕຳຸ່ ງ ລະຫວ່ຳຸ ງ for ແລະ since ແມຸ່ນຫຍງັ ? Guided discovery approach (ວທິ ກີ ຳນຄນົ້ ພບົ ແບບມກີ ຳນແນະນຳ) ຈະຊວຸ່ ຍໃຫນ້ ັກຮຽນ ສຳມຳດ ຊອກເຫນັ ຫັກໄວຍຳກອນຕ່ຳຸ ງໆ ໄດ້ດ້ວຍຕົວຂອງພວກເຂຳົ ເອງ. ນັກຮຽນ ຂອ້ ນຂຳ້ ງຈະຈຈ່ີ ຳ ຫັກໄວຍຳກອນດັງ່ ກຸ່ຳວ ໄດດ້ ກີ ວຳຸ່ ເມ່ອີ ພວກເຂົຳ ຊອກເຫັນດວ້ ຍຕວົ ຂອງພວກເຂຳົ ເອງ. ວິທດີ ່ັງກຳຸ່ ວນົ້ີ ຈະບ່ເໍ ໝຳະສມົ ສຳລບັ ຫກັ ໄວຍຳກອນໝດົ ທກອັນ, ແຕມຸ່ ນັ ກເໍ ປັນວທິ ກີ ຳນທີມ່ ປີ ະສດິ ທພິ ຳບໜຶີ່ງ ເພອ່ີ ໃຊສ້ ອນຫັກໄວຍຳກອນຫຳຍໆອັນ, ໂດຍສະເພຳະກໍແມຸນ່ ໃນບ່ອຸ ນທມ່ີ ີກຳນນຳໃຊໃ້ ນແບບທກ່ີ ງົ ກນັ ຂ້ຳມກນັ ເຊັນ່ : ກຳລະອະດດີ ງຳຸ່ ຍດຳຍ (past simple) ແລະ ກຳລະປະຈບນັ ສົມບນ (present perfect), ກຳນນຳໃຊ້ going to ແລະ will ສຳລັບອະນຳຄົດ, ກຳນນຳໃຊ້ ຄຳນຳໜຳ້ ນຳມ ແບບເຈຳະຈງົ (definite) ແລະ ແບບບເໍ່ ຈຳະຈົງ (indefinite articles). ເຖິງຢຳ່ ງໃດກໍຕຳມ, ວທິ ີກຳນດ່ງັ ກຸ່ຳວນົີ້ ອຳດບເໍ່ ໝຳະສມົ ສຳລັບຜຮ້ ຽນໜ່ມຸ ນອ້ ຍ ຍອ້ ນວຸ່ຳພວກເຂຳົ ຍງັ ບສໍ່ ຳມຳດທຳກຳນວເິ ຄຳະພຳສຳ ຫ ຄດິ ຄ້ົນ ກ່ຽຸ ວກັບແງມຸ່ ມເຊງີ ນຳມມະທຳ ຢຳ່ ງເຊັນ່ ໄວຍຳກອນ ຢ່ໃນໄລຍະນົີໄ້ ດ້ເທ່ອີ . ເມີອ່ ພວກເຮຳົ ສອນໄວຍຳກອນໃຫ້ແກ່ນຸ ັກຮຽນໜຸ່ມນ້ອຍ, ພວກເຮົຳ ຄວນສມໃສຸ່ສອນ chunks (ກມຸ່ ຄຳສບັ ) ຂອງພຳສຳ ທ່ພີ ວກເຂົຳ ສຳມຳດນຳໃຊ້ ໂດຍບຕໍ່ ອ້ ງທຳກຳນວເິ ຄຳະ ຫ ທຳຄວຳມເຂ້ົຳໃຈ ກ່ຽຸ ວກບັ ກົດເກນທ່ີຊດັ ເຈນຕ່ຳຸ ງໆ. ເມີອ່ ພວກເຂຳົ ເກ່ັງຂ້ົຶນ, ພວກເຮຳົ ສຳມຳດແນະນຳ ກຽຸ່ ວກບັ ວິທີກຳນຄນ້ົ ພບົ ແບບມກີ ຳນແນະນຳ ເພອ່ີ ຊວຸ່ ຍໃຫ້ພວກເຂຳົ ສຳມຳດຊອກເຫນັ ສິ່ງີ ຕຸ່ຳງໆ ດ້ວຍຕົວຂອງພວກເຂົຳເອງໄດ.້

Teacher Resource (Module 2, Lesson 18) Activator Game Team 1 Sentences Chart – copy onto a large piece of chart paper Team 2 Sentences Chart – copy onto a large piece of chart paper Team 1 - Answers Team 2 - Answers

Teacher Resource (Module 2, Lesson 18) Team 1 Word Cards – prepare one set Team 2 Word Cards – prepare one set

Lesson 19 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Teaching grammar Learning outcomes: At the end of the English teaching to young learners. lesson, teacher trainees will be able to: - explain how to teach grammar to Resources Worksheet – Teaching Grammar to Young Learners young learners Handout – Sample Grammar Activity -prepare one - apply their knowledge to identify key copy per group. Teacher Resource - Activator Activity – print and cut features of grammar activities up one set of sentences Assessment - Observe teacher trainees during group work and pair work. - Check teacher trainees’ understanding when they report their work. Activator (5 mins) - Ask teacher trainees to sit in a big circle. - Pass the box of sentences around the circle and ask each teacher trainees pick a sentence from the box and read it out loud. - Ask the others teacher trainees to listen and correct him/her if their pronunciation is incorrect. Continue the activity until all the sentences have been read. Teaching and learning activities Introduction (5mins) - Ask teacher trainees What did you learn about teaching grammar to young learners in the previous lesson and from the textbook analysis lesson? - Elicit their ideas how grammar presented and taught. Activities (30 mins) Activity 1 - Organise teacher trainees into pairs. - Give each teacher trainee a copy of the worksheet – Teaching Grammar to Young Learners and ask them to look at Activity 1. - Explain that they have to discuss the statements about teaching grammar to young learners and say whether they agree or disagree with each statement and why. - Do feedback and discuss the statements as a whole class. Suggested answers / points for discussion 1. Young learners are not interested in learning grammar. Disagree- Students are able to think about grammar in an abstract way. But if it is contextualized in a meaningful context or taught as a chunks, students are more likely to be interested in learning it. 2. Grammar should be taught in a context to make it meaningful to students. Agree- this is very important to help students understand the grammar and how to use it. 3. The only way students can learn grammar is if the teacher clearly explains grammar rules. Disagree- there are different approaches to teaching grammar. The teacher does not always have to explain the rules. 4. Students need to ‘discover’ the rules themselves as this way they are more likely to remember them. Neutral- this approach does help students to remember grammar, but it is not appropriate for every situation or grammar rule.

5. We cannot only teach grammar rules. Students need to learn how to use grammar in speaking and writing. Agree- it is very important that students do not just learn decontextualized grammar rule. They need to know how to use grammar. Activity 2 - Organise teacher trainees into group of 3-4 and give each group the sample textbook activity. - Explain that they have to analyse the activity and discuss about how grammar is presented and taught in the three activities considering what they have learnt about teaching young learners. - Tell teacher trainees that each group will report to the class. Summary & assessment (10 mins) - Ask each group to share their analysis of the grammar activity with the class. - After every group has shared their ideas, highlight any of the points below that were not covered. Points to highlight Activity 1 - The grammar structure is introduced in a listening activity – but the focus is on listening skills rather than grammar. - There are pictures in the listening activity to contextualise the grammar students will study and help them understand the meaning of the target grammar. - The target grammar is used with new vocabulary students have been learning (pen, book, bag, desk) - Students do not have to produce the grammar at this stage. Activity 2 - Students practice the target grammar structures in a listen and say activity. - Students learn the target grammar structures as chunks of language. - Students do not analyse the grammar structure or use specific grammar terms. - This is a very controlled activity and students do not have to produce the target grammar independently. Activity 3 - Students play a game to practice the target grammar. - Although students keep repeating the target grammar – doing this repetition in a game makes it more interesting. - Students use real objects in the game to help them understand the target grammar by making it meaningful. - This activity is less controlled because students can choose which grammar structure to use in the game. General - The sequence of activities moves from more controlled to less controlled - by Activity 3 students have to produce the target grammar independently. - The grammar is taught in a fun and meaningful way. - The activities involve multisensory elements. Annex Resources to be used during this lesson: - Worksheet – Teaching Grammar to Young Learners - Handout – Sample Grammar Activity (prepare one copy per group) - Teacher Resource - Activator Activity – print and cut up one set of sentences

Worksheet (Module 2, Lesson 19) Teaching Grammar to Young Learners ກດິ ຈະກຳທີ 1 ອຳ່ ນຄຳຖະແຫງຼ ກຽ່ ວກບັ ກຳນສອນໄວຍຳກອນ ໃຫແ້ ກຜ່ ຮ້ ຽນໜມ່ ນອ້ ຍ. ຕດັ ສນິ ໃສວຳ່ ເຈຳ້ົ agree (ເຫນັ ດ)ີ ຫຼື disagree (ບເໍ່ ຫນັ ດ)ີ ຕກ່ໍ ບັ ຄຳຖະແຫງຼ ແຕລ່ ະອນັ ແລະ ໃຫເ້ ຫດຜນໜງ່ຶ ອນັ ວຳ່ ຍອ້ ນຫຍງັ . ຄຳຖະແຫງຼ Agree Disagree 1 ຜ້ຮຽນໜ່ມນ້ອຍ ບໍສ່ ນໃຈຮຽນໄວຍຳກອນ. ☺  2 ໄວຍຳກອນ ຕອ້ ງຖກືຼ ສອນໃນຮບແບບບລິບດລວມ ເພຼຶືອ່ ໃຫມ້ ນັ ມຄີ ວຳມໝຳຍ ສຳລບັ ນັກຮຽນ. 3 ຫນທຳງດຽວ ທີຶ່ນັກຮຽນ ສຳມຳດຮຽນໄວຍຳກອນໄດ້ ນົ້ນັ ກຄຼື ຖຳ້ ຄ ອະທບິ ຳຍ ກ່ຽວກັບຫັຼກໄວຍຳກອນໄວຢ້ ຳ່ ງຈະແຈງ້ . 4 ນກັ ຮຽນ ຈຳເປັນຕອ້ ງ ‘ຄນ້ົ ພບ’ ຫຼັກກຳນຕ່ຳງໆດ້ວຍຕວຂອງເຂຳເອງ ຍອ້ ນວຳ່ ດວ້ ຍວິທກີ ຳນນີົ້ ພວກເຂຳ ຈະສຳມຳດຈຶຼຈ່ື ຳໄດດ້ ກີ ວຳ່ ເກົ່ຳ. 5 ພວກເຮຳ ບ່ໍພຽງແຕ່ສອນຫກຼັ ໄວຍຳກອນເທ່ຳົ ນົ້ັນ. ນັກຮຽນ ຈຳເປນັ ຕອ້ ງຮຽນ ກຽ່ ວກບັ ວທິ ກີ ຳນນຳໃຊ້ໄວຍຳກອນໃນຊົວ່ ໂມງຮຽນເວຳ້ົ ແລະ ຮຽນຂຽນ. ກດິ ຈະກຳທີ 2 ອຳ່ ນເບງິ່ຶ ລຳຍລະອຽດ ກຽ່ ວກບັ ຕວຢຳ່ ງລຳດບັ ກດິ ຈະກຳໄວຍຳກອນ. ວເິ ຄຳະກດິ ຈະກຳທີ 1- 3 ໂດຍນຳໃຊຄ້ ວຳມຮ້ ກຽ່ ວກບັ ກຳນສອນຜຮ້ ຽນໜມ່ ນອ້ ຍ. Worksheet (Module 2, Lesson 19) Teaching Grammar to Young Learners ກດິ ຈະກຳທີ 1 ອຳ່ ນຄຳຖະແຫງຼ ກຽ່ ວກບັ ກຳນສອນໄວຍຳກອນ ໃຫແ້ ກຜ່ ຮ້ ຽນໜມ່ ນອ້ ຍ. ຕດັ ສນິ ໃສວຳ່ ເຈຳ້ົ agree (ເຫນັ ດ)ີ ຫຼື disagree (ບເ່ໍ ຫນັ ດ)ີ ຕກໍ່ ບັ ຄຳຖະແຫງຼ ແຕລ່ ະອນັ ແລະ ໃຫເ້ ຫດຜນໜງຶ່ ອນັ ວຳ່ ຍອ້ ນຫຍງັ . ຄຳຖະແຫງຼ Agree Disagree 1 ຜຮ້ ຽນໜມ່ ນ້ອຍ ບໍສ່ ນໃຈຮຽນໄວຍຳກອນ. ☺  2 ໄວຍຳກອນ ຕອ້ ງຖືກຼ ສອນໃນຮບແບບບລິບດລວມ ເພຶືຼ່ອໃຫມ້ ັນມຄີ ວຳມໝຳຍ ສຳລບັ ນກັ ຮຽນ. 3 ຫນທຳງດຽວ ທຶີ່ນກັ ຮຽນ ສຳມຳດຮຽນໄວຍຳກອນໄດ້ ນັ້ນົ ກຄືຼ ຖ້ຳຄ ອະທບິ ຳຍ ກ່ຽວກບັ ຫັກຼ ໄວຍຳກອນໄວ້ຢ່ຳງຈະແຈງ້ . 4 ນັກຮຽນ ຈຳເປັນຕອ້ ງ ‘ຄນ້ົ ພບ’ ຫຼັກກຳນຕຳ່ ງໆດ້ວຍຕວຂອງເຂຳເອງ ຍອ້ ນວ່ຳດ້ວຍວທິ ກີ ຳນນົ້ີ ພວກເຂຳ ຈະສຳມຳດຈ່ຼືຈຶ ຳໄດ້ດກີ ວຳ່ ເກົຳ່ . 5 ພວກເຮຳ ບພ່ໍ ຽງແຕສ່ ອນຫຼັກໄວຍຳກອນເທົ່ຳນນົັ້ . ນກັ ຮຽນ ຈຳເປນັ ຕອ້ ງຮຽນ ກຽ່ ວກບັ ວທິ ກີ ຳນນຳໃຊໄ້ ວຍຳກອນໃນຊ່ົວໂມງຮຽນເວຳ້ົ ແລະ ຮຽນຂຽນ. ກດິ ຈະກຳທີ 2 ອຳ່ ນເບງຶ່ິ ລຳຍລະອຽດ ກຽ່ ວກບັ ຕວຢຳ່ ງລຳດບັ ກດິ ຈະກຳໄວຍຳກອນ. ວເິ ຄຳະກດິ ຈະກຳທີ 1- 3 ໂດຍນຳໃຊຄ້ ວຳມຮ້ ກຽ່ ວກບັ ກຳນສອນຜຮ້ ຽນໜມ່ ນອ້ ຍ.

Handout (Module 2, Lesson 19) Sample Grammar Activity Note: In the first activity ‘Listen and stick’ students have stickers for the key vocabulary – pen, book, bag and desk and the stick them in the correct picture.

Teacher Resource (Module 2, Lesson 19) Activator Activity – cut up one set of sentences and put them into a box. My mother likes cooking. Kham loves football. We will go to work on Monday. I have two sisters. Anna dances very well. My friends and I play tennis after school. Tom speaks English very well. She studies Japanese. My father doesn’t like ice cream, but I really love it. I don’t like pizza, but my brother loves it. My grandmother always goes to the temple with my grandfather. I hate playing the trumpet, but my sister plays it every day after work. I can climb trees and swim in the river. My friend has a dog and I have a cat. My monkey is lovely and it has two children.

Lesson 20 Module: 2 Time: 50 minutes Subject: Teaching Sub-topic: Consolidation English 1 Learning outcomes: At the end of the Topic 1: Primary lesson, teacher trainees will be able to: English Teaching - demonstrate their understanding of Resources the content of this topic by Teacher Resource - Review Quiz answering questions in a quiz Assessment - Check teacher trainees’ answers to the quiz Activator (5 mins) - Choose any game or activity from Module 2, Topic 1 to use an activator. Teaching and learning activities Introduction (10 mins) - Ask teacher trainees to tell you what they have learnt teaching English in this topic. - Elicit their ideas. - Explain that in this lesson, teacher trainees are going to do a quiz to review their knowledge of this topic. Activities (30 mins) - Organise teacher trainees into teams of 4-6 and give each team a piece of paper. - Read the questions one by one. Ask teacher trainees to discuss the answer and write it on the sheet. - When you have asked all the question, ask each team to swap their answer sheet with another team. - Go through the questions one by one and elicit the answers. Note: The answers are provided with the quiz questions, but you can accept different answers if they are logical. Ask teacher trainees to check the answer sheets and give a point for each correct answer. Then ask them to add the points to see which team is the winner. Summary & assessment (5 mins) - If there are any questions that teacher trainees had difficulty answering, go over them in more detail and remind them of any key points. Annex Resources to be used during this lesson: - Teacher Resource – Review Quiz

Teacher Resource (Module 2, Lesson 20) Review Quiz 1. ທກັ ສະຫກັ ໆທງັ ສອີ່ ນັ ຂອງການຮຽນພາສາອງັ ກດິ ແມນ່ ຫຍງັ ? ຄາຕອບ: ການຟງັ (listening), ການເວົ້າ (speaking), ການອາ່ ນ (reading) ແລະ ການຂຽນ (writing) 2. ຈງົ່ ບອກຊຄ່ີ ນຸ ລກັ ສະນະຂອງຜຮູ້ ຽນໜມຸ່ ນອູ້ ຍ ມາສອງຢາ່ ງ. ຄາຕອບ: ສອງຄນຸ ລັກສະນະໃດກໄໍ ດູ້ ດ່ງັົ ຄາຕອບດ້າູ ນລມຸ່ – ພວກເຂາ ເປນັ ເດັກນູ້ອຍ ທຫ່ີ າກເໍ ຂ້ົາຮຽນໄດປູ້ ະມານປີສອງປ.ີ ພວກເຂາ ມວທິ ການຮບັ ຮທູ້ າງດູ້ານພາສາແບບລວມໆ ເຊງ່ິີ ໝາຍຄວາມວາ່ ພວກເຂາ ເຂາ້ົ ໃຈຄວາມໝາຍຂອງຂຄ້ໍ ວາມ ແຕ່ຍງັ ບໍ່ສາມາດທາການວເິ ຄາະພາສາໄດູເ້ ທ່ອີ . ພວກເຂາ ມທກັ ສະການອາ່ ນ ແລະ ການຂຽນ ທີ່ຈາກດັ - ລວມທັງໃນພາສາຂອງພວກເຂາເອງ. ໂດຍລວມແລວູ້ , ພວກເຂາ ຈະຄດິ ກຽ່ ວກັບຕວເອງ ຫາຍກວາ່ ຄນອນ່ີ . ພວກເຂາ ມຄວາມຮູ້ ກຽ່ ວກັບໂລກອູອ້ ມຕວ ຢ່າງຈາກດັ . ພວກເຂາ ມ່ວນຊນີ່ ກບັ ຄວາມໄຝຝ່ ັນ, ຈນິ ຕະນາການ ແລະ ການເຄອີ່ ນໄຫວ. (2 ຄະແນນ – 1 ຄະແນນ ຕ່ຄໍ າຕອບທຖີ່ ກຕອູ້ ງໜງີ່ ອັນ) 3. Comprehensible input ໝາຍຄວາມວາ່ ແນວໃດ? ຄາຕອບ: Comprehensible input ໝາຍເຖິງ ພາສາ ທນ່ີ ກັ ຮຽນ ເຂາົ້ ໃຈງາ່ ຍ ຍອູ້ ນວ່າ ລະດບັ ຂອງພາສາມຄວາມເໝາະສມ ແລະ ຄ ກໍນາໃຊູ້ຮບພາບ, ທາ່ ທາງປະກອບ ແລະ ອນ່ີ ໆ ເພ່ອີ ສະແດງໃຫູເ້ ຫນັ ເຖງິ ຄວາມໝາຍຂອງພາສານັົ້ນໆ. 4. ປະສາດສາພດັ ຫກັ ໆທງັ ສາມອນັ ທພ່ີ ວກເຮາ ນາໃຊເູ້ ພອີ່ ຮຽນ ແມນ່ ຫຍງັ ? ຄາຕອບ: ການເບີງິ່ / ການເບ່ິີງເຫນັ (Visual/seeing), ການຟງັ / ການໄດຍູ້ ນິ (Auditory/ hearing), ການສາພດັ / ການເຄ່ີອນໄຫວ ຫ ການປະຕບິ ດັ ( Kinaesthetic/ moving or doing) (3 ຄະແນນ – 1 ຄະແນນ ຕກ່ໍ ານຕອບຖກ ແຕລ່ ະອນັ ) 5. ຍອູ້ ນຫຍງັ ການນາໃຊູ້ multisensory approach ຈງີ່ ເປນັ ການຊວ່ ຍເຫອຜຮູ້ ຽນໜມຸ່ ນອູ້ ຍ? ຄາຕອບ: Multisensory approaches ເປີດໂອກາດ ໃຫູ້ເດກັ ນູອ້ ຍ ໄດ້ຮູ ຽນ ໂດຍຜາ່ ນປະສາດສາພັດຫາຍກວາ່ ໜງີ່ ອັນ. 6. ການຮຽນແບບຕງ້ັົ ໜາູ້ (active learning) ໝາຍຄວາມວາ່ ແນວໃດ? ຄາຕອບ: ການຮຽນແບບຕັ້ງົ ໜາູ້ (Active learning) ໝາຍຄວາມວ່າ: ນັກຮຽນ ນັກຮຽນ ຈະໄດເູ້ ຂົາ້ ຮວ່ ມໃນການຮຽນຂອງພວກເຂາຢ່າງຕັ້ງົ ໜາູ້ ໂດຍຜ່ານທາງການຮ່ວມມກັນ ແລະ ການຮຽນ ດວູ້ ຍການປະຕິບດັ ແທນທີ່ຈະເປັນການຟັງ ແລະ ຈ່ຈີ າ. 7. ບອກຊ່ີ ທກັ ສະການຟງັ ສາມອນັ ຫກັ ໆມາ. ຄາຕອບ: ສາມທກັ ສະ ໃນບນັ ດາທກັ ສະຕາ່ ງໆດງົ່ັ ຕໍໄ່ ປນົ້ – ການຄາດຄະເນ (predicting), ການຟັງເອາໃຈຄວາມສາຄັນ (listening for gist), ການຟງັ ເອາລາຍລະອຽດຂໍມ້ ນ (listening for details), ການຊອກຫາຄາສັບທ່ເີ ປນັ ສນັ ຍາລັກ (recognising signposts), ການເດາຄວາມໝາຍ (guessing meaning). (3 ຄະແນນ – 1 ຄະແນນ ຕ່ໍໜີງ່ ທກັ ສະ)

8. ຍອູ້ ນຫຍງັ ການຄາດຄະເນ ກອ່ ນການຟງັ ຈງ່ີ ສາຄນັ ? ຄາຕອບ: ເມອີ່ ພວກເຮາ ຄາດຄະເນຫວຂໍ້ຂອງການເວົາ້ ຫ ການສນທະນາໃດໜີງ່ ກ່ອນທພ່ີ ວກເຮາ ຈະຟັງນັ້ນົ , ຄວາມຮອູ້ ້ອູ ມຕວຂອງພວກເຮາ ຈະຊ່ວຍໃຫູ້ພວກເຮາ ສາມາດທາການຄາດເດາ ກຽ່ ວກບັ ປະເພດຂມໍ້ ນ ທີ່ພວກເຮາ ກາລງັ ຈະໄດ້ຍູ ິນໄດູ້. ນອກຈາກນ,້ົ ການທາການຄາດຄະເນ ຍັງຈະຊ່ວຍກະຕນຸູ້ ໃຫູ້ເຮາ ຄດິ ເຖງິ ຄາສບັ ທກີ່ ຽ່ ວຂອູ້ ງ ເຊງີ່ິ ຖກຈັດເກບັ ຢ່ໃນສະໝອງຂອງພວກເຮາ ແລະ ສິີງ່ ດ່ງົັ ກາ່ ວນົ້ ຈະຊວ່ ຍໃຫູ້ພວກເຮາ ເຂ້າົ ໃຈ ກຽ່ ວກັບສງິີ່ ທີ່ພວກເຮາ ກາລງັ ຟັງຢ່ ຢ່າງເລກິ ເຊງີິ່ ກວາ່ ເກົ່າ. 9. ຍກຕວຢາ່ ງຂອງກດິ ຈະກາການຟງັ ສາລບັ ຜຮູ້ ຽນໜມຸ່ ນອູ້ ຍ ຂນ້ົ ມາສາມຕວຢາ່ ງ. ຄາຕອບ: ຍອມຮບັ ໄດູ້ ຕໍ່ກັບຄາຕອບໃດໜີ່ງດົງັ່ ຕໄໍ່ ປນົ້ (ຫ ຄາຕອບແບບອີ່ນໆ ທີ່ສມເຫດສມຜນ) – ຟັງ ແລະ ຊົ້ໃສ່, ຟັງ ແລະ ເວາ້ົ , ຟງັ ແລະ ປະຕິບດັ , ຟງັ ແລະ ຂດວງມນອອູ້ ມ, ຟັງ ແລະ ໝາຍຕວເລກໃສ່, ຟັງ ແລະ ຕກິ ເລອກເອາ, ຟງັ ເພງ, ຟັງນທິ ານ, ຟງັ ແລະ ຕອບຄາຖາມ, ຕອບຄາຖາມແບບຖກ/ ຜິດ, ຕມ່ີ ໃສບ່ ອ່ ນຫວາ່ ງ (3 ຄະແນນ – 1 ຄະແນນ ຕໍ່ໜງ່ີ ກດິ ຈະກາ) 10. ສາມບາດກາູ້ ວຫກັ ໆ ໃນກດິ ຈະກາການຟງັ ໃດໜງ່ີ ແມນ່ ຫຍງັ ? ຄາຕອບ: ກິດຈະກາກອ່ ນການຟງັ (Pre-listening activity), ກດິ ຈະກາໃນຂະນະຟງັ (While-listening activity), ກດິ ຈະກາຫັງການຟງັ (Post-listening activity) 11. ຄາວາ່ : ກດິ ຈະກາການເວາ້ົ ແບບຄວບຄມຸ / ມຫວຂໍ້ (controlled speaking activity) ໝາຍຄວາມວາ່ ແນວໃດ? ຄາຕອບ: ຢ່ໃນ ກດິ ຈະກາການເວາົ້ ແບບຄວບຄມຸ / ມຫວຂ້ໍ (controlled speaking activities), ຜຮູ້ ຽນ ຈະທາການທອດແບບຮບແບບພາສາ ທີ່ຄສະໜອງໃຫ,ູ້ ທີ່ມຢໃ່ ນປມ້ຶ ແບບຮຽນ ຫ ຟາຍສຽງ. 12. ຍອູ້ ນຫຍງັ ກມຸ່ (chunks) ພາສາ ຈງີ່ ມຄວາມສາຄນັ ເມອີ່ ພວກເຮາ ກາລງັ ສອນເວາົ້ ຢ?່ ຄາຕອບ: ກມຸ່ (Chunks) ພາສາ ຈະຊວ່ ຍໃຫພູ້ ວກເຮາ ສາມາດແຕ່ງພາສາດ່ັົງກາ່ ວອອກມາໄດູໄ້ ວຂນ້ົ ຍ້ອູ ນວ່າພວກເຮາ ບໍ່ຈາເປນັ ຕູ້ອງຄດິ ອອກມາເປນັ ຄາສັບແຕ່ລະຄາ. 13. ບອກຊທີ່ ກັ ສະການອາ່ ນທສ່ີ າຄນັ ໆ ມາສາມທກັ ສະ. ຄາຕອບ: ສາມທກັ ສະ ໃນບນັ ດາທັກສະຕ່າງໆດງັົ່ ຕໍ່ໄປນົ້ – ການຄາດຄະເນ (Predicting), ການອ່ານຜ່ານເພອ່ີ ຊອກຈດຸ ສາຄນັ (skimming), ການອາ່ ນຜ່ານເພີອ່ ຊອກຂມໍ້ ນສະເພາະ (scanning), ການອ່ານແບບລະອຽດ (reading for details), ການເດາຄວາມໝາຍຈາກເນ້ອົ ເລອ່ີ ງ (guessing meaning from context), ການສະຫບຸຼ ແບບມເຫດຜນ (inferring). (3 ຄະແນນ – 1 ຄະແນນ ຕ່ໍໜງ່ີ ທັກສະ) 14. ການອາ່ ນຜາ່ ນເພອ່ີ ຊອກຈດຸ ສາຄນັ (skimming) ແມນ່ ຫຍງັ ? ຄາຕອບ: ການອາ່ ນຜາ່ ນເພອີ່ ຊອກຈດຸ ສາຄັນ (Skimming) ໝາຍເຖງິ ການອາ່ ນບດຄວາມໃດໜີ່ງແບບໄວໆ ເພ່ອີ ຊອກຫາແນວຄດິ ແບບລວມໆ ຫ ຊອກຫາ ໃຈຄວາມສາຄັນ (gist) ວ່າບດຄວາມດງົັ່ ກາ່ ວ ເວົາ້ ກ່ຽວກບັ ຫຍງັ . 15. ຈຸດປະສງຂອງບາດກາູ້ ວກອ່ ນການອາ່ ນ ແມນ່ ຫຍງັ ? ຄາຕອບ: ຈດຸ ປະສງຂອງບາດກາູ້ ວ ກອ່ ນການອ່ານ ແມນ່ ເພອີ່ : 1 ກຽມຄວາມພູອ້ ມ ໃຫູນ້ ກັ ຮຽນ ກອ່ ນກດິ ຈະກາການອາ່ ນ ແລະ ເພອີ່ ກະຕູ້ນຸ ຄວາມສນໃຈຂອງພວກເຂາ 2 ຊ່ວຍໃຫູ້ນັກຮຽນ ໄດູ້ທາການຄົ້ນຄດິ ກ່ຽວກັບ ສິີງ່ ທ່ພີ ວກເຂາ ຮູ້ ຫ ທາການຄາດຄະເນ ກຽ່ ວກບັ ສງິ່ີ ທພ່ີ ວກເຂາ ຈະອາ່ ນ 3 ສອນ ຫ ດງເອາ ຄາສັບສາຄນັ ໆ ທີກ່ ຽ່ ວຂອູ້ ງຕາ່ ງໆອອກມາ (3 ຄະແນນ ຖູ້າຕອບຖກໝດ – 1 ຄະແນນ ຕໍ່ຄາຕອບທ່ຖີ ກຕ້ອູ ງໜ່ງີ ອນັ )

16. ຫກັ ການສາຄນັ ອນັ ໜງີ່ ເມອີ່ ສອນຂຽນ ໃຫແູ້ ກນ່ ກັ ຮຽນ ໃນທກຸ ລະດບັ ແມນ່ ຫຍງັ ? ຄາຕຄອບ: ຕອູ້ ງບໍ່ບອກໃຫນູ້ ັກຮຽນ ຂຽນ ກຽ່ ວກບັ ບາງສ່ງິີ ທພ່ີ ວກເຂາ ຍງັ ບໍ່ສາມາດເວ້ົາເປັນພາສາອັງກິດໄດູ້ເທ່ອີ . 17. ການຂຽນແບບມການແນະນາ (guided writing) ແມນ່ ຫຍງັ ? ຄາຕອບ: ການຂຽນແບບມການແນະນາ ໝາຍເຖງິ ການສະໜອງແບບຢ່າງການຂຽນ ທ່ີນກັ ຮຽນ ສາມາດປະຕິບດັ ຕາມ ແລະ ຕ່ີມຂໍ້ມນຂອງພວກເຂາໃສ.່ 18. ບອກຊສ່ີ ອງສງ່ິີ ສາຄນັ ທຈີ່ ະຊວ່ ຍໃຫຜູ້ ຮູ້ ຽນ ສາມາດເຄອ່ີ ນຍາູ້ ຍຄາສບັ ໃໝຕ່ າ່ ງໆ ໄປໄວຢູ້ ໃ່ ນໜວ່ ຍຄວາມຈາໄລຍະຍາວ. ຄາຕອບ: ສອງສິີ່ງ ໃນບັນດາຄາຕອບຕ່າງໆດງົ່ັ ຕໍ່ໄປນົ້ - ການລມົ້ ຄນ, ການດງເອາມາໃຊ,ູ້ ການເວນ້ັົ ວັກ, ຈງ່ົັ ຫວະການຮຽນ, ການນາໃຊູ້, ຄວາມຮບັ ຮູ້ເຊງເລກິ ແລະ ຊຸຼດຄາສັບຕາ່ ງໆ. 19. ແມນ່ ຫຍງັ ທຜີ່ ຮູ້ ຽນໜມຸ່ ນອູ້ ຍ ບສໍ່ າມາດເຮດັ ໄດູ້ ເມອີ່ ພວກເຂາ ຮຽນໄວຍາກອນ? ຄາຕອບ: ຜຮູ້ ຽນໜມຸ່ ນອູ້ ຍ ບໍສ່ າມາດທາການວເິ ຄາະ ໄວຍາກອນ ຫ ພາສາໄດູ້ເທີ່ອ. 20. ປະເພດກດິ ຈະກາອນັ ໃດ ທເີ່ ໝາະສມ ສາລບັ ການສອນໄວຍາກອນ ໃຫແູ້ ກຜ່ ຮູ້ ຽນໜມຸ່ ນອູ້ ຍ? ຄາຕອບ: ເກມ, ເພງ, ບດສນທະນາແບບງາ່ ຍດາຍ ແລະ ກດິ ຈະກາການຟັງຕ່າງໆ.

Lesson 21 Module: 1 Time: 50 minutes Subject: Teaching English I Sub-topic: Learning Outcome: Topic 2: What is phonics and why do we At the end of the lesson, teacher teach it? trainees will be able to: Teaching Phonics in English - explain what phonics means and Resources: why we teach it PowerPoint Assessment: Handout – Introduction to Phonics - Class Observation Worksheet – Phonics Activities - Student interaction (sharing ideas, Activator (5 minutes) answering or asking question(s). - Tell teacher trainees that they will play game about their first sound of their name. - Ask teacher trainees to make groups with other students whose names start with the same sound as their name. - Check the sound of each group, e.g. Group 1: n, Group 2: s, etc. - Say the sound for each letter (/s/, /n/, /th/) and asks the groups to raise their hands if the sound matches the letter their names start with. - Ask the groups to repeat the sound their names start with. Teaching and Learning Activities Introduction (20 minutes) - Introduce the name of lesson, What is phonics and why do we teach it? - Show Slide 3 or write the 5 questions below on the board. 1. What’s phonics? 2. What’s phoneme? 3. What’s grapheme? 4. How many English sounds do children learn? 5. Why do we teach the phonics? - Explain that teacher trainees should try to find the answer to these questions through the lesson. They will discuss the questions in the summary. - Organise teacher trainees into pairs. - Show Slide 4 or write following words on the board. - Ask teacher trainees to try and read the words. Then ask them to discuss the two questions on Slide 4 with their partner. 1. How did you read the words? 2. Did you understand the meaning of the words? - Do feedback and elicit teacher trainees’ answers. They may say that they broke the words into syllables or smaller parts as they tried to read them. It is unlikely that they will able to understand the meaning of the words. - Show Slide 5 and ask teacher trainees to read the information. - Then ask them to discuss the 2 questions from Slide 4 again and see if their answers change. - Do feedback and elicit teacher trainees’ answers. It is likely this time that they were able to understand the words because they were presented in a context with information that helped them work out the meaning.

- Show Slide 6 and explain that reading involves lower order processes of decoding and higher order processes of comprehending. - Show Slides 7 and 8 and explain the key concepts of Phonics. - Write the key phonics terms phoneme and grapheme on the board and check teacher trainees understand the meaning. - Give out the handout Introduction to Phonics which summarises the key information about phonics. Activities (15 minutes) - Give out the worksheet Phonics Activities. - Ask teacher trainees to do Activity 1. Explain that they they need to identify the three sounds in each word and write them into the table. - Copy the table onto the board. Do feedback and elicit the answers (answers are provided on Slide 9). Answers: - Ask teacher trainees to do Activity 2. Explain that they have to underline the ‘ee’ sound in each word and write the spelling of the sound. Check they understand that it may be spelt in different ways. - If teacher trainees cannot read the words, do the activity together. Read each word and ask them to listen for the ‘ee’ sound. - Copy the words onto the board. Do feedback and elicit the answers (answers are provided on Slide 10). Answers:

Summary and assessment (10 minutes) - Show Slides 11 – 13 and explain phonics role in learning to read. - Ask teacher trainees to discuss the 5 questions from the Introduction stage with their partner. - Do feedback and elicit the answers. (Answers are provided on Slide 14). Suggested answers 1. What’s phonics? Phonics is the relationship between the letters or letter combinations in written language and the individual sounds in spoken language. 2. What’s phoneme? Phoneme is an individual sound in a word. 3. What’s grapheme? Grapheme is a grapheme is the ‘symbol’ or letter(s) representing a sound (phoneme). 4. How many English sounds do children learn? We learn only 42 English sounds. 5. Why do we teach the phonics? We teach the phonics because it helps children learn to read or develop reading skill, but children cannot read using phonics alone. Annex Resources to be used during this lesson: Handout – Introduction to Phonics Worksheet – Phonics Activities

Handout (Module 1, Lesson 21) Introduction to Phonics ການອອກສຽງແມນ່ ຫຍງັ ? • ໂດຍທົ່ວໄປ, ການອອກສຽງແມນ່ ເນນັ້ ໃສ່ letter sound relationships (ການພວພັນລະຫວາ່ ງສຽງໃນຕວອັກສອນ). • ການສອນການອອກສຽງແມ່ນຊວ່ ຍໃຫນ້ ັກຮຽນເຂ້າັ ໃຈວາ່ ມີການພວພນັ ກັນລະຫວ່າງສຽງຕາ່ ງໆຂອງພາສາເວາັ້ ແລະ ຕວອກັ ສອນ ແລະ ການສະກດຄາທໄ່ີ ດສ້ ະແດງໃຫເ້ ຫັນສຽງເຫົາ່ ນ້ນັ ໃນພາສາຂຽນ. ເປນັ ຫຍງັ ພວກເຮາຈງ່ີ ສອນການອອກສຽງ? • ຖ້າເດກັ ນ້ອຍເຂາ້ັ ໃຈວາ່ ຕວອັັກສອນ ແລະ ສຽງຕາ່ ງໆມກີ ານພວພນັ ກັນ, ເຂາເຈັາ້ ຈະສາມາດນາໃຊຄ້ ວາມຮນ້ ກັີ້ ັບຄາສບັ ທີ່ຄນ້ ເຄີຍ ແລະ ຄາ ສັບທີ່ບ່ໍຄນ້ ເຄຍີ ເພອ່ີ decode (ຟ້ອງສຽງ) ແລະ ອາ່ ນຄາສັບເຫາ່ົ ນ້ັນ. • Decoding (ການຟ້ອງສຽງ) ໝາຍເຖງການເປງັ່ ສຽງອອກມາເປນັ ຄາສບັ -ໂດຍເວາັ້ ອອກເປັນສຽງແຕ່ລະສຽງໃນຄາສັບນັ້ນ ແລະ ໂຮມເຂ້ັາ ກັນເພ່ອີ ໃຫ້ ‘ໄດຍ້ ນ’ັຄາສັບ. ສີງ່ ສາຄັນນັນ້ ກຄວ່າ ຄາສັບຄາໜງ່ີ ແມນ່ ເປນັ ພາກສວ່ ນຂອງພາສາເວາັ້ ຂອງເດກັ ນອ້ ຍ, ຖາ້ ບໍ່ດັງົ່ ນັ້ນ, ເດັກນອ້ ຍ ຈະຟອ້ ງສຽງຄາສັບໄດແ້ ຕ່ພວກເຂາຈະບໍ່ເຂ້າັ ໃຈຄາສັບ. ສບັ ສະເພາະ Phoneme – sound ສຽງແຕລ່ ະອນັ ໃນຄາສັບໃດໜີ່ງ. • ໃນພາສາອງັ ກດແມນ່ ປະກອບມີ 44 ສຽງທ່ີປະກອບເຂາັ້ ໃນຄາສັບໃດໜງ່ີ ຫ ສຽງຕາ່ ງໆ ແຕ່ໃນເວລາທີ່ພວກເຮາສອນການອອກສຽງໃຫ້ ແກ່ເດັກນອ້ ຍ, ພວກເຮາສອນພຽງແຕ່ 42 ສຽງຂອງຕວອກັ ສອນທສ່ີ ະແດງຢູ່ໃນຕາຕະລາງລມ່ ນ.ີັ້ Grapheme – ແມນ່ ສັນຍາລັກ ຫ letter(s) (ຕວອກັ ສອນ) ທສ່ີ ະແດງເຖງສຽງຕ່າງໆ (ແຕລ່ ະສຽງໃນຄາສັບໃດໜງ່ີ ). • ບາງສຽງແມນ່ ສະແດງອອກດ້ວຍຕວອກັ ສອນຕວດຽວ ຕວຢ່າູ ງ, ສຽງ ‘t’ັແມນ່ ສະແດງອອກດວ້ ຍຕວອັກສອນ t. • ບາງສຽງຂອງຕວອັກສອນແມນ່ ສະແດງອອກດ້ວຍສອງ, ສາມ ຫ ສ່ີຕວອັກສອນທີ່ຂຽນເຂັ້າກັນ ຕວຢູ່າງ, sh. • ສຽງຕວອັກສອນຕ່າງໆສາມາດສະກດໄດ້ັຫັ າຍກວາ່ ໜງ່ີ ວທ.ີ ໃຫເ້ ບ່ີງວທກີ ານສະກດທີ່ແຕກຕ່າງກນັ ຂອງສຽງ ‘ee’ັໃນ green.

ການສອນການອອກສຽງ • ໃນເວລາທ່ີພວກເຮາສອນການອອກສຽງໃຫເ້ ດກັ ນອ້ ຍ, ພວກເຮາຈະສອນເຂາເຈ້ັາພຽງແຕ່ການສະກດຄາຢາູ່ ງດຽວສາລັບສຽງຂອງແຕ່ລະຕວ ອກັ ສອນ. • ໂດຍປກົ ກຕແລັວ້ັ ໃນບດຮຽນການອອກສຽງໃດໜງີ່ , ນກັ ຮຽນຈະ: • ຮຽນຮສ້ ຽງຂອງຕວອກັ ສອນໃດໜ່ີງ ແລະ ປະກອບເປນັ ທາ່ ທາງ; ການປະກອບເປັນທ່າທາງແມ່ນຊວ່ ຍໃຫເ້ ດັກນອ້ ຍນກັ ຮຽນຈຈີ່ າສຽງຕວ ອກັ ສອນໄດ.້ • ຝກຶ ໄຈແ້ ຍກສຽງຂອງຕວອັກສອນ. • ຝກຶ ຂຽນສຽງຂອງຕວອກັ ສອນ. • ການອອກສຽງປກົ ກະຕແລ້ວແມນ່ ຈະຖກສອນໂດຍການນາໃຊວ້ ການຮຽນຮໂ້ ດຍຜ່ານອນຊີສາພດັ (multisensory approach)- ເດກັ ນ້ອຍນກັ ຮຽນເຫນັ ສຽງຂອງຕວອກັ ສອນ, ໄດຍ້ ນສຽງຂອງຕວອັກສອນ, ແລະ ຮສ້ ກຶ (ຮບັ ຮ)້ ໄດຮ້ ບຮາ່ ງສຽງຂອງຕວອກັ ສອນຜາ່ ນກດຈະ ກາຕ່າງໆ. ບດບາດ ແລະ ໜາ້ ທຂ່ີ ອງການອອກສຽງໃນການອາ່ ນ • ການຟອ້ ງສຽງໂດຍນາໃຊກ້ ານອອກສຽງແມ່ນຈາເປັນສາລບັ ນກັ ອາ່ ນທີ່ກາລງັ ເລ່ີມອາ່ ນ ເພາະວ່າມນັ ແມ່ນວທີ ‘wordັattack’ັ(ການຈ ໂຈມຄາສັບ) ທີ່ນກັ ຮຽນສາມາດນາໃຊໃ້ ນເວລາທີ່ພວກເຂາເຫັນຄາສັບໃໝໃ່ ດໜງີ່ . • ໃນຕອນຕ້ນັ ຂອງການຮຽນອາ່ ນ ການອອກສຽງແມນ່ ຊວ່ ຍໃຫນ້ ກັ ຮຽນພດັ ທະນາໄດຢ້ າູ່ ງໄວວາ. • ເຖງແນວໃດກຕາມ, ການຟ້ອງສຽງຢູ່າງດຽວແມ່ນບໍ່ພຽງພໃນການອ່ານ ເພາະວາ່ ການຟ້ອງສຽງບໍ່ສາມາດຊວ່ ຍໃຫຜ້ ຮ້ ຽນຮເ້ ຂັາ້ ເຖງຄວາມ ໝາຍໄດ.້ • ການຊອກຫາຄວາມໝາຍແມນ່ ‘reward’ັforັreading (ລາງວນັ ສາລບັ ການອາ່ ນ). ຈດນແີັ້ ມນ່ ສັາຄັນ ແຕ່ຖາ້ ຫາກບ່ໍມລີ າງວັນສາລບັ ເດກັ ນ້ອຍນກັ ຮຽນ ເຂາເຈັ້າອາດຈະບໍ່ມີແຮງກາລງັ ໃຈໃນການອາ່ ນ. • ການອອກສຽງແມນ່ ໜີງ່ ໃນຫາ້ ອງປະກອບທີ່ເດັກນ້ອຍນກັ ຮຽນຕ້ອງການ (ຕອ້ ງມີ) ເພອ່ີ ທີ່ຈະກາຍເປນັ ນກັ ອາ່ ນ. ອງປະກອບຂອງການອ່ານ ການຮບັ ຮ້ສຽງງ ການອາ່ ນເພອ່ີ ຄວາມເຂ້ັາໃຈ ການອອກສຽງ ຄາສບັ ຄວາມຄ່ອງແຄວ້

Worksheet (Module 1, Lesson 21) Phonics Activities ກດຈະກາ 1 ຄາສບັ ໃນຫອ້ ງຕາຕະລາງລມ່ ນ້ັີ ແມນ່ ມີ 3 ສຽງຂອງຕວອກັ ສອນ. ແຍກຄາສບັ ເຫາ່ົ ນອ້ັີ ອກເປນັ ສຽງ ແລະ ຂຽນສຽງຂອງຕວອກັ ສອນໃສ່ໃນຫອ້ ງຕາຕະລາງ. 1 23 ກດຈະກາ 2 ຄາສບັ ທງັ ໝດໃນຫ້ອງຕາຕະລາງລມ່ ນແ້ັີ ມນ່ ມສີ ຽງຂອງຕວອັກສອນ ee. ຈົ່ງຂດີ ກອ້ ງສຽງ ee ໃນແຕ່ລະຄາສັບທີ່ຢູ່ໃນຖັນທາອດ ແລະ ຂຽນຕວສະກດໃນຖນັ ທສີ ອງ. Words Spelling















Lesson 22 Module: 1 Time: 50 minutes Sub-topic: Sounds (1) Subject: Teaching Learning outcomes: At the end of the English 1 lesson, teacher trainees will be able to: Topic 2: Teaching - pronounce 21 sounds and do their Phonics in English actions. Resources Assessment PowerPoint - Observation Phonics cards – the first 21 sounds (prepare one set) Handout – Sounds and Actions (1) Activator (5 mins) - Say some simple words and asks students to segment and count the sounds in the words. - Suggested words: Teaching and learning activities Introduction (20 mins) - Explain to the following information to teacher trainees. They are probably familiar with the English alphabet. The alphabet has 26 letters. When we say the alphabet – we say the letter names. When we speak English, we use 44 different sounds. All words are made using these sounds. When we teach phonics, we teach children 42 sounds. - Show the PowerPoint Slide which lists the 42 sounds we teach children in phonics. - Tell teacher trainees that today they will learn the first 21 sounds. - Teach the sounds using the steps below: o Show the phonics card, e.g. o Say the sound two or three times o Ask teacher trainees to repeat the sound o Teach the action, e.g. Make a shape like a snake with your hand. o Ask teacher trainees to say the sound. - Repeat these steps for each sound. - Ask teacher trainees, Why do you think we teach students an action for each sound? - Elicit teacher trainees’ ideas. Then explain that the action is a memory aid to help students remember the sound. Activities (15 mins) - Organise teacher trainees into groups of 4 or 5 and give each teacher trainee a copy of the handout. - Ask teacher trainees take turns saying the sounds and the rest of the group should do the actions. - When everyone in the group has taken a turn, ask teacher trainees to repeat the activity but this time one person should do an action and the rest of the group should say the sound. Summary & assessment (10 mins) - Hold up the phonics cards in a random order and ask teacher trainees to say the sounds and do the actions.

Handout (Module 1, Lesson 22) Sounds and Actions (1) ສຽງຂອງ ທາ່ ທາງປະກອບ ຕວົ ອກັ ສອນ ເຮດັ ເປັນຮູບຮ່າງຄກື ັນກບັ ງູໂດຍໃຊ້ມືຂອງທາ່ ນ ໃຊນ້ ້ິວມືສະແດງທ່າທາງເປນັ ມດົ ທີ່ໄຕຂ່ ້ືິນແຂນຂອງທາ່ ນ ໃຊມ້ ືຂອງທ່ານສະແດງທາ່ ທາງເປນັ ເຕາ່ົ ລອຍນ້າ ສະແດງທ່າທາງເກົາຂາທຄ່ີ ັນຂອງທ່ານ ສະແດງທາ່ ທາງປອກໝາກຮ່ງ ສະແດງທ່າທາງຂີ່ລົດຈກັ ສະແດງທາ່ ທາງກາລງັ ໂທຫາຜໃູ້ ດຜໜູ້ ີື່ງໂດຍວາງມຂື ອງທາ່ ນໃສ່ປາກຂອງທາ່ ນ ສະແດງທາ່ ທາງທັບໄຂ່ ສະແດງທາ່ ທາງຮູ້ສຶກຮິ້້ອນ ສະແດງທາ່ ທາງລມົ ໂທລະສັບ ສະແດງທາ່ ທາງລບູ ໜາ້ ທອ້ ງຂອງທາ່ ນ ສະແດງທ່າທາງຕກອງ ສະແດງທ່າທາງກັບໂກກ້ າລັງໄຕຝ່ າ ສະແດງທ່າທາງເປີດປດິ ສະແດງທ່າທາງກິັງ້ ຄນັ ຮົມ່ ສະແດງທາ່ ທາງເລຍ ice cream ສະແດງທ່າທາງຕກເບັດ ສະແດງທາ່ ທາງຕົບບານ (ລ້ຽງບານ) ສະແດງທ່າທາງກະໂດດ ສະແດງທາ່ ທາງບນຄເື ຜືິ້ງໂຕໜງ່ີື ສະແດງທ່າທາງພັດຄືກບັ ລົມ

Lesson 23 Module: 1 Time: 50 minutes Subject: Teaching English 1 Topic 2: Teaching Sub-topic: Sounds (2) Learning outcomes: A the end of the Phonics in English lesson, teacher trainees will be able to: - pronounce 21 advanced sounds and do their actions. Resources Assessment Large phonicscards Observation (prepare on A4 paper) Handout – Sounds and Actions (2) Worksheet – Phonics Listening Activity Activator (5 mins) - Put the large phonics cards on the floor. - Ask teacher trainees to take turns jumping over the sound - for each letter sound they jump over they have to say the sound and do the action. - After the activity, pick up each phonics card and ask the whole class to say the sound and do the action. Teaching and learning activities Introduction (25 mins) - Remind teacher trainees that we usually teach children 42 sounds and in the previous lesson, they studied the first 21 sounds children learn. Explain that in this lesson, teacher trainees will study the other 21 sounds. - Note: Not all of the actions for the second set of sounds have been finalised yet. If there is a sound with no action, just practice pronouncing the sound. The actions will be finalised by the next year. Explain this to teacher trainees. - Teach the sounds following the same procedure as the previous lesson, o Show the phonics card, e.g. o Say the sound two or three times o Ask teacher trainees to repeat the sound o Teach the action, e.g. Mime playing with a yo-yo. o Ask teacher trainees to say the sound. - Repeat these steps for each sound. - Then show the phonics cards and choose individual students to say the sound and do the action. - Give out the handout – Sounds and Actions (2) and ask teacher trainees to practice the sounds and actions in pairs. Note: Explain about the missing actions on the handout. Activities (15 mins) - Tell the teacher trainees that they are going to do a multiple-choice listening activity. - Give out the Worksheet – Phonics Listening Activity. - Explain that, for each item, you will say one of the sounds (option a, b or c) and teacher trainees have to listen and circle the sound they hear. - Do number 1 together as an example, say the sound and ask teacher trainees to listen and circle the sound they hear. Then elicit the answer (b). - Continue the activity for items 2-7. Note: You can choose which sound to say for each item- but keep a record so that you can check the answers.

- Once you have completed the activity, do feedback and elicit the answers. - Answers Summary & assessment (5 mins) - Ask teacher trainees to practice saying the sounds on the worksheet and doing their actions. Annex Resources to be used during this lesson: Handout – Sounds and Actions (2) Worksheet – Phonics Listening Activity