Teaching English1 12+2

2. Making predictions, listening for gist, listening for details, recognising signposts, guessing meaning. 3. Making predictions, listening for gist, listening for details, recognising signposts and guessing meaning. 4. Making predictions helps us use our world knowledge to guess what we are going to hear. It also activates vocabulary related to the topic which helps us better understand what we hear. 5. Signposts are words like conjunctions and sequencing words. They are important because they help us link ideas and follow what the speaker is saying. 6. If students hear a word that they do not understand, we should encourage them to guess the meaning. Summary & assessment (5 mins) - Review the types of listening skills mentioned in the reading text. Then ask teacher trainees to discuss the questions below with in pairs. 1. Which types of listening skills do you use when you listen to English? 2. Which listening skills do you think are most challenging? 3. Which listening skills do you think you need to practice more? - Do feedback and ask volunteers to share their answers. Annex Resources to be used during this lesson: - Worksheet – Listening Skills

Worksheet (Module 2, Lesson 7) Listening Skills ກດິ ຈະກຳ ອຳ່ ນຂມ້ໍ ນູ ກຽ່ ວກບັ ປະເພດທກັ ສະກຳນຟງັ ທແີ່ ຕກຕຳ່ ງກນັ ແລະ ຕອບຄຳຖຳມທີ 1 - 6. Top-down listening skills (ທກັ ສະກຳນຟງັ ແບບໃຊຄູ້ ວຳມຮທູ້ ມີ່ )ີ ນຳໃຊຄູ້ ວຳມຮູ້ ເພອີ່ ທຳຄວຳມເຂຳ້ົື ໃຈ ກຽ່ ວກບັ ຄວຳມໝຳຍ ແລະ Bottom-up listening skills (ທກັ ສະກຳນຟງັ ແບບວເິ ຄຳະເອຳົ ) ທຳກຳນວເິ ຄຳະສຽງ, ຄຳສບັ , ປະໂຫຍກ ແລະ ບດົ ຄວຳມ ເພອີ່ ທຳຄວຳມເຂຳົ້ື ໃຈ ກຽ່ ວກບັ ຄວຳມໝຳຍ ມີ ທກັ ສະກຳນຟງັ ຫກັ ໆ ບຳງອັນ ທີຄ່ ູສອນພຳສຳອງັ ກິດ ຄວນຊວ່ ຍນກັ ຮຽນ ພັດທະນຳ. 1. Predicting content (ກຳນຄຳດເດົຳ ກຽ່ ວກບັ ເນອື້ ໃນ) – ເມອ່ີ ພວກເຮົຳ ຄຳດເດົຳຫວົ ຂໍຂ້ ອງກຳນເວືຳ້ົ ຫ ກຳນສົນທະນຳໃດໜ່ີງ ກອ່ ນທພ່ີ ວກເຮົຳ ຈະຟງັ ນັນື້ , ຄວຳມຮູ້ອູ້ອມຕົວຂອງພວກເຮົຳ ຈະຊວ່ ຍໃຫ້ພູ ວກເຮົຳ ສຳມຳດທຳກຳນຄຳດເດຳົ ກ່ຽວກບັ ປະເພດຂໍ້ມູນ ທ່ີພວກເຮຳົ ກຳລັງຈະໄດູ້ຍິນໄດູ້. ນອກຈຳກນ,ີື້ ກຳນທຳກຳນຄຳດເດຳົ ຍງັ ຈະຊ່ວຍກະຕູ້ນໃຫູ້ເຮົຳ ຄດິ ເຖງິ ຄຳສບັ ທກ່ີ ່ຽວຂ້ອູ ງ ເຊີງິ່ ຖກຈັດເກບັ ຢູ່ໃນສະໝອງຂອງພວກເຮຳົ ແລະ ສີ່ງິ ດັ່ງກ່ຳວນື້ີ ຈະຊ່ວຍໃຫູພ້ ວກເຮົຳ ເຂຳືົ້ ໃຈ ກ່ຽວກັບສີ່ິງທີ່ພວກເຮົຳ ກຳລງັ ຟງັ ຢູ່ ຢ່ຳູ ງເລິກເຊ່ິງີ ກວ່ຳເກົັ່ຳ. 2. Listening for gist (ກຳນຟັງເອຳົ ໃຈຄວຳມສຳຄນັ ) – ກຳນຟັງເອຳົ ໃຈຄວຳມສຳຄັນ ໝຳຍເຖິງກຳນພະຍຳຍຳມ ທ່ີຈະທຳຄວຳມເຂົ້ຳື ໃຈ ກ່ຽວກບັ ‘ຮູບພຳບລວມ’ ຂອງກຳນເວື້ຳົ ຫ ກຳນສນົ ທະນຳ. ເມ່ີອພວກເຮົຳ ຟງັ ເອຳົ ໃຈຄວຳມສຳຄນັ ,ພວກເຮຳົ ຈະພະຍຳຍຳມສມໃສ່ຄຳສບັ ໃນເນອື້ ໃນ - ຄຳນຳມ, ຄຳຄນນຳມ ແລະ ຄຳກຳມະ ເຊ່ິີງສຳມຳດຊວ່ ຍເຮົຳສູ້ຳງຮູບພຳບລວມດ່ງັ ກ່ຳວໄດູ.້ ໂດຍທັວ່ົ ໄປແລູ້ວ, ພວກເຮົຳ ຈະບອກໃຫນູ້ ັກຮຽນ ຟັງເອຳົ ໃຈຄວຳມສຳຄນັ ເພອີ່ ສູ້ຳງຄວຳມເຂືົຳ້ ໃຈແບບລວມໆ ກ່ຽວກັບບດົ ຟງັ ກ່ອນທພ່ີ ວກເຮົຳ ຈະບອກໃຫູພ້ ວກເຂຳົ ຟັງເອົຳລຳຍລະອຽດຂມ້ໍ ູນ. 3. Listening for details (ກຳນຟງັ ເອຳົ ລຳຍລະອຽດຂມ້ໍ ນູ ) – ກຳນຟງັ ເອົຳລຳຍລະອຽດຂມໍ້ ນູ ຈະສມໃສ່ຟັງ ເພ່ີອຊອກເອຳົ ຂ້ໍມນູ ສະເພຳະໃດໜ່ີງ ໂດຍອຳດຈະແມ່ນຕົວເລກ, ຊີ່ ຫ ວັດຖໃຸ ດໜງີ່ . ເຈຳົື້ ສຳມຳດປອູ່ ຍຂ້ຳູ ມຂ້ໍມນູ ຕຳ່ ງໆ ທ່ີຟັງເບ່ີິງແລູວ້ ຄຊິບໍກ່ ່ຽວຂູ້ອງ ແລະ ສມໃສ່ກຳນຟງັ ເອົຳລຳຍລະອຽດຂ້ມໍ ູນ ທີເ່ ຈົ້ືຳຕູ້ອງກຳນເທົັຳ່ ນ້ັນື . 4. Recognising signposts (ກຳນຊອກຫຳສນັ ຄຳສບັ ທເີ່ ປນັ ສນັ ຍຳລກັ ) – ກຄກນັ ກັບປຳ້ ຍບອກທຳງຢູຕ່ ຳມທູ້ອງຖະໜນົ , ໃນພຳສຳ ກມີຄຳສັບທເີ່ ປັນສນັ ຍຳລັກຕ່ຳງໆ ເຊ່ີິງຈະຊ່ວຍໃຫູ້ພວກເຮຳົ ສຳມຳດຕິດຕຳມຊອກຫຳ ສ່ງິີ ທີ່ພງກເຮຳົ ກຳລງັ ຟັງຢູໄ່ ດູ້. ຄຳສບັ ທີເ່ ປນັ ສັນຍຳລັກເຫຳ່ັົ ນ້ືັນ ປະກອບດູວ້ ຍຄຳສັບທ່ວີ ່ຳ: ອນັ ທໜີ ່ງີ , ອັນທີສອງ, ທູ້ຳຍສດນີ້ື ແລະ ຄຳເຊີ່ອມຕຳ່ ງໆ ເຊ່ັນ: ຍູ້ອນວຳ່ , ແຕວ່ ່ຳ ແລະ ອນ່ີ ໆ. ຄຳສບັ ເຫຳັົ່ ນື້ີ ຈະຖກນຳໃຊູ້ ເພອ່ີ ເຊ່ອີ ມຕແ່ໍ ນວຄວຳມຄິດຕ່ຳງໆ ແລະ ຊວ່ ຍໃຫພູ້ ວກເຮົຳ ເຂຳ້ືົ ໃຈ ກ່ຽວກັບສີ່ິງທ່ຜີ ູເ້ ວືົ້ຳ ກຳລັງເວຳົື້ ຢໄູ່ ດູ້. 5. Guessing meaning (ກຳນເດົຳຄວຳມໝຳຍ) – ກຳນເດົຳຄວຳມໝຳຍ ໝຳຍເຖິງກຳນນຳໃຊູ້ຄຳໄບູ້ຕ່ຳງໆ ແລະ ຄວຳມຮູເ້ ດີມ ເພ່ີອຊອກຫຳ ຫ ເດຳົ ຄວຳມໝຳຍຂອງພຳສຳ ທີພ່ ວກເຮົຳ ບ່ໍເຂຳ້ົື ໃຈ. ຄຳຖຳມ 1. ຄວຳມແຕກຕຳ່ ງ ລະຫວ່ຳງທກັ ສະກຳນຟງັ ແບບໃຊູຄ້ ວຳມຮູ້ທ່ີມີ ແລະ ທັກສະກຳນຟງັ ແບບວິເຄຳະເອົຳ ແມ່ນຫຍັງ? 2. ທັກສະກຳນຟັງທສ່ີ ຳຄນັ ໆ ທີ່ເວຳ້ົື ເຖງິ ໃນບົດຄວຳມດ່ັງກ່ຳວນີ້ື ແມນ່ ຫຍັງ? 3. ຍູ້ອນຫຍັງ ກຳນຄຳດເດຳົ ກ່ຽວກບັ ສີ່ິງທີ່ພວກເຮຳົ ກຳລັງຈະໄດູ້ຟັງ ຈ່ີງມີຄວຳມສຳຄນັ ? 4. ‘ກຳນຟັງເອຳົ ໃຈຄວຳມສຳຄັນ’ ໝຳຍຄວຳມວ່ຳແນວໃດ? 5. ຄຳໄບູ້ ແມ່ນຫຍັງ ແລະ ຍອູ້ ນຫຍັງພວກມນັ ຈ່ງີ ມຄີ ວຳມສຳຄັນ? 6. ພວກເຮຳົ ຄວນກະຕກຊກຸ ຍູໃ້ ຫູນ້ ກັ ຮຽນ ເຮັດຫຍງັ ເມອ່ີ ພວກເຂົຳ ໄດູ້ຍນິ ຄຳສັບ ທ່ີພວກເຂົຳ ບເ່ໍ ຂຳືົ້ ໃຈ?

Lesson 8 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Listening Activity Learning outcomes: At the end of the English Teaching Sequences lesson, teacher trainees will be able to: - explain the different stages of a listening activity sequences and the purpose of each stage Resources Assessment Worksheet 1 – Listening Activities Sequences - Check teacher trainees’ answer to Worksheet 2 – Listening Activity Sequence for Young the activity on Worksheet 2. Learners. Activator (5 mins) - Explain that you will demonstrate a simple listening activity sequence. - Give each teacher trainee a copy of the activity from Worksheet 1 – Listening Activities and ask them to look at Activity 1 and follow your instructions. Demonstration Pre-listening activity - Point to the pictures and ask some questions to activate teacher trainees’ knowledge and elicit important vocabulary. For example: Who can you see? What are the pictures are about? What is he doing in the first picture? What is he doing in the second picture? etc. While listening activity - Read the transcript below and ask students to listen and draw the times on the clocks. Somphone’s Daily Routine Somphone wakes up at 6 o’clock every day. First, he has a shower and gets dressed. Then at 7 o’clock he eats his breakfast. After breakfast he goes to school. He usually arrives at school at 8 o’clock. After school he usually meets his friends to play football. He has dinner with his family and in the evening, then he does his homework. At 10 o’clock he goes to bed. - Draw four clocks on the board and ask volunteers to draw the correct time on each clock. - Practice saying the times on each clock together. Post-listening activities - Ask teacher trainees to work in pairs and talk about what time they do each of the things in the pictures, e.g. I wake up at 6.30 am. Teaching and learning activities Introduction (10 mins) - Ask the question What were the steps of the listening activity in the activator? - Elicit their ideas and write the steps of the activity on the board. This information will be used at the end of the lesson. Suggested answers - The teacher asked some questions about the pictures. - The teacher asked teacher trainees to listen and complete the clocks with the correct time.

- The teacher checked the answers on the board. - The teacher asked teacher trainees to talk about what time they do each activity shown in the pictures. - Explain that when we design listening activities are often designed as a sequence. Introduce the three main stages in a listening activity sequence – pre-listening, while listening and post- listening. Activities (25 mins) Activity 2 - Ask teacher trainees to look at Activity 2 and read the information about the stages of a listening activity sequence. - Go over the information, check teacher trainees understand it and answer any questions they have. Worksheet 2 - Organise teacher trainees into pairs. - Give out the Worksheet 2 – Listening Activity Sequence for Young Learners. - Ask teacher trainees to look at the listening activity sample and the instructions in the table. Explain that they have to work in pairs to read the instructions and complete the table with the purpose of each activity (a-f). - Do feedback and elicit the answers. Answers 1 d 2 b 3 f 4 c 5 a 6 e Summary & assessment (10 mins) - Ask teacher trainees to explain the purpose of pre-listening, while-listening, and post-listening activities in their own words. - Ask them to look at the steps on the board from the activator activity. Look at each step and ask, Which stage of the listening activity sequence is this? What was the purpose of this activity? - Discuss their ideas together. Suggested answers Pre-listening – Asking questions about the pictures to activate key vocabulary. (Making predictions / Activating knowledge) While listening – Listening and drawing the times on the clock. (Listening for details) Post listening – Extending the listening activity into a speaking activity. Annex Resources to be used during this lesson: - Worksheet 1 – Listening Activities Sequences - Worksheet 2 – Listening Activity Sequence for Young Learners.

Worksheet 1 (Module 2, Lesson 8) ກດິ ຈະກຳ 1 Listening Activities ຟງັ ຄຳແນະນຳຈຳກຄຂູ ອງເຈຳົ້ ແລວ້ ຕມ່ື ຂມໍ້ ນູ ໃສກ່ ດິ ຈະກຳດຳ້ ນລມ່ . Activity taken from page 11 of Super Minds Level 2, Cambridge University Press. ກດິ ຈະກຳ 2 ອຳ່ ນຂມ້ໍ ນູ ກຽ່ ວກບັ ບຳດກຳ້ ວຕຳ່ ງໆ ໃນລຳດບັ ກດິ ຈະກຳກຳນຟງັ . ເມືອ່ ພວກເຮຳ ສອນຟງັ , ສ່ງືິ ສຳຄນັ ແມນ່ ຕ້ອງຮບັ ປະກັນວຳ່ : ນັກຮຽນ ຕອ້ ງມີ ຈດປະສງ ທືຈີ່ ະແຈງ້ ກ່ຽວກບັ ກຳນຟງັ ດງ່ັ ກຳ່ ວ ຢຕູ່ ະຫອຼ ດເວລຳ. ນອກຈຳກນີ,້ົ ມນັ ຍງັ ມີຄວຳມສຳຄັນຫຳຼ ຍ ທື່ຕີ ້ອງໄດປ້ ະຕບິ ດັ ກິດຈະກຳໃດໜ່ງື ຫຼ ກິດຈະກຳຕຳ່ ງໆ ເພື່ອກຽມຄວຳມພອ້ ມໃຫ້ນັກຮຽນ ກ່ອນທພ່ືີ ວກເຂຳ ຈະຟງັ . ໂດຍລວມແລວ້ , ລຳດັບກິດຈະກຳກຳນຟງັ ປະກອບດວ້ ຍ ສຳມບຳດກຳ້ ວຫກັຼ ຄ: 1. Pre-listening activities ກດິ ຈະກຳກອ່ ນກຳນຟງັ (ກອ່ ນຈະຟງັ ) • ເປັນກດິ ຈະກຳໃດໜງື່ ຫຼ ບນັ ດຳກິດຈະກຳ ທປ່ີື ະຕິບດັ ເພືອ່ ກຽມຄວຳມພອ້ ມ ໃຫນ້ ັກຮຽນ ກອ່ ນກດິ ຈະກຳກຳນຟງັ ແລະ ເພືອ່ ກະຕ້ນຄວຳມສນໃຈ ໃນກດິ ຈະກຳດງ່ັ ກ່ຳວ. • ໃຫ້ນກັ ຮຽນ ໄດ້ຄ້ົນຄິດ ກຽ່ ວກບັ ສງິື່ ທພ່ືີ ວກເຂຳ ຮູ້ ຫຼ ທຳກຳນຄຳດຄະເນ ກຽ່ ວກບັ ສງິ່ື ທ່ືພີ ວກເຂຳ ຈະ ຟັງ. • ຄູ ອຳດສອນ ຫຼ ດງເອຳ ຄຳສບັ ສຳຄນັ ໆ ທກ່ືີ ຽ່ ວຂອ້ ງຕຳ່ ງໆອອກມຳ. 2. While listening activities ກດິ ຈະກຳໃນຂະນະທກ່ືີ ຳລງັ ຟງັ (ກຳລງັ ຟັງ) • ເປນັ ກດິ ຈະກຳໃດໜື່ງ ຫຼ ບນັ ດຳກດິ ຈະກຳ ທໃີື່ ຊ້ເພືອ່ ຝກຶ ຝນົ ບນັ ດຳທກັ ສະກຳນຟງັ ແບບຮອບດຳ້ ນ ທືີແ່ ຕກຕຳ່ ງກັນ. • ສ່ວນໃຫຍ່ແລວ້ , ພວກເຮຳ ຈະໃຊກ້ ິດຈະກຳໃນຂະນະທ່ກີື ຳລງັ ຟັງ ຢູ່ສອງ ຫຼ ຫຳຼ ຍອັນ. ນກັ ຮຽນ ຈະເລມີື່ ຕ້ົນດ້ວຍກຳນຟັງ ເພ່ອື ຊອກຫຳ ໃຈຄວຳມສຳຄນັ ຫຼ ຄວຳມເຂ້ຳົ ໃຈແບບລວມໆ ກຽ່ ວກບັ ຂ້ຄໍ ວຳມດງ່ັ ກຳ່ ວ ແລະ ຫງຼັ ຈຳກນົ້ນັ ກໃຫຟ້ ັງອີກຄງ້ົັ ເພືອ່ ທຳກຳນຟັງແລ້ວຊອກຫຳ ຂມ້ໍ ນູ ລຳຍລະອຽດສະເພຳະອນື່ ໆ. • ເຖງິ ຢ່ຳູ ງໃດກຕ່ໍ ຳມ, ສຳລັບຜ້ຮູ ຽນໜ່ມນອ້ ຍແລວ້ ; ພວກເຮຳ ອຳດບອກໃຫ້ພວກເຂຳປະຕິບັດ ກດິ ຈະກຳທງືີ່ ່ຳຍດຳຍໜງ່ື ອັນ ໃນຂະນະທພີື່ ວກເຂຳ ເຮດັ ກດິ ຈະກຳກຳນຟງັ ຢູ່. 3. Post-listening activities ກດິ ຈະກຳຫງັຼ ກຳນຟງັ (ຫງຼັ ຈຳກຟງັ ແລວ້ ) • ເປນັ ກດິ ຈະກຳໃດໜງ່ື ຫຼ ບນັ ດຳກດິ ຈະກຳ ທໃື່ີ ຊ້ເພອ່ື ຊ່ວຍນກັ ຮຽນ ທຳກຳນກວດກຳຄນວຳ່ ພວກເຂຳ ເຂຳ້ົ ໃຈ ກຽ່ ວກບັ ສງິື່ ທືີ່ໄດ້ຍິນດີແລ້ວບ. • ສວ່ ນຫຳຼ ຍແລ້ວ, ກິດຈະກຳເຫ່ຳັຼ ນ້ົີ ຈະປະກອບດວ້ ຍ ກຳນໃຫ້ ຄຳຕອບ ຈຳກຂຄ້ໍ ວຳມທ່ຟີື ງັ ຫຼ ສມໃສ່ ກຳນແປເປນັ ພຳສຳແມຂ່ ອງນກັ ຮຽນ. ສວ່ ນໃຫຍ່ແລ້ວ, ບັນດຳກດິ ຈະກຳກຳນຟັງດັ່ງກຳ່ ວນົີ້ ຈະຕິດຕຳມມຳດ້ວຍ ກດິ ຈະກຳກຳນເວຳ້ົ ໃດໜງື່ ເຊງິ່ື ອຳດເປນັ ສ່ວນໜ່ງື ຂອງລຳດບັ ໃນກດິ ຈະກຳຫງຼັ ກຳນຟງັ .

Worksheet 2 (Module 2, Lesson 8) Listening Activity Sequence for Young Learners ກດິ ຈະກຳ ເບງ່ືິ ລຳຍລະອຽດຕວຢຳູ່ ງກດິ ຈະກຳກຳນຟງັ ແລະ ຄຳແນະນຳກດິ ຈະກຳ ຢໃູ່ ນຕຳຕະລຳງດຳ້ ນລມ່ . ຕມ່ື ຂມ້ໍ ນູ ກຽ່ ວກບັ ຈດປະສງຂອງແຕລ່ ະກດິ ຈະກຳ (a-f) ໃສໃ່ ນຕຳຕະລຳງ. Pre-listening Activities ກດິ ຈະກຳກອ່ ນກຳນຟງັ ຈດປະສງຂອງກດິ ຈະກຳ ຄູ ຊ້ໃີົ ສ່ຮູບພຳບໃນກດິ ຈະກຳທີ 1 ແລະ ຖຳມຄຳຖຳມນກັ ຮຽນ _______ ກຽ່ ວກັບສ່ງືິ ທ່ີືເດັກນ້ອຍກຳລັງເຮດັ ຢູ່. _______ ຄູ ຊົ້ີໃສວ່ ັດຖຸໃນຫອ້ ງຮຽນ ທ່ືີຢູ່ໃນຮູບພຳບ ໃນກດິ ຈະກຳທີ 1 ແລະ ຈດປະສງຂອງກດິ ຈະກຳ ບອກໃຫ້ນັກຮຽນ ເວ້ົຳຊຂ່ື ອງວດັ ຖເຸ ຫ່ຳັຼ ນົ້ນັ . ______ While listening Activities ກດິ ຈະກຳໃນຂະນະທກີື່ ຳລງັ ຟງັ ນກັ ຮຽນ ຟັງບດສນທະນຳ ແລະ ໝຳຍໂຕເລກໃສ່ໃນຮບູ ພຳບ ໃນກດິ ຈະກຳທີ 1. _______ ຄູ ອຳດເປດີ ຟຳຍສຽງສອງຄງ້ັົ . ຈດປະສງຂອງກດິ ຈະກຳ ຄູ ຊົໄີ້ ປທີຮ່ື ບູ ພຳບໃນກດິ ຈະກຳທີ 1 ເທອື່ ລະອັນ ແລະ ບອກໃຫ້ ນກັ ຮຽນ _______ ຈັບຄູ່ໂຕເລກບດສນທະນຳໃສ່ຮບູ ພຳບ. Post-listening Activities ກດິ ຈະກຳຫງຼັ ກຳນຟງັ ຄູ ເປດີ ຟຳຍສຽງ ສຳລັບກດິ ຈະກຳທີ 2 ແລະ ບອກໃຫ້ນກັ ຮຽນ ຟງັ ແລະ ເຂົຳ້ ໄປມີສວ່ ນຮ່ວມ. ນກັ ຮຽນ ຫ້ິນົຼ ເກມລອງເດຳເບງິ່ື – ກິດຈະກຳທີ 3. _______ ເພ່ືອສມໃສ່ ກຳນແປເປັນພຳສຳແມຂ່ ອງນກັ ຮຽນ ຈຳກກດິ ຈະກຳກຳນຟງັ – What’s this? Is a pencil? No, it isn’t. Is it a pen? Yes, it is. ກຳນຝກຶ ແອບພຳສຳດງ່ັ ກຳ່ ວນີ້ົ ຍັງເປັນກຳນກຽມຄວຳມພອ້ ມໃຫ້ແກ່ ນກັ ຮຽນ ເພືອ່ ປະຕິບດັ ກິດຈະກຳທີ 3 ນຳອກີ . ເພ່ອື ເປັນກຳນທວນຄນ ຄຳສບັ ຫກັຼ ໆ ທ່ກີື ຽ່ ວຂອ້ ງກບັ ບດ. ກຳນດງເອຳຄຳສບັ ຫກັຼ ໆ ທກ່ືີ ່ຽວຂອ້ ງກບັ ບດອອກມຳ ກອ່ ນດຳເນນີ ກດິ ຈະກຳກຳນຟັງ ຈະຊ່ວຍໃຫ້ນກັ ຮຽນສຳມຳດກຳນດໄດວ້ ຳ່ ຕອ້ ງຕງົັ້ ໃຈຟງັ ຄຳສັບໃດ ເພອ່ື ໃຫພ້ ວກເຂຳ ສຳມຳດປະຕິບດັ ກດິ ຈະກຳຕ່ຳງໆ ໄດ້ຢູ່ຳງສຳເລດັ ຜນ. ເພອ່ື ໃຫໂ້ ອກຳດນກັ ຮຽນ ໄດມ້ ເີ ວລຳທຳກຳນກວດກຳຄນ ຄຳຕອບຂອງພວກເຂຳ. d ເພື່ອກະຕ້ນຄວຳມສນໃຈຂອງນັກຮຽນ ຕ່ໍກັບກດິ ຈະກຳດງ່ັ ກຳ່ ວ ແລະ ຊ່ວຍໃຫນ້ ັກຮຽນ ເຂຳົ້ ໃຈເນົ້ອໃນຄວຳມໝຳຍຂອງຂ້ຄໍ ວຳມ ທືີພ່ ວກເຂຳ ຈະໄດຟ້ ງັ . ເພ່ືອຝຶກແອບ ດ້ວຍກຳນນຳໃຊ້ພຳສຳແມ່ຂອງນກັ ຮຽນ ແລະ ເຊ່ືອມຕ່ກໍ ດິ ຈະກຳກຳນຟງັ ໃສ່ກບັ ກິດຈະກຳກຳນເວຳ້ົ ໃດໜງື່ . ເພ່ອື ພັດທະນຳບັນດຳທັກສະກຳນຟງັ .

Worksheet 2 (Module 2, Lesson 8) Activity taken from page 11 of Super Minds Level 1, Cambridge University Press.

Lesson 9 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Teaching Listening Learning outcomes: At the end of the English Teaching Skills to young learners lesson, teacher trainees will be able to: - name a range of suitable listening activities for young learners Resources Assessment Lesson 9 PowerPoint - Observe teacher trainees during pair Worksheet – Listening Activities for Young Learners and group work. English textbook samples from Lesson 5 and 6 (one set per group) Activator (5 mins) - Write the following questions on the board, What are the three stages of a listening activity? What is the purpose of each stage? - Organise the teacher trainees into pairs and them to discuss the questions. - Do feedback and elicit the answers. Teaching and learning activities Introduction (5 mins) - Show the Lesson 9 PowerPoint. - Review the information about teaching listening to young learners from Lesson 6. Activities (30 mins) Activity 1 - Organise the teacher trainees into pairs. - Give out Worksheet 1 – Listening activities for Young Learners. Ask them to look at Activity 1. - Explain that they have to match the activity types in the box to their descriptions. - Do feedback and elicit the answers. Answers 1. Listen and do 2. Listen and point 3. Listen and say 4. Listen to the song 5. Listen and circle 6. Listen and tick 7. Listen and number/order 8. Listen to the story 9. True / False 10. Gap fill 11. Listen and answer Activity 2 - Organise teacher trainees into groups of five. Give each group a set of textbook samples. - Ask them to find examples of listening activities from Activity 1 in the textbook samples. - Do feedback. Ask each group to report on the activities they found to the rest of the class. Summary & assessment (5 mins) - Ask teacher trainees to discuss the following question in groups Why do you think that Listen and do or Listen and point are easier than gap fill and Listen and answer activities? - Do feedback and elicit their answers: Suggested answer: Because of the level of demand of the response that students have to give. In the more challenging activities, students have to listen and write at the same time and continue listening to the next part of the text as they write their answer. Listen and do or listen and point require much simpler, less demanding responses from students. Annex Resources to be used during this lesson: - Worksheet – Listening Activities for Young Learners

Worksheet (Module 2, Lesson 9) Listening Activities for Young Learners ກດິ ຈະກຳທີ 1 ຈບັ ຄູ່ ປະເພດກດິ ຈະກຳ ທຢ່ີ ໃູ່ ນຫອ້ ງດຳ້ ນລມູ່ ໃຫຖ້ ກື ກບັ ຄຳພນັ ລະນຳຂອງພວກມນັ . True / False Listen and do Gap fill Listen and number / order Listen and answer Listen and point Listen and circle Listen to the story Listen to the song Listen and tick Listen and say ູ່ງຳຍກວູ່ຳ 1 __________________ ນກັ ຮຽນ ເຮັດທູຳ່ ທຳງ, ຫື ແຕ້ມຮບ, ຕຳມຄຳແນະນຳ. 2 __________________ ນັກຮຽນ ຈະຟງັ ແລະ ຊີ້ໃສ່ຮູ ບພຳບໃດໜງ່ີ ຢໃູ່ ນປມ້ຶ ຫື ວັດຖຸຈງິ . 3 __________________ ນກັ ຮຽນ ຈະຟັງຄຳສັບໃໝູ່ ຫື ວະລໃີ ໝູ່ ແລ້ວເວຳ້ີ ຫື ລີມ້ື ຄນື . 4 __________________ ນັກຮຽນ ຈະຟັງເພງໃດໜ່ີງ ເພອີື່ ຄວຳມບນັ ເທີງ. ຫື ພວກເຂຳ ອຳດເຂຳີ້ ໄປມີສູ່ວນຮວູ່ ມ ດວ້ ຍກຳນເຮັດທູ່ຳທຳງ ຫື ຮ້ອງໄປນຳ. 5 __________________ ນກັ ຮຽນ ຈະໄດຮ້ ັບຊຸດຄຳສບັ ຫື ຮບພຳບຊດຸ ໜງ່ີ ແລະ ພວກເຂຳ ຈະຂີດວງມນໃສູ່ ເມອ່ືີ ພວກເຂຳ ໄດ້ຍນິ ພວກມັນ ໃນຄຳພນັ ລະນຳ, ໃນນິທຳນ ຫື ໃນບັນຊີລຳຍກຳນວັດຖຸຕຳູ່ ງໆ. 6 __________________ ນັກຮຽນ ຈະໄດ້ຮັບລຳຍກຳນບັນຊີ ຫື ຊຸດຮບພຳບອນັ ໜ່ງີ ແລະ ຂີດໝຳຍຕິກເອຳຄຳສບັ ຫື ຮບພຳບ ທີພ່ ວກເຂຳ ໄດ້ຍິນພວກມັນ ໃນຄຳພນັ ລະນຳ, ໃນນິທຳນ ຫື ໃນບັນຊີລຳຍກຳນວັດຖຸຕູຳ່ ງໆ. 7 __________________ ນັກຮຽນ ຈະໄດ້ຮບັ ລຳຍກຳນບນັ ຊີ ຫື ຄຳສບັ ຫື ປະໂຫຍກ ຫື ຊຸດຮບພຳບອັນໜ່ີງ ແລະ ຈດັ ລຽງພວກມນັ ໃຫ້ຖືກຕຳມລຳດັບ ດ້ວຍກຳນໃສູໝ່ ຳຍເລກໃຫແ້ ກູ່ພວກມັນ ເມີ່ອື ພວກເຂຳ ໄດຟ້ ງັ ຄຳພັນລະນຳ, ໃນນທິ ຳນ ຫື ໃນບັນຊີລຳຍກຳນ. 8 __________________ ນກັ ຮຽນ ຈະໄດ້ຟັງນິທຳນ ເພີ່ອື ຄວຳມບັນເທງີ . ຫື ຄ ອຳດບອກໃຫ້ພວກເຂຳ ຟງັ ແລະ ຈຳກນີັນ້ ຈ່ີງເຮັດກິດຈະກຳຕຍ່ໍ ອດ ຫື ອຳດກວດກຳເບິ່ງີ ຄວຳມເຂີຳ້ ໃຈຂອງພວກເຂຳ. 9 __________________ ຂໍ້ຄວຳມທ່ກີ ຳລັງຟງັ ປະກອບດວ້ ຍຄຳຖະແຫງຈຳນວນໜີງ່ ເຊິີ່ງບຳງອັນ ແມູນ່ ຄຳຖະແຫງທີຖ່ ືກຕ້ອງ ແລະ ບຳງອັນ ແມູ່ນຄຳຖະແຫງທບີ່ ຖ່ໍ ືກ, ນກັ ຮຽນ ຈະຟັງ ແລະ ໝຳຍວ່ຳູ ຄຳຖະແຫງດັ່ງກູ່ຳວ ຖືກ ຫື ຜິດ. ທ້ຳທຳຍຂ້ີນ 10 __________________ ນັກຮຽນ ຈະໄດຮ້ ັບປະໂຫຍກ ຫື ຂໍຄ້ ວຳມ ທມີ່ ີບອູ່ ນຫວູ່ຳງ ຫື ມຂີ ໍ້ມນຂຳດຫຳຍໄປ. ນັກຮຽນ ຈະຟງັ ແລະ ຕີມ່ື ຂມ້ໍ ນໃສູ່ບູ່ອນຫວູ່ຳງດັ່ງກຳູ່ ວ. 11 __________________ ນັກຮຽນ ຈະໄດຮ້ ບັ ຄຳຖຳມ ແລະ ນັກຮຽນ ຕອ້ ງໄດຟ້ ັງຂໍ້ຄວຳມ ເພອື່ີ ຊອກຫຳຄຳຕອບ. ຖຳ້ ນກັ ຮຽນ ກຳລັງຟງັ ເພອ່ືີ ເອຳໃຈຄວຳມສຳຄັນ, ອຳດເອຳຄຳຖຳມແບບລວມໆໜ່ງີ ຄຳຖຳມ ໃຫພ້ ວກເຂຳ ເພີອື່ ໃຫພ້ ວກເຂຳ ຊອກຄຳຕອບ. ຖຳ້ ພວກເຂຳ ກຳລງັ ຟງັ ເພ່ີືອຊອກຂ້ມໍ ນລະອຽດ, ອຳດເອຳຄຳຖຳມປຳລະໄນ ໃຫ້ພວກເຂຳ ເພອ່ືີ ໃຫພ້ ວກເຂຳ ຊອກຄຳຕອບ. ກດິ ຈະກຳທີ 2 ເບງິີ່ ຕວຢຳູ່ ງສຳມອນັ ໃນປມ້ຶ ແບບຮຽນ. ຊອກເບງິີ່ ຕວຢຳູ່ ງບນັ ດຳກດິ ຈະກຳກຳນຟງັ ຈຳກກດິ ຈະກຳທີ 1 ທຢີ່ ໃູ່ ນຕວຢຳູ່ ງໃນປມຶ້ ແບບຮຽນ. ເຈຳ້ີ ສຳມຳດຊອກເຫນັ ກດິ ຈະກຳໃດແດູ່?

Lesson 10 Subject: Teaching Module: 2 Time: 50 minutes English 1 Sub-topic: Speaking Skills Topic 1: Primary Learning outcomes: At the end of the English Teaching lesson, teacher trainees will be able to: - differentiate between controlled Resources and free speaking activities Lesson 10 PowerPoint Assessment Worksheet 1 – Speaking Activities - Observe teacher trainers during pair and group work. - Check their answers to the worksheet activities. Activator (5 mins) - Ask teacher trainees What are the four English language skills we teach students? - Elicit the answers and ask the class to clap for the teacher trainee who answers correctly. Answer Listening, speaking, reading and writing. - Tell teacher trainees that today they are going to learn about speaking skills. - Ask them what they remember about speaking skills from the materials analysis task in Lessons 5 and 6. Elicit their ideas. Teaching and learning activities Introduction (10 mins) - Organise teacher trainees into groups of 4-5. - Explain that there are three systems we need to master to speak English. One system is the Vocabulary system. - Tell teacher trainees that they have to work in groups and guess what the other two systems are. - Give them about five minutes to discuss their ideas. Then ask each group to share the two systems they have come up with and see if any groups got the answer correct. - Show the PowerPoint Slide 2 and discuss the answer. Answer The three language systems we need to master to speak English are: - The system of sounds - The vocabulary system - The system of grammar - Show Slides 3 and 4 and present the information about speaking skills to the teacher trainees. Activities (30 mins) - Write the following questions on the board, What do you think a controlled speaking activity is? What do you think a free speaking activity is? - Ask teacher trainees need to work in their group and brainstorm their ideas. - Ask groups to share their ideas. Then show the answers on Slide 5 of the PowerPoint. Answer In controlled speaking activities the learner reproduces language models provided by the teacher, textbook or audio. In free speaking activities, the learner has the freedom to to communicate their message or complete a task.

Activity 1 - Give out the worksheet – Speaking Skills and ask teacher trainees to look at Activity 1. - Explain that they have to read the information about speaking skills to answer the two questions. - Ask teacher trainees to check their answers with a partner. Then check them as a class. - Answers 1. Most speaking activities for young learners are controlled and reproductive in nature – speaking instruction starts with drilling and repeating models. 2. Meaning is important because if students cannot understand spoken language, they cannot learn it. Activity 2 - Ask teacher trainees to look at Activity 2. - Explain that they need to discuss the speaking activities and decide which activities are controlled activities and which activities are free activities and tick the correct column in the table. Ask them to complete the activity in groups. - Do feedback and elicit the answers by asking a volunteer from each group to stand up and read the activity and share their group’s answer. Answers 1 Controlled 2 Free 3 Controlled 4 Controlled 5 Free 6 Free 7 Free 8 Controlled 9 Controlled 10 Free 11 Controlled 12 Free Summary & assessment (5 mins) - Ask teacher trainees to tell their group three things they have learnt about speaking skills in this lesson. - Ask volunteers to share their answers with the class Annex Resources to be used during this lesson: - Worksheet – Speaking Skills

Worksheet (Module 2, Lesson 10) Speaking Skills ກດິ ຈະກຳທີ 1 ອຳ່ ນຂມ້ໍ ນູ ທໃີ່ ຫ້ ແລວ້ ຕອບຄຳຖຳມ. 1. ກິດຈະກຳກຳນເວົ້ຳປະເພດໃດ ທີ່ຖກື ນຳໃຊ້ ຢູໃ່ ນສກືີ່ ຳນສອນ ສຳລບັ ຜຮູ້ ຽນໜມ່ ນ້ອຍ ຢເູ່ ລົື້ອຍໆ? 2. ຍ້ອນຫຍງັ ຄວຳມໝຳຍ ຈ່ີງມຄີ ວຳມສຳຄັນ ເມ່ອືີ ສອນ ກ່ຽວກັບທັກສະກຳນເວ້ຳົ ໃຫ້ແກຜ່ ູຮ້ ຽນໜ່ມນອ້ ຍ? ເພືີອ່ ທ່ີຈະເວ້ຳົ ພຳສຳອງັ ກິດ, ພວກເຮຳ ຕອ້ ງມີຄວຳມຊຽ່ ວຊຳນ ກຽ່ ວກັບລະບບພຳສຳທັງສຳມຢ່ຳູ ງ ສຳກອ່ ນ - ລະບບຂອງກຳນ sounds (ອອກສຽງ), ລະບບ vocabulary (ຄັງຄຳສບັ ), ລະບບ grammar (ຫັກຼ ໄວຍຳກອນ). ກຳນຮຽນເວ້ຳົ ໃຫມ້ ຄີ ວຳມຊັດເຈນ ແລະ ຄອ່ ງແຄ້ວ ແມ່ນໜ່ີງໃນສງ່ີິ ທ້ຳທຳຍໃຫຍ່ ສຳລັບຜູ້ຮຽນຂອງທກພຳສຳ ຍອ້ ນວ່ຳ ເພີອື່ ທຈີ່ ະສຳມຳດເວົຳ້ ໄດ້ຢູ່ຳງຄ່ອງແຄວ້ ນັົ້ນ, ພວກເຮຳ ຕອ້ ງສຳມຳດ ເວົຳ້ ແລະ ຄດິ ເປນັ ພຳສຳນ້ນັົ ໆ ໃນເວລຳດຽວກນັ ໄດ້. ນອກຈຳກນີ້ົ, ພວກເຮຳ ຍັງຕ້ອງໄດ້ ຕດິ ຕຳມເບງ່ີິ ສງິີ່ ທເີ່ ຮຳເວຳົ້ ອອກໄປ ແລະ ດັດປັບສ່ິງີ ທີເ່ ວຳົ້ ຜິດ ໃຫຖ້ ືກຕ້ອງ ລວມທັງກຳນວຳງແຜນ ກຽ່ ວກບັ ສງິ່ີ ທ່ີພວກເຮຳ ກຳລັງຈະເວ້ົຳຕໍ່ ອີກ. ສຳລັບຜູ້ຮຽນໜ່ມນ້ອຍ, ພຳສຳເວົ້ຳ ແມນ່ ຢໃູ່ ນລະດບັ ປຳນກຳງ ໂດຍຜ່ຳນທຳງພຳສຳໃໝ່ ທີ່ໄດ້ຮບັ ກຳນ ພບພ,ໍ້ ເຂຳ້ົ ໃຈ, ຝຶກແອບ ແລະ ໄດຮ້ ຽນ. ນອກຈຳກພຳສຳປຳກເວ້ົຳ ທີ່ເປັນໜ່ີງແງ່ມມຂອງກຳນຮຽນພຳສຳແລວ້ , ຮູບແບບກຳນເວຳ້ົ ຂອງພຳສຳ ຈະເປັນຄືກນັ ກັບ ແຫງຼ່ ທມ່ີ ຳຫັກຼ ໆ ຂອງກຳນຮຽນພຳສຳ. ແຕ່ວຳ່ ຄວຳມໝຳຍຂອງມນັ ແມນ່ ຕອ້ ງມຳກອ່ ນ. ຖຳ້ ນກັ ຮຽນ ບໍ່ສຳມຳດເຂົ້ຳໃຈພຳສຳເວ້ົຳໄດ້, ພວກເຂຳ ກຈະບໍ່ສຳມຳດຮຽນມັນໄດ້. ກິດຈະກຳກຳນເວົຳ້ ມຢີ ູ່ສອງປະເພດຫຼັກໆ ຄ:ື controlled (ກິດຈະກຳກຳນເວຳ້ົ ແບບຄວບຄມ/ ມຫີ ວຂ)ໍ້ ແລະ free activities (ກດິ ຈະກຳກຳນເວຳ້ົ ແບບເອກະລຳດ/ ຕຳມໃຈ). ໃນກິດຈະກຳກຳນເວຳ້ົ ແບບ controlled ຄວບຄມ/ ມຫີ ວຂ້ໍ, ນກັ ຮຽນ ຈະທຳກຳນທອດແບບຮບູ ແບບພຳສຳ ທີຄ່ ູສະໜອງໃຫ້, ທີມ່ ີຢູໃ່ ນປຶມ້ ແບບຮຽນ ຫຼື ຟຳຍສຽງ. ໃນກິດຈະກຳກຳນເວຳ້ົ ແບບ free (ເອກະລຳດ/ ຕຳມໃຈ), ນັກຮຽນ ມສີ ິດເສລພີ ຳບ ທີ່ຈະ ນຳໃຊພ້ ຳສຳໃດກໄ່ໍ ດ້ ທພ່ີ ວກເຂຳ ຮູ້ ເພອີື່ ສສ່ີື ຳນອອກເປັນຂໍ້ຄວຳມ ຫືຼ ເພີື່ອປະຕບິ ັດໜຳ້ ວຽກໃຫ້ສຳເລັດ. ກິດຈະກຳກຳນເວົຳ້ ເກອື ບທງັ ໝດ ຢູ່ໃນສືີ່ກຳນສອນ ສຳລັບຜູ້ຮຽນໜມ່ ນ້ອຍ ແມນ່ ກດິ ຈະກຳກຳນເວ້ຳົ ໃນຮູບແບບ ຄວບຄມ/ ກຳນດຫວຂໍ້ ແລະ ກຳນຖອດແບບ. ກຳນເວົຳ້ ຈະເລ່ມີ ຕົ້ນດ້ວຍກຳນຝຶກແອບ ແລະ ຟັງ ກ່ຽວກັບວະລີຊດຸ ຕຳ່ ງໆ ແລະ ເຮັດລົ້ມຄືນ ຕຳມຮບູ ແບບດງັ່ ກຳ່ ວ. ກດິ ຈະກຳທີ 2 ສນທະນຳ ກຽ່ ວກບັ ກດິ ຈະກຳກຳນເວຳ້ົ . ກດິ ຈະກຳໃດ ທເ່ີ ປນັ ກດິ ຈະກຳກຳນເວຳ້ົ ແບບຄວບຄມ? ກດິ ຈະກຳໃດ ທເີ່ ປນັ ກດິ ຈະກຳແບບເອກະລຳດ? ຕກິ ໃສຫ່ ອ້ ງ ທຖ່ີ ກື ຕອ້ ງ ສຳລບັ ກດິ ຈະກຳແຕລ່ ະອນັ . ກດິ ຈະກຳກຳນເວຳົ້ ແບບຄວບຄມ ແບບເອກະລຳດ 1 ນກັ ຮຽນ ຟງັ ແລະ ເວົ້ຳລມົ້ ຄນື ຄຳສັບໃໝ່ ໃນເວລຳຟງັ . ✓ 2 ນັກຮຽນ ສນທະນຳກັນ ກ່ຽວກບັ ຫວຂໍ້ ທີ່ຄເູ ປັນຜູເ້ ລອື ກ. 3 ນກັ ຮຽນ ຝຶກແອບກຳນສນທະນຳ ທີ່ພວກເຂຳ ມຂີ ໍມ້ ູນ ທ່ີກະກຽມໄວແ້ ລ້ວ. 4 ນັກຮຽນ ທຳກຳນຮອ້ ງເພງ. 5 ນັກຮຽນ ແຕງ່ ເນົ້ອື ໃນກຳນສະແດງບດບຳດສມມດ. 6 ນັກຮຽນ ທຳກຳນໂຕ້ວຳທີກນັ . 7 ນກັ ຮຽນ ເຮດັ ວຽກຮ່ວມກັນ ເພ່ອືີ ອອກແບບຜນງຳນໃໝ່. ນກັ ຮຽນ ຕີມື່ ປະໂຫຍກ ກ່ຽວກັບນິໄສປະຈຳວນັ ຂອງພວກເຂຳ ໃຫ້ສຳເລັດ 8 ດ້ວຍກຳນຕີືມ່ ເວລຳ ໃສໃ່ ນປະໂຫຍກແຕ່ລະອນັ . 9 ນກັ ຮຽນ ເວຳົ້ ກ່ຽວກບັ ສ່ີງິ ທີ່ມັກ ແລະ ບມ່ໍ ັກ ດ້ວຍກຳນນຳໃຊຄ້ ຳຖຳມທວ່ີ ່ຳ Do you like…? ແລະ ຄຳຕອບທີ່ວຳ່ Yes, I do or No, I don’t. ນກັ ຮຽນ ສນທະນຳກນັ ກຽ່ ວກບັ ຄຳຖະແຫງຼ ຕຳ່ ງໆ – ໂດຍບອກວຳ່ ພວກເຂຳ ເຫັນດີ ຫືຼ 10 ບໍ່ເຫັນດີ ແລ້ວໃຫເ້ ຫດຜນ ກ່ຽວກັບຄວຳມຄດິ ເຫັນຂອງພວກເຂຳ. 11 ນັກຮຽນ ທຳກຳນສະແດງບດບຳດສມມດ ທີ່ມຢີ ູ່ໃນປຶມ້ ແບບຮຽນ. 12 ນກັ ຮຽນ ບອກຄຮູ່ ່ວມງຳນຂອງຕນ ກຽ່ ວກບັ ສງ່ີິ ທີ່ພວກເຂຳ ເຮັດໃນຕອນທ້ຳຍອຳທດິ .

Lesson 11 Module: 2 Time: 50 minutes Subject: Teaching Sub-topic: Teaching speaking Learning outcomes: At the end of the English 1 Skills to Young Learners lesson, teacher trainees will be able to: Topic 3: Primary - explain the importance of chunks English Teaching when teaching speaking skills to Resources young learners Worksheet – The sort of the chunks - analyse key features of a speaking activity for young learners. Three English textbooks samples (one set per group) Assessment - Check teacher trainees’ answers to Activity 1 and 2. Activator (5 mins) - Write the following dialogue on the board. A: How old are you? B: I am …. years old. A: How old are you? C: I am … years old. - Ask teacher trainees What type of speaking activity is this? Elicit that it is a controlled activity – a dialogue. - Choose three teacher trainees, A, B and C to read dialogue. Teacher trainee B and C have to complete the sentences with their own information. Note: Keep the dialogue on the board because you will refer to it in the Introduction activity. Teaching and learning activities Introduction (5 mins) - Give out the worksheet – Teaching Speaking Skills to Young Learners and go through the information on the worksheet. The key points are: o The first building blocks that allow children to go from listening to speaking and to begin interacting with others are ‘unanalysed chunks’. o Unanalysed chunks are phrases students learn and use without consciously analyzing. o For example, if a teacher says ‘See you tomorrow’ at the end of each lesson, some students will learn this as an unanaylsed chunk. They may understand that it is like saying ‘goodbye’, but they would not be able to explain what each word means in isolation. o Chunks help us produce language faster because we do not have to think of individual words. o There are two different types of chunks; fully fixed chunks and partially fixed chunks. o Fully fixed chunks are complete and ready to use, e.g. See you tomorrow and What do you think? o Partially fixed chunks require the speaker to add more information, e.g. Have you got…? and I like… - Refer back to the dialogue on the board and ask teacher trainees Can you see a fixed chunk in this dialogue? Can you see a partially fixed chunk in this dialogue? Elicit or establish How old are you? is a fixed chunk and I am… years old is a partially fixed chunk.

Activities (35 mins) Activity 1 - Organize teacher trainees into groups of 4-5. - Give out the worksheet – Teaching Speaking Skills to Young Learners and ask teacher trainees to look at Activity 1. - Explain that teacher trainees have to looks at the phases and sentences and underline the chunk of language in each phrase or sentence. Then decide whether they have underlined a fully fixed chunk or a partially fixed chunk. They have to write F for fully fixed chunk and P for partially fixed chunk. - Do feedback and elicit the answers. Answers 1. I like papaya salad. P 2. What’s your name? F P 3. I am from Laos. F P 4. What time is it? P 5. I’ve got two pencils. P F 6. Do you like bananas? 7. What kind of sports do you like? 8. Where do you live? Activity 2 - Organize teacher trainees into group of 4-5 and ask them to look at Activity 2. - Give each group a set of English textbook samples and explain that they have to choose a speaking activity from the textbook samples and analyse it by answering the questions in Activity 2. Summary & assessment (5 mins) - Ask a representative from each group to present their speaking activity analysis from Activity 2 to the class. Annex Resources to be used during this lesson: - Worksheet – Teaching Speaking Skills to Young Learners

Worksheet (Module 2, Lesson 11) Teaching Speaking Skills to Young Learners Chunks of language (ກມຸ່ ກອ້ ນ ພາສາ) ກ່ມຸ ກ້ອນຄາສັບ ທີ່ຊຸ່ວຍໃຫເ້ ດກັ ນ້ອຍ ສາມາດກາ້ ວຜຸ່ານຈາກຟງັ ໄປເປນັ ການເວາົ້ ແລະ ເລມ່ີ ຕ້ນົ ໂຕ້ຕອບກັບຄນອນ່ີ ໄດ້ແມຸນ່ unanalysed chunks (ກມຸ່ ຄາສບັ ທບ່ີ ຜໍ່ າຸ່ ນການວເິ ຄາະ). ສິ່ງີ ນົ້ ໝາຍຄວາມວາຸ່ ເດກັ ນອ້ ຍ ສາມາດຈຈີ່ າວະລຕາຸ່ ງໆ ທ່ພີ ວກເຂາ ໄດ້ຮຽນ ແລະ ນາໃຊພ້ ວກມນັ ໂດຍປາດສະຈາກ ການວເິ ຄາະແບບຕງັ້ົ ໃຈ. ຍກຕວຢ່າງ, ຖາ້ ຄູ ເວົ້າວຸ່າ: ‘See you tomorrow’ ໃນຕອນທາ້ ຍຂອງທກໆບດ, ຜຮູ້ ຽນບາງຄນ ຈະຮຽນເອາ ແລະ ຈຈີ່ າ ວະລດ່ັງກາຸ່ ວເປນັ ກມຸ່ ຄາສັບທບ່ີ ຜໍ່ າຸ່ ນການວເິ ຄາະ. ພວກເຂາ ອາດເຂົ້າໃຈວາຸ່ ວະລດງັ່ ກຸາ່ ວ ແມຸ່ນຄາ້ ຍຄກັນກັບການເວາົ້ ວຸ່າ: ‘goodbye’, ແຕຸ່ພວກເຂາ ຈະບ່ສໍ າມາດອະທິບາຍໄດ້ວຸ່າ ຄາສບັ ແຕລຸ່ ະຄາ ໝາຍຄວາມວາຸ່ ຈັ່ງໃດ ເມ່ອີ ແຍກພວກມັນອອກຈາກກນັ . ກຸ່ມກ້ອນຄາສບັ ຈະຊຸ່ວຍໃຫ້ພວກເຮາ ສາມາດສາ້ ງຂຄໍ້ ວາມພາສາອອກມາ ໄດໄ້ ວກວາຸ່ ຍອ້ ນວຸ່າພວກເຮາ ບໍ່ຈາເປນັ ຕ້ອງຄິດ ເປນັ ຄາສັບແຕຸ່ລະຄາ. ກຸ່ມກ້ອນຄາສບັ ມຢູສ່ ອງປະເພດທ່ີແຕກຕາຸ່ ງກນັ ; fully fixed chunks (ກມຸ່ ກອ້ ນຄາສບັ ແບບຕາຍຕວ) ແລະ partially fixed chunks (ກມຸ່ ກອ້ ນຄາສບັ ແບບເຄງິີ່ ຕາຍຕວ) . ກ່ມຸ ກ້ອນຄາສັບແບບຕາຍຕວ ແມຸນ່ ກຸ່ມກອ້ ນຄາສບັ ທສີ່ ມບນູ ແລະ ພອ້ ມຖກໃຊງ້ ານ, ເຊັນ່ : See you tomorrow ແລະ What do you think? ກຸມ່ ກອ້ ນຄາສັບແບບເຄ່ີງິ ຕາຍຕວ ແມ່ນຸ ຮຽກຮອ້ ງໃຫ້ຜູເ້ ວົາ້ ຕອ້ ງໄດ້ ຕມີ່ ຂມໍ້ ນູ ເຂາ້ົ ໃສຕຸ່ ມ່ີ , ເຊັນ່ : Have you got…? ແລະ I like… ກດິ ຈະກາທ 1 ອາຸ່ ນວະລ ແລະ ປະໂຫຍກຕາຸ່ ງໆດາ້ ນລມຸ່ . ຂດກອ້ ງ ‘ກມຸ່ ກອ້ ນຄາສບັ ’ ຂອງພາສາ ໃນວະລແຕລຸ່ ະອນັ . ຈາກນນົັ້ , ຕດັ ສນິ ໃຈວາຸ່ ມນັ ແມນຸ່ ກມຸ່ ກອ້ ນຄາສບັ ແບບຕາຍຕວ ຫ ກມຸ່ ກອ້ ນຄາສບັ ແບບເຄງ່ີິ ຕາຍຕວ. ຂຽນ F ສາລບັ ກມຸ່ ກອ້ ນຄາສບັ ແບບຕາຍຕວ (fully fixed chunk) ແລະ ຂຽນ P ສາລບັ ກມຸ່ ກອ້ ນຄາສບັ ແບບເຄງ່ີິ ຕາຍຕວ (partially fixed chunk). 1. I like papaya salad. __P__ 2. What’s your name? ______ 3. I am from Laos. ______ 4. What time is it? ______ 5. I’ve got two pencils. ______ 6. Do you like bananas? ______ 7. What kind of sports do you like? ______ 8. Where do you live? ______ ກດິ ຈະກາທ 2 ອາຸ່ ນຕວຢາ່ ງໃນປມ້ຶ ແບບຮຽນພາສາອງັ ກດິ ແລະ ເລອກກດິ ຈະກາການເວາົ້ ໜງ່ີ ອນັ ເພອ່ີ ມາວເິ ຄາະ. ຕອບຄາຖາມທ 1- 4 ຮວຸ່ ມກບັ ກມຸ່ ຂອງເຈາ້ົ 1. ເຈ້ົາເລອກກິດຈະກາການເວົາ້ ປະເພດໃດ? 2. ພາສາຫຍງັ ທນີ່ ກັ ຮຽນຜະລິດອອກມາ? 3. ກດິ ຈະກາດງ່ັ ກຸາ່ ວ ມກຸ່ມກອ້ ນຄາສັບແບບຕາຍຕວ ຫ ເຄີິງ່ ຕາຍຕວ ຫ ບ? 4. ກິດຈະກາດັງ່ ກຸ່າວ ແມຸ່ນກິດຈະກາການເວ້ົາແບບຄວບຄມ ຫ ແບບເອກະລາດ?

Lesson 12 Module: 2 Time: 50 minutes Subject: Teaching Sub-topic: Reading skills and Learning outcomes: At the end of the English 1 activities lesson, teacher trainees will be able to: Topic 1: Primary - describe six important reading skills English Teaching - identify similarities between Resources teaching reading listening skills Worksheet 1 – Reading Skills Information Search Assessment Reading Skills Information Sheets (Print one copy) - Class observation during group work - The textbook sample reading skills activities handouts. and pair work. - Check teacher trainees’ written Worksheet 1 – - Reading skills information search worksheets. work. - Reading sequences work sheets. - Check teacher trainees’ - Similarity between listening and reading skills work sheets. understanding when they are reporting their work. Activator (10 mins) Worksheet 1 - Before the lesson, stick the Reading Skills Information Sheets around the classroom, one the walls. - Give out Worksheet 1 – Reading Skills Information Search and tell teacher trainee that will do an information search. Explain that they have 10 minutes to walk around the classroom and reading the information on the walls to find the answers to the questions. Teaching and learning activities Introduction (5 mins) - Check the Reading Skills Information Search answers with the whole class by choosing teacher trainees to answer the questions. Answers 1. Predicting, skimming, scanning, reading for detail, guessing meaning from context and inferring 2. We can make predictions using the title of the text or looking at visual clues like pictures or the format of the text. 3. Skimming is reading a text quickly to get the general idea or gist of what it is about. We can skim a text by reading the first and last paragraph and the first sentence of each the paragraphs in between. We should also pay attention to italicized or bold words, headings and subheadings. 4. Scanning 5. Around 80% 6. We should try to guess the meaning of the word from the context of the text. 7. Inferring means thinking about a writer’s opinion or how a writer feels about something from the way that they write rather than the words they use. 8. Pre-reading, while reading, post-reading. - Check teacher trainees understand the six types of reading skills mentioned in the activity and give them a copy of the handout – Reading Skills for their reference.

Activities (25 mins) Worksheet 2 – Activity 1 - Organize teacher trainees into group of 4 -5 and give out Worksheet 2. - Explain that teacher trainees have to read the information about the stages in a reading activity sequence and then analyse a sample reading activity from a textbook in order to complete the missing information in the table. - Do feedback and choose different groups to give the answer for each stage. Answers Stage Activity name/ Description of the activity Purpose of the activity number Pre-reading Let’s Start Students discuss the question – To activate knowledge and activity What sports do you like? vocabulary about the topic of 12 While Students read and listen to the text the reading text. reading 13 for the first time. Then match the activities correct picture a or b to the text. Reading for gist or general 14 understanding. Post- Students read the text again and reading answer comprehension questions. Reading for detail. activity Students discuss questions about Give a personal response to a sports they like and their lifestyle. reading text. / Extend the reading activity into a speaking activity. Summary & assessment (10 mins) Activity 2 (Worksheet 2) - Organize teacher trainees into pairs and ask them to look at Activity 2. - Explain that they have to discuss the questions about the similarities between listening and reading skills and make notes about their answers. - Do feedback and ask volunteers to share their discussion with the class. Suggested answers 1. A key similarity between listening and reading skills is that the type of skills that are important for listening are also important for reading, for example: - Prediction is important for both reading and listening. - Understanding the gist of a text is important for both reading and listening. - Understanding the details of a text is important for both reading and listening. - Guessing meaning from context is important for both reading and listening. - Recognising signposts is not mentioned for reading – but signposts also exist in reading texts and can help students understand a text. 2. A key similarity between listening and reading activities is that activity sequences have a similar format: Pre-listening Pre-reading While-listening While-reading Post-listening Post-reading 3. The activity stages for both listening and reading have similar purposes: Pre-listening and pre-reading focus on preparing students to listen or read by asking them to make predictions, eliciting/teaching vocabulary and activating their background knowledge

While-listening and while-reading focus on developing comprehension skills – moving from understanding the general idea of a text to understanding specific details in the text. Post-listening and post-reading help further students’ understanding or a listening or reading text and can include asking students to respond to or evaluate a text, focusing on and analyzing language features or an extension activity that integrates a different skill. Annex Resources to be used during this lesson: - Handout – Reading Skills - Worksheet 1 – Reading Skills Information Search - Worksheet 2 – Reading Activities - Sample Reading Activity (prepare one copy per group) - Note: The Reading Skills Information Sheets are provided in a separate document.

Worksheet 1 (Module 2, Lesson 12) Reading Skills Information Search ກດິ ຈະກຳທີ 1 ອຳ່ ນຂມ້ໍ ນູ ທຢ່ີ ໃູ່ ນຫອ້ ງ ແລວ້ ຕອບຄຳຖຳມ. 1 ທກັ ສະກຳນອຳ່ ນທກັ ຫກົ ທັກສະ ທ່ີເວ້ົຳເຖິງ ຢູ່ໃນເອກະສຳນ ມີຫຍງັ ແດ່? 2 ພວກເຮົຳ ຈະທຳກຳນຄຳດເດຳົ ກຽ່ ວກັບບົດຄວຳມທອ່ີ ່ຳນ ໄດແ້ ນວໃດ? 3 ‘ກຳນອຳ່ ນຜຳ່ ນແບບຜິວເຜີນ (skimming)’ ແມນ່ ຫຍັງ ແລະ ພວກເຮົຳ ຈະອຳ່ ນຜຳ່ ນບດົ ຄວຳມໃດໜີງ່ ແບບຜິວເຜີນ ໄດແ້ ນວໃດ? 4 ທກັ ສະກຳນອຳ່ ນໃດ ທີພ່ ວກເຮຳົ ຕອ້ ງໃຊ້ ເພອ່ີ ຊອກຫຳຂໍ້ມູນສະເພຳະໃດໜີ່ງ ຢູໃ່ ນບົດຄວຳມໃດໜງີ່ ? 5 ພວກເຮຳົ ຕອ້ ງແນໃສທ່ ຳຄວຳມເຂົຳ້ ໃຈ ກຽ່ ວກບັ ບົດຄວຳມໃດໜ່ງີ ຫຼຳຍປຳນໃດ ເມ່ີອພວກເຮົຳ ອຳ່ ນເພອີ່ ຊອກຫຳລຳຍລະອຽດ? 6 ພວກເຮົຳ ຄວນພະຍຳຍຳມທີຈ່ ະເຮັດຫຍັງ ຖຳ້ ພວກເຮົຳ ພບົ ເຫັນຄຳສບັ ໃດໜີງ່ ທີເ່ ຮົຳບຮ່ໍ ູ້ຈັກ? 7 ‘ກຳນໃຫຄ້ ວຳມໝຳຍແບບສມົ ເຫດສມົ ຜນົ (inferring meaning)’ ໝຳຍຄວຳມວຳ່ ແນວໃດ? 8 ສຳມຂນັ້ົ ຕອນ ຢູ່ໃນລຳດບັ ກິດຈະກຳກຳນອຳ່ ນ ມີຫຍງັ ແດ່?

Handout (Module 2, Lesson 12) Reading Skills ມີ ທັກສະກຳນຟັງຫັຼກໆ ບຳງອັນ ທຄ່ີ ສູ ອນພຳສຳອງັ ກິດ ຄວນຊວ່ ຍນກັ ຮຽນ ພັດທະນຳ. Predicting (ກຳນຄຳດຄະເນ) • ທຳກຳນຄຳດຄະເນຫົວຂ້ຂໍ ອງບດົ ຄວຳມໃດໜງ່ີ ດວ້ ຍກຳນນຳໃຊຄ້ ວຳມຮອູ້ ອ້ ມຕົວຂອງພວກເຮົຳ ເພອ່ີ ຊວ່ ຍໃຫ້ພວກເຮົຳ ສຳມຳດທຳກຳນຄຳດເດຳົ ກຽ່ ວກບັ ຂໍມ້ ນູ ທີພ່ ວກເຮຳົ ກຳລງັ ຈະອຳ່ ນ. • ກຳນທຳກຳນຄຳດຄະເນ ຍງັ ຈະຊວ່ ຍກະຕນ້ ໃຫເ້ ຮົຳ ຄິດເຖງິ ຄຳສັບທກ່ີ ຽ່ ວຂອ້ ງ ເຊງີ່ິ ຖກຈດັ ເກບັ ຢໃູ່ ນສະໝອງຂອງພວກເຮົຳ ແລະ ສິີງ່ ດັງ່ ກ່ຳວນີົ້ ຈະຊ່ວຍໃຫ້ພວກເຮົຳ ເຂົ້ຳໃຈ ກຽ່ ວກັບສງີິ່ ທີ່ພວກເຮຳົ ກຳລງັ ອຳ່ ນຢູ່ ໄດ້ເລິກເຊ່ິງີ ກວຳ່ ເກຳ່ັົ . • ພວກເຮຳົ ສຳມຳດທຳກຳນຄຳດຄະເນ ດວ້ ຍກຳນນຳໃຊຫ້ ວົ ຂຂໍ້ ອງບດົ ຄວຳມ ຫຼ ຊອກຫຳຄຳໄບທ້ ີ່ເຫັນໄດ້ຢຳູ່ ງຊັດເຈນ ເຊ່ັນ: ຮູບພຳບ ຫຼ ຮູບແບບຂອງບດົ ຄວຳມ. Skimming or reading for gist (ກຳນອຳ່ ນຜຳ່ ນເພອີ່ ຊອກຈດສຳຄນັ ຫຼ ອຳ່ ນ ເພອີ່ ຊອກຫຳໃຈຄວຳມສຳຄນັ ) • ກຳນອຳ່ ນຜ່ຳນເພອີ່ ຊອກຈດສຳຄນັ (Skimming) ແມນ່ ກຳນອຳ່ ນບົດຄວຳມແບບໄວໆ ເພີອ່ ຊອກຫຳແນວຄດິ ແບບລວມໆ ຫຼ ໃຈຄວຳມສຳຄນັ (gist) ວຳ່ ບົດຄວຳມດັ່ງກ່ຳວ ເວົຳ້ ກຽ່ ວກບັ ຫຍັງ. • ວິທີກຳນທງີ່ ຳ່ ຍດຳຍທສ່ີ ດ ຂອງກຳນອຳ່ ນບດົ ຄວຳມໃດໜ່ງີ ເພ່ອີ ຊອກຫຳຈດສຳຄນັ ແມນ່ ກຳນອ່ຳນວກັ ທຳອິດ ແລະ ວກັ ສດທຳ້ ຍ ແລະ ປະໂຫຍກທຳອດິ ຂອງແຕ່ລະວັກ. ນອກຈຳກນ,ີ້ົ ພວກເຮົຳ ຍງັ ຕອ້ ງໃຫ້ຄວຳມສົນໃຈ ຕໍ່ກບັ ຄຳສບັ ທໝ່ີ ຳຍເຂມ້ົັ ຫຼ ຈດັ ເປັນຕກົ ອກັ ສອນອຽງ, ຫວົ ຂໍ້ ແລະ ຫົວຂໍຍ້ ອ່ ຍຕຳ່ ງໆ. • ສ່ງິີ ສຳຄນັ ເມີ່ອພວກເຮົຳ ທຳກຳນອຳ່ ນຜຳ່ ນເພ່ອີ ຊອກຫຳຈດສຳຄນັ , ແມ່ນພວກເຮຳົ ຈະສມໃສ່ຊອກຫຳຈດສຳຄນັ ໆເທົຳ່ັ ນົ້ັນ. ພວກເຮົຳ ຄວນພະຍຳຍຳມທຳກຳນເດຳົ ກຽ່ ວກັບຄຳສບັ ໃໝ່ ໂດຍບໍຕ່ ອ້ ງເປັນກັງວົນ ກຽ່ ວກັບລຳຍລະອຽດຕຳ່ ງໆ. Scanning (ກຳນອຳ່ ນຜຳ່ ນເພອີ່ ຊອກຂມ້ໍ ນູ ສະເພຳະ) • ກຳນອຳ່ ນຜຳ່ ນເພີອ່ ຊອກຂ້ມໍ ນູ ສະເພຳະ ໝຳຍເຖິງກຳນອ່ຳນບົດຄວຳມໃດໜີ່ງແບບໄວໆ ເພ່ອີ ຊອກຫຳຂໍ້ມູນສະເພຳະໃດໜ່ງີ . • ເມີອ່ ພວກເຮົຳ ອຳ່ ນບົດຄວຳມໃດໜ່ງີ ເພ່ອີ ຊອກຂ້ໍມນູ ສະເພຳະ, ພວກເຮົຳ ບໍຈ່ ຳເປນັ ຕອ້ ງໃສ່ໃຈກັບລຳຍລະອຽດທກອນັ ທ່ີຢູໃ່ ນບົດດັ່ງກຳ່ ວ. • ກອ່ ນທີພ່ ວກເຮຳົ ຈະທຳກຳນອຳ່ ນເພີ່ອຊອກຂມ້ໍ ູນສະເພຳະ, ພວກເຮຳົ ຕອ້ ງຄດິ ກຽ່ ວກັບປະເພດຂອງຄຳສບັ ທ່ຈີ ະຊອກຫຳ ເຊ່ນັ : ຊ,່ີ ຕວົ ເລກ, ສະຖຳນທີ່ ແລະ ອ່ີນໆ. ສີ່ງິ ດ່ັງກ່ຳວນີົ້ ຈະຊວ່ ຍໃຫພ້ ວກເຮຳົ ສຳມຳດຊອກຫຳຂມ້ໍ ນູ ໄດ້ໄວຂນົ້ ກວ່ຳເກ່ຳົັ . Reading for detail (ກຳນອຳ່ ນແບບລະອຽດ) • ກຳນອຳ່ ນແບບລະອຽດ ໝຳຍເຖິງກຳນອຳ່ ນບດົ ຄວຳມໃດໜງ່ີ ຕງ້ັົ ແຕຕ່ ນ້ົ ຈົນຈບົ ເພ່ີອທຳຄວຳມເຂຳົ້ ໃຈ ກຽ່ ວກັບບດົ ຢູ່ຳງ ລະອຽດ. • ນກັ ຮຽນ ຕອ້ ງແນໃສທ່ ຳຄວຳມເຂຳົ້ ໃຈ ປະມຳນ ແປດສບິ ເປເີ ຊນັ ຂອງຂມໍ້ ນູ ດງ່ັ ກຳ່ ວ ເມອ່ີ ທຳກຳນອຳ່ ນ ເພອ່ີ ຊອກຫຳລຳຍລະອຽດ ເພ່ອີ ຫຼີກລຽ່ ງບໍໃ່ ຫເ້ ກີດຄວຳມຕິດຂດັ ຫຍັງ ຖຳ້ ມບີ ຳງສງ່ີິ ທພ່ີ ວກເຂຳົ ບເ່ໍ ຂົຳ້ ໃຈ. Guessing meaning from context (ກຳນເດຳົ ຄວຳມໝຳຍຈຳກເນອ້ົ ເລອ່ີ ງ) • ເມີອ່ ທຳກຳນອຳ່ ນແບບລະອຽດ, ພວກເຮຳົ ຕອ້ ງອຳ່ ນໝດົ ທກປະໂຫຍກ ແຕພ່ ວກເຮົຳ ບໍ່ຈຳເປນັ ຕ້ອງຮຄູ້ ວຳມໝຳຍທແີ່ ທຈ້ ິງຂອງຄຳສບັ ແຕລ່ ະຄຳ. • ຂະໜຳດຜູ້ເວົ້ຳທີ່ເປັນເຈ້ຳົ ຂອງພຳສຳເອງ, ໃນເວລຳອຳ່ ນ, ພວກເຂຳົ ກທຳກຳນສະຫຸຼບແບບມີເຫດຜົນ ຕກໍ່ ັບຄວຳມໝຳຍຂອງຄຳສບັ ທີພ່ ວກເຂຳົ ບ່ໍຮ.ູ້ ພວກເຮຳົ ຕອ້ ງຊຼກຸ ຍນູ້ ກັ ຮຽນ ໃຫໃ້ ຊ້ຄວຳມພະຍຳຍຳມ ແລະ ເດຳົ ຄວຳມໝຳຍຂອງຄຳສບັ ທີ່ບຮ່ໍ ູ້ ໂດຍອີງໃສ່ເນອ້ົ ໃນຂອງບດົ ດັງ່ ກຳ່ ວ. Inferring (ກຳນສະຫບຸຼ ແບບມເີ ຫດຜນົ ) • ກຳນສະຫຼບຸ ແບບມເີ ຫດຜນົ ໝຳຍເຖິງກຳນຄດິ ກຽ່ ວກບັ ທດັ ສະນະຄວຳມຄິດຂອງຜູຂ້ ຽນ ຫຼ ຄວຳມຮູ້ສກຂອງຜູຂ້ ຽນ ກຽ່ ວກັບສງ່ິີ ໃດສີ່ງິ ໜງີ່ ໃນມມມອງຂອງຜຂູ້ ຽນ ແທນທີຈ່ ະເປັນຄຳສັບທພີ່ ວກເຂຳົ ໃຊ້.

Worksheet 2 (Module 2, Lesson 12) Reading Activities ເມ່ີອພວກເຮຳົ ສອນອຳ່ ນ, ສງ່ິີ ສຳຄັນ ແມ່ນຕ້ອງຮບັ ປະກນັ ວຳ່ : ນັກຮຽນ ຕອ້ ງມີ ຈດປະສງົ ທຈີ່ ະແຈງ້ ກຽ່ ວກບັ ກຳນອຳ່ ນ ຢູຕ່ ະຫຼອດເວລຳ - ເວົັນ້ ເສຍແຕ່ວຳ່ ກຳນອຳ່ ນດ່ັງກຳ່ ວ ຈະເປນັ ກຳນອຳ່ ນເພ່ອີ ຄວຳມບນັ ເທີງ. ນອກຈຳກນົີ້, ມັນຍງັ ມີຄວຳມສຳຄັນຫຼຳຍ ທີຕ່ ອ້ ງໄດປ້ ະຕິບດັ ກດິ ຈະກຳໃດໜງ່ີ ຫຼ ກດິ ຈະກຳຕຳ່ ງໆ ເພອ່ີ ກຽມຄວຳມພອ້ ມໃຫ້ນັກຮຽນ ກອ່ ນທີ່ພວກເຂຳົ ຈະອຳ່ ນ. ໂດຍລວມແລ້ວ, ລຳດບັ ກິດຈະກຳກຳນອຳ່ ນ ປະກອບດວ້ ຍ ສຳມບຳດກຳ້ ວຫກັຼ ຄ: 1 Pre-reading activities ກດິ ຈະກຳກອ່ ນກຳນອຳ່ ນ (ກອ່ ນຈະອຳ່ ນ) • ເປັນກດິ ຈະກຳໃດໜງ່ີ ຫຼ ບນັ ດຳກດິ ຈະກຳ ທປີ່ ະຕບິ ດັ ເພ່ອີ ກຽມຄວຳມພອ້ ມ ໃຫນ້ ັກຮຽນ ກອ່ ນກດິ ຈະກຳກຳນອຳ່ ນ ແລະ ເພອ່ີ ກະຕ້ນຄວຳມສົນໃຈ ໃນກິດຈະກຳດງ່ັ ກ່ຳວ. • ນັກຮຽນ ທຳກຳນຄົນ້ ຄິດ ກ່ຽວກບັ ສງິ່ີ ທພີ່ ວກເຂຳົ ຮູ້ ຫຼ ທຳກຳນ ຄຳດຄະເນ (predictions) ກ່ຽວກບັ ສງ່ີິ ທີພ່ ວກເຂຳົ ຈະອຳ່ ນ. • ຄູ ອຳດສອນ ຫຼ ດງເອຳົ ຄຳສບັ ສຳຄນັ ໆ ທກີ່ ຽ່ ວຂອ້ ງຕຳ່ ງໆອອກມຳ. 2 While reading activities ກດິ ຈະກຳໃນຂະນະທກີ່ ຳລງັ ອຳ່ ນ (ກຳລງັ ອ່ຳນ) • ເປນັ ກດິ ຈະກຳໃດໜີ່ງ ຫຼ ບນັ ດຳກດິ ຈະກຳ ທໃີ່ ຊເ້ ພີ່ອ ຝກຶ ຝນົ ບັນດຳທັກສະກຳນອຳ່ ນແບບຮອບດ້ຳນ ທີ່ແຕກຕຳ່ ງກັນ. • ສວ່ ນໃຫຍແ່ ລ້ວ, ພວກເຮຳົ ຈະໃຊກ້ ິດຈະກຳຢູສ່ ອງ ຫຼ ຫຳຼ ຍອັນ ໃນຂະນະທກີ່ ຳລັງອຳ່ ນ. ນັກຮຽນ ຈະເລີມ່ ຕນົ້ ດວ້ ຍກຳນ ອຳ່ ນບດົ ຄວຳມດງັ່ ກ່ຳວແບບ skimming (ອຳ່ ນຜຳ່ ນເພອ່ີ ຊອກຈດສຳຄນັ ) ເພອີ່ ຊອກຫຳ gist ໃຈຄວຳມສຳຄນັ ຫຼ ກຳນອຳ່ ນບດົ ຄວຳມແບບ scanning (ອຳ່ ນເພອີ່ ຊອກຫຳຂມ້ໍ ນູ ສະເພຳະ) ເພີອ່ ຊອກຫຳຂ້ໍມູນສະເພຳະໃດໜີງ່ . ຈຳກນນົ້ັ , ຈີ່ງບອກໃຫພ້ ວກເຂົຳ read for detail (ອຳ່ ນແບບລະອຽດ) ເພີ່ອທຳຄວຳມເຂົ້ຳໃຈແບບເລິກເຊງິ່ີ ກຽ່ ວກັບເນົ້ອໃນດງັ່ ກຳ່ ວ. 3 Post reading activities ກດິ ຈະກຳຫງັຼ ກຳນອຳ່ ນ (ຫງຼັ ຈຳກອຳ່ ນແລ້ວ) • ກດິ ຈະກຳຫັຼງກຳນອ່ຳນ ຈະຊ່ວຍໃຫ້ນັກຮຽນ ມຄີ ວຳມເຂຳ້ົ ໃຈ ກຽ່ ວກັບບົດຄວຳມດັ່ງກຳ່ ວຫຳຼ ຍຂນົ້ ກວ່ຳເກັ່ຳົ – ອຳດຈະບອກໃຫ້ນັກຮຽນ ຕອບດ້ວຍກຳນໃຫທ້ ັດສະນະຄວຳມຄິດ ຫຼ ທຳກຳນວິເຄຳະເຊີງເລກິ ກ່ຽວກບັ ສິີງ່ ທີພ່ ວກເຂຳົ ອຳ່ ນ ເຊນ່ັ : ສະຫຼບຸ ແບບມີເຫດຜນົ ກຽ່ ວກບັ ທັດສະນະຄວຳມຄດິ ຂອງຜຂູ້ ຽນ. • ກດິ ຈະກຳຕຳ່ ງໆ ຢູ່ໃນຂ້ນົັ ຕອນດ່ັງກ່ຳວນີົ້ ຍງັ ອຳດຈະສມໃສ່ກຳນວິເຄຳະຄຳສັບ ຫຼ ໂຄງສ້ຳງຫກຼັ ໄວຍຳກອນ ຢູ່ໃນບດົ ຄວຳມດງັ່ ກຳ່ ວ. ກດິ ຈະກຳທີ 1 ອຳ່ ນຂມ້ໍ ນູ ດຳ້ ນເທງິ . ຈຳກນນັົ້ ເບງ່ິີ ກດິ ຈະກຳກຳນອຳ່ ນຕວົ ຢຳູ່ ງ ແລະ ກຳນດົ ກດິ ຈະກຳກອ່ ນກຳນອຳ່ ນໜງີ່ ອນັ , ກດິ ຈະກຳໃນຂະນະອຳ່ ນ ສອງອນັ ແລະ ກດິ ຈະກຳຫງຼັ ກຳນອຳ່ ນໜງ່ີ ອນັ . ຈຳກນນ້ັົ , ຕມ່ີ ລຳຍລະອຽດຂມໍ້ ນູ ທຂ່ີ ຳດຫຳຍໄປ ໃສໃ່ ນຕຳຕະລຳງດຳ້ ນລມ່ .

Worksheet 2 (Module 2, Lesson 12) ບຳດກຳ້ ວ ຊ/່ີ ລຳຍລະອຽດຂອງກດິ ຈະກຳ ຈດປະສງົ ຂອງກດິ ຈະກຳ ໝຳຍເລກກດິ ຈະກຳ Pre-reading activity Let’s Start ກດິ ຈະກຳກອ່ ນກຳນອຳ່ ນ While reading ອຳ່ ນເພອ່ີ ຊອກຫຳໃຈຄວຳມສຳຄນັ ຫຼ activities ເພອີ່ ໃຫເ້ ຂຳົ້ ໃຈແບບລວມໆ. ກດິ ຈະກຳໃນຂະນະທກີ່ ຳລງັ ອຳ່ ນ ນັກຮຽນ ອຳ່ ນບົດດງັ່ ກຳ່ ວຄນອີກ ແລະ ຕອບຄຳຖຳມເຈຳະຈມ້ົີ ເພອີ່ ກວດເບງີ່ິ ຄວຳມເຂຳົ້ ໃຈແບບຮອບດ້ຳນ. Post-reading activity 14 ກດິ ຈະກຳຫງຼັ ກຳນອຳ່ ນ ກດິ ຈະກຳທີ 2 ສນົ ທະນຳກນັ ພຳຍໃນກມ່ ຂອງເຈຳ້ົ ກຽ່ ວກບັ ຄຳຖຳມດຳ້ ນລມ່ . ຈົດບນັ ທກຄຳຕອບຂອງເຈຳົ້ . 1. ເຈົ້ຳສງັ ເກດເຫັນຈດທີຄ່ ຳ້ ຍຄກັນອນັ ໃດແດ່ ຂອງທກັ ສະກຳນເວົຳ້ ແລະ ກຳນອຳ່ ນ? 2. ເຈົຳ້ ສັງເກດເຫັນຈດທີ່ຄຳ້ ຍຄກນັ ອນັ ໃດແດ່ ຂອງລຳດັບກິດຈະກຳກຳນຟັງ ແລະ ກຳນອຳ່ ນ? 3. ເຈ້ົຳສັງເກດເຫັນຈດທີ່ຄຳ້ ຍຄກັນອນັ ໃດແດ່ ຂອງບຳດກ້ຳວແຕ່ລະອນັ (ກອ່ ນ, ໃນຂະນະ ແລະ ຫງັຼ ) ຢູ່ໃນລຳດັບກດິ ຈະກຳກຳນອຳ່ ນ ແລະ ກຳນຟງັ ?

Sample Reading Activity Activity taken from page 73 Guess What? Level 3, Cambridge University Press.

Predicting (ການຄາດເດາົ ) Predicting (ທາການຄາດເດາົ ) ຫົວຂຂ້ໍ ອງບົດຄວາມໃດໜງ່ຶ ດວ້ ຍການນາໃຊ້ຄວາມຮອ້ ອ້ ມຕວົ ຂອງພວກເຮາົ ເພຶອ່ ຊ່ວຍໃຫພ້ ວກເຮົາ ສາມາດທາການຄາດເດາົ ກ່ຽວກັບຂມ້ໍ ນ ທພຶ່ ວກເຮາົ ກາລງັ ຈະອາ່ ນ. ການທາການຄາດເດາົ ຍງັ ຈະຊວ່ ຍກະຕນ້ ໃຫ້ເຮາົ ຄິດເຖງິ ຄາສັບທ່ຶກຽ່ ວຂອ້ ງ ເຊິຶ່ງຖກຈັດເກັບຢໃູ່ ນສະໝອງຂອງພວກເຮົາ ແລະ ສ່ຶິງດັງ່ ກາ່ ວນີ້ ຈະຊ່ວຍໃຫ້ພວກເຮາົ ເຂາົີ້ ໃຈ ກ່ຽວກັບສິງຶ່ ທ່ຶພວກເຮົາ ກາລງັ ອ່ານຢູ່ ໄດ້ເລິກເຊິງຶ່ ກວ່າເກັົ່າ. ພວກເຮົາ ສາມາດທາການຄາດເດົາ ດວ້ ຍການນາໃຊ້ຫວົ ຂໍ້ຂອງບົດຄວາມ ຫ ຊອກຫາຄາໄບ້ທ່ຶເຫນັ ໄດຢ້ ູ່າງຊັດເຈນ ເຊັ່ນ: ຮບພາບ ຫ ຮບແບບຂອງບົດຄວາມ.

Skimming or Reading for Gist ການອາ່ ນຜາ່ ນເພອຶ່ ຊອກຈດສາຄັນ ຫ ອາ່ ນ ເພອ່ຶ ຊອກຫາໃຈຄວາມສາຄັນ Skimming ການອາ່ ນຜາ່ ນເພອຶ່ ຊອກຈດສາຄນັ ແມນ່ ການອາ່ ນບົດຄວາມແບບໄວໆ ເພຶ່ອຊອກຫາແນວຄດິ ແບບລວມໆ ຫ ໃຈຄວາມສາຄນັ (gist) ວ່າບດົ ຄວາມດ່ັງກາ່ ວ ເວົ້ີາ ກ່ຽວກັບຫຍງັ . ວິທການທຶງ່ ່າຍດາຍທ່ສຶ ດ ຂອງການອ່ານບົດຄວາມໃດໜງ່ຶ ເພອ່ຶ ຊອກຈດສາຄນັ (skim) ແມ່ນການອ່ານວັກທາອດິ ແລະ ວັກສດທາ້ ຍ ແລະ ປະໂຫຍກທາອດິ ຂອງແຕ່ລະວັກ. ນອກຈາກນີ້, ພວກເຮາົ ຍັງຕອ້ ງໃຫ້ຄວາມສນົ ໃຈ ຕກໍ່ ັບຄາສັບທຶ່ໝາຍເຂ້ມັີ ຫ ຈັດເປັນຕົກອັກສອນອຽງ, ຫົວຂ້ໍ ແລະ ຫວົ ຂ້ຍໍ ່ອຍຕາ່ ງໆ. ສຶ່ິງສາຄນັ ເມຶ່ອພວກເຮົາ ທາການອ່ານຜ່ານເພ່ຶອຊອກຈດສາຄັນ (skim) ອ່ານຜ່ານເພອ່ຶ ຊອກຫາຈດສາຄັນ, ແມ່ນພວກເຮົາ ຈະສມໃສ່ຊອກຫາຈດສາຄັນໆເທັາົ່ ນ້ັນີ . ພວກເຮົາ ຄວນພະຍາຍາມທາການເດົາ ກ່ຽວກັບຄາສັບໃໝ່ ໂດຍບ່ຕໍ ້ອງເປນັ ກັງວນົ ກ່ຽວກບັ ລາຍລະອຽດຕ່າງໆ.

Scanning ການອາ່ ນຜາ່ ນເພອ່ຶ ຊອກຂມໍ້ ນສະເພາະ Scanning ການອາ່ ນຜາ່ ນເພອຶ່ ຊອກຂມ້ໍ ນສະເພາະ (ໝາຍເຖິງການອ່ານບດົ ຄວາມໃດໜງ່ຶ ແບບໄວໆ ເພ່ຶອຊອກຫາຂ້ໍມນສະເພາະໃດໜ່ຶງ. ເມ່ອຶ ພວກເຮາົ ອ່ານບດົ ຄວາມໃດໜຶງ່ ເພອ່ຶ ຊອກຂມໍ້ ນສະເພາະ (Scan), ພວກເຮົາ ບໍ່ຈາເປັນຕອ້ ງໃສໃ່ ຈກັບລາຍລະອຽດທກອນັ ທຢ່ຶ ູ່ໃນບົດດັ່ງກາ່ ວ. ກອ່ ນທ່ຶພວກເຮາົ ຈະທາການອາ່ ນເພອ່ຶ ຊອກຂໍ້ມນສະເພາະ (Scan), ພວກເຮົາ ຕອ້ ງຄດິ ກ່ຽວກບັ ປະເພດຂອງຄາສັບ ທ່ຈຶ ະຊອກຫາ ເຊນັ່ : ຊ່ຶ, ຕວົ ເລກ, ສະຖານທ່ຶ ແລະ ອ່ຶນໆ. ສ່ງຶິ ດງັ່ ກ່າວນ້ີ ຈະຊ່ວຍໃຫ້ພວກເຮົາ ສາມາດຊອກຫາຂໍ້ມນໄດໄ້ ວຂ້ນີ ກວ່າເກ່ັົາ.

Reading for detail ການອາ່ ນແບບລະອຽດ Reading for detail ການອາ່ ນແບບລະອຽດ ໝາຍເຖິງການອ່ານບົດຄວາມໃດໜຶງ່ ຕ້ີັງແຕ່ຕີົ້ນຈົນຈບົ ເພຶ່ອທາຄວາມເຂົີາ້ ໃຈ ກ່ຽວກບັ ບົດຢູາ່ ງ ລະອຽດ. ນັກຮຽນ ຕ້ອງແນໃສ່ທາຄວາມເຂີ້າົ ໃຈ ປະມານ ແປດສບິ ເປເີ ຊນັ ຂອງຂມໍ້ ນດັ່ງກ່າວ ເມ່ຶອທາການອ່ານ ເພອຶ່ ຊອກຫາລາຍລະອຽດ ເພຶ່ອຫກລຽ່ ງບ່ໍໃຫ້ເກດຄວາມຕດິ ຂັດຫຍງັ ຖ້າມບາງສຶິ່ງທ່ຶພວກເຂົາ ບໍເ່ ຂີ້າົ ໃຈ.

Guessing meaning from context ການເດົາຄວາມໝາຍຈາກເນອ້ີ ເລອ່ຶ ງ ເມ່ຶອທາການອ່ານແບບລະອຽດ, ພວກເຮົາ ຕ້ອງອາ່ ນໝົດທກປະໂຫຍກ ແຕ່ພວກເຮົາ ບຈ່ໍ າເປັນຕອ້ ງຮ້ຄວາມໝາຍທຶແ່ ທ້ຈິງຂອງຄາສບັ ແຕລ່ ະຄາ. ຂະໜາດຜ້ເວີາົ້ ທຶ່ເປັນເຈົີ້າຂອງພາສາເອງ, ໃນເວລາອ່ານ, ພວກເຂາົ ກທາການສະຫຸບຼ ແບບມເຫດຜນົ ຕ່ກໍ ບັ ຄວາມໝາຍຂອງຄາສບັ ທຶພ່ ວກເຂາົ ບໍ່ຮ້. ພວກເຮົາ ຕ້ອງຊຼກຸ ຍນ້ ັກຮຽນ ໃຫໃ້ ຊຄ້ ວາມພະຍາຍາມ ແລະ ເດົາຄວາມໝາຍຂອງຄາສັບທບຶ່ ຮ່ໍ ້ ໂດຍອງໃສ່ເນ້ອີ ໃນຂອງບດົ ດັງ່ ກ່າວ.

Inferring ການສະຫບຸຼ ແບບມເຫດຜນົ Inferring ການສະຫບຸຼ ແບບມເຫດຜນົ ໝາຍເຖງິ ການຄິດ ກຽ່ ວກບັ ທັດສະນະຄວາມຄດິ ຂອງຜ້ຂຽນ ຫ ຄວາມຮ້ສກຂອງຜຂ້ ຽນ ກຽ່ ວກບັ ສິຶງ່ ໃດສ່ຶິງໜ່ງຶ ໃນມມມອງຂອງຜຂ້ ຽນ ແທນທຈ່ຶ ະເປນັ ຄາສັບທພຶ່ ວກເຂາົ ໃຊ້.

Stages in Reading Activity Sequence ບາດກາ້ ວຕາ່ ງໆ ໃນລາດບັ ກດິ ຈະກາການອາ່ ນ ໂດຍລວມແລ້ວ, ລາດບັ ກິດຈະກາການອາ່ ນ ປະກອບດ້ວຍ ສາມບາດກາ້ ວຫກັ ຄ: 1.Pre-reading activities ກດິ ຈະກາກອ່ ນການອາ່ ນ (ກອ່ ນຈະອາ່ ນ) ເປນັ ກິດຈະກາໃດໜງ່ຶ ຫ ບນັ ດາກດິ ຈະກາ ທຶປ່ ະຕິບດັ ເພອ່ຶ ກຽມຄວາມພອ້ ມ ໃຫ້ນັກຮຽນ ກ່ອນກິດຈະກາການອ່ານ ແລະ ເພອຶ່ ກະຕນ້ ຄວາມສນົ ໃຈ ໃນກິດຈະກາດ່ັງກາ່ ວ. ນກັ ຮຽນ ທາການຄີນົ້ ຄດິ ກ່ຽວກັບ ສິຶງ່ ທພ່ຶ ວກເຂາົ ຮ້ ຫ ທາການຄາດເດາົ ກ່ຽວກັບສຶິ່ງທຶພ່ ວກເຂາົ ຈະອ່ານ. ຄ ອາດສອນ ຫ ດງເອົາ ຄາສບັ ສາຄນັ ໆ ທກຶ່ ່ຽວຂອ້ ງຕາ່ ງໆອອກມາ.

2.While reading activities ກດິ ຈະກາໃນຂະນະທກຶ່ າລງັ ອາ່ ນ (ກາລັງອາ່ ນ) ເປັນກດິ ຈະກາໃດໜງ່ຶ ຫ ບັນດາກດິ ຈະກາ ທຶ່ໃຊ້ເພອ່ຶ ຝຶກຝົນ ບັນດາທັກສະການອ່ານແບບຮອບດ້ານ ທ່ຶແຕກຕ່າງກັນ. ສ່ວນໃຫຍແ່ ລວ້ , ພວກເຮົາ ຈະໃຊກ້ ດິ ຈະກາຢສູ່ ອງ ຫ ຫາຍອນັ ໃນຂະນະທ່ຶກາລັງອາ່ ນ. ນັກຮຽນ ຈະເລຶ່ມຕີົ້ນດວ້ ຍການ ອ່ານບົດຄວາມດັ່ງກາ່ ວແບບ ອ່ານຜ່ານເພຶອ່ ຊອກຈດສາຄນັ (skimming) ເພອ່ຶ ຊອກຫາ ໃຈຄວາມສາຄນັ (gist) ຫ ການອາ່ ນບດົ ຄວາມແບບ ອ່ານເພຶ່ອຊອກຫາຂ້ໍມນສະເພາະ (scanning) ເພຶ່ອຊອກຫາຂມ້ໍ ນສະເພາະໃດໜຶ່ງ. ຈາກນ້ັີນ, ຈ່ງຶ ບອກໃຫພ້ ວກເຂົາ ອ່ານແບບລະອຽດ (read for detail) ເພຶອ່ ທາຄວາມເຂົາ້ີ ໃຈແບບເລິກເຊ່ິຶງ ກຽ່ ວກັບເນີ້ອໃນດັງ່ ກາ່ ວ.

3.Post-reading activities ກິດຈະກາຫງັ ການອາ່ ນ (ຫງັ ຈາກອ່ານແລ້ວ) ກິດຈະກາຫງັ ການອາ່ ນ ຈະຊວ່ ຍໃຫນ້ ັກຮຽນ ມຄວາມເຂີາົ້ ໃຈ ກ່ຽວກັບບົດຄວາມດງັ່ ກ່າວຫາຍຂ້ີນກວາ່ ເກົັາ່ – ອາດຈະບອກໃຫ້ນັກຮຽນ ຕອບດ້ວຍການໃຫທ້ ັດສະນະຄວາມຄດິ ຫ ທາການວິເຄາະເຊງເລກິ ກຽ່ ວກັບສງຶິ່ ທພ່ຶ ວກເຂົາ ອ່ານ ເຊ່ັນ: ສະຫບຸຼ ແບບມເຫດຜົນ ກຽ່ ວກັບທັດສະນະຄວາມຄິດຂອງຜຂ້ ຽນ. ກດິ ຈະກາຕ່າງໆ ຢູ່ໃນຂ້ນີັ ຕອນດັ່ງກ່າວນ້ີ ຍງັ ອາດຈະສມໃສກ່ ານວິເຄາະຄາສັບ ຫ ໂຄງສ້າງຫກັ ໄວຍາກອນ ຢູ່ໃນບົດຄວາມດງ່ັ ກ່າວ. ໝາຍເຫດ: ສາລັບຜ້ຮຽນໜມ່ ນ້ອຍ, ກດິ ຈະກາຕ່າງໆໃນບາດກາ້ ວເຫັາົ່ ນີ້ ຈະຖກດດັ ປບັ ໃຫ້ງ່າຍຂ້ນີ ເພ່ຶອໃຫ້ມຄວາມເໝາະສມົ ກັບລະດບັ ຂອງພວກເຂົາ.

Lesson 13 Subject: Teaching Module: 2 Time: 50 minutes English 1 Topic 1: Primary Sub-topic: Teaching Reading Learning outcomes: At the end of the English Teaching Skills to Young Learners lesson, teacher trainees will be able to: - analyse the level of challenge of Resources Teacher Resource - Revision Questions (copy and cut reading activities for young learners up one set) Assessment Worksheet – Teaching Reading Skills to Young - Observe teacher trainees during Learners Sample Reading Activities (Prepare one set per group. group work and pair work. Note: These are provided in a separate file.) - Use the questions during the activator and summary to check teacher trainees’ understanding. Activator (10 mins) - Before the lesson, copy and cut up one set of the revision questions. - Organize students in to 3-4 teams. - Explain that you are going to ask them some questions to revise the content of the last lesson. The teams will take turns to pick a question and read it aloud. The first team to answer the question correctly wins a point. The team with the most points once all the questions have been asked, wins the game. Teaching and learning activities Introduction (5 mins) - Organise teacher trainees into pairs and ask them to discuss the following questions, - What do you remember about learning to read as a child? - What has your experience of learning to read in English been? - Ask volunteers to share their answers with the class. Activities (30 mins) Worksheet - Organize teacher trainees into group of 3-4. - Give out the worksheet - Reading Activities for Young Learners and give each group a set of sample reading activities. - Explain that they have to look at the sample reading activities for young learners and order them from easier to more challenging. Tip: Teacher trainees should focus on whether the activity asked students to read words, phrases and sentences or texts. - Copy the list from the worksheet onto the board. Do feedback by asking teacher trainees to write the answers on the board. Answers

Summary & assessment (5 mins) - Explain that the teacher trainees are going to answer True / False questions in their groups. - Read the questions below and ask group to write down their answers. 1. In it expected that young learners will start to read immediately. (F) 2. Beginner subskills in reading might include learning sound letter relationships. (T) 3. Introducing reading beyond word level should happen quickly. (F) 4. When you teach reading skills to young learners it is important to progress slowly. (T) 5. Reading a short text is a suitable activity for beginner reader. (F) - Check the answers and see which team got the most correct answers. Annex Resources to be used during this lesson: - Worksheet – Teaching Reading Skills to Young Learners - Teacher Resource - Revision Questions (copy and cut up one set) - Note: The sample reading activities are provided in a separate file.

Worksheet (Module 2, Lesson 13) Teaching Reading Skills to Young Learners ຕ້ອງບໍ່ຄຳດຫວັງໄວ້ວຳ່ ຜຮູ້ ຽນໜມ່ ນ້ອຍ ຈະສຳມຳດເລມີ່ິ ຕົນ້ ອຳ່ ນໄດໃ້ ນທນັ ທ.ີ ຂແນະນຳໃຫເ້ ລມີິ່ ຕນ້ົ ດ້ວຍກຳນເນົນ້ັ ໃສ່ sub-skills ທກັ ສະຍອ່ ຍຕຳ່ ງໆ. ທັກສະຍອ່ ຍຕຳ່ ງໆຂອງກຳນອ່ຳນ ສຳລບັ ຜ້ຮູ ຽນເລມ່ິີ ຕົ້ນໃໝ່ ປະກອບດວ້ ຍ: - ຮຽນສຳຍພົວພັນ ລະຫວຳ່ ງສຽງ ແລະ ຕົວອັກສອນ - ນຳໃຊຄ້ ວຳມຮູ້ ກຽ່ ວກັບຕົວອກັ ສອນ ແລະ ສຽງ ເພິອ່ ຖອດຄວຳມຄຳສັບງຳ່ ຍດຳຍ - ອ່ຳນວະລງີ ຳ່ ຍດຳຍ - ຈັບຄູ່ຄຳສບັ ແລະ ຮູບພຳບ - ຈບັ ຄຄູ່ ຳສັບໃນພຳສຳຂຽນ ແລະ ພຳສຳປຳກເວຳ້ົ ຄູ ອຳດເລິີ່ມຕົ້ນດວ້ ຍກຳນແນະນຳ ກຽ່ ວກບັ : - ຄຳສບັ ໃນພຳສຳຂຽນ ເພອິ່ ໃຫເ້ ດກັ ນ້ອຍ ມປີ ະສບົ ກຳນ ກຽ່ ວກັບພຳສຳພິມ. ຍົກຕົວຢຳ່ ງ: ກຳນໝຳຍໃສວ່ ດັ ຖຸຕຳ່ ງໆ ທິ່ີຢ່ໃູ ນຫ້ອງຮຽນ. ສງິ່ ດງ່ັ ກຳ່ ວນີ້ົ ຈະຊວ່ ຍໃຫ້ເດັກນ້ອຍ ສຳມຳດເຫນັ ໄດເ້ ຖງິ ຈດເຊິ່ອມຕໍ່ກນັ ລະຫວຳ່ ງພຳສຳຂຽນ ແລະ ພຳສຳປຳກເວຳົ້ . - ບດັ ຕວົ ອັກສອນ ເພິອ່ ກະຕກຊຸກຍໃູ້ ຫ້ພວກເຂຳົ ຫິົນ້ຼ ກບັ ຕົວອັກສອນ ແລະ ກຳນປະສົມຕວົ ອັກສອນ ເພິ່ອສ້ຳງເປນັ ຄຳສບັ . - ບັດຄຳສັບ ທສີ່ິ ຳມຳດຖກນຳໃຊ້ໃນຫຼຳກຫຼຳຍກິດຈະກຳ ແລະ ເກມກຳນຫຼິົ້ນຕ່ຳງໆ ແລະ ຈະຊວ່ ຍພດັ ທະນຳຄງັ ຄຳສັບ ກ່ຽວກັບຄຳສັບທີ່ພິ ົບເຫນັ ເລົອ້ ຍໆໃນພຳສຳອງັ ກິດ ຂອງເດັກນອ້ ຍ. ກຳນແນະນຳ ກ່ຽວກບັ ກຳນອ່ຳນ ໃນລະດບັ ທິີເ່ ໜອກວ່ຳຂ້ັນົ ຄຳສບັ ແມ່ນຕ້ອງໄດ້ຮັບກຳນປະຕບິ ດັ ແບບຄ່ອຍເປັນຄອ່ ຍໄປ. ສບຕ່ໍຈຳກກຳນຝກຶ ແອບນຳໃຊ້ບດັ ຄຳສບັ , ມີຄວຳມເປັນໄປໄດ້ ທີິ່ຈະໃຫພ້ ວກເດັກນ້ອຍ ສ້ຳງວະລີ ແລະ ປະໂຫຍກ; ເຊນ່ັ : ຈດັ ວຳງລຳດັບຄຳສັບໃຫຖ້ ກຕອ້ ງ ເພິອ່ ສ້ຳງເປນັ ປະໂຫຍກ. ໃນຂ້ັົນຕໄ່ໍ ປ, ຄູ ສຳມຳດແນະນຳກິດຈະກຳກຳນຕິ່ມຄຳສັບໃສບ່ ອ່ ນຫວຳ່ ງ ເຊິ່ງເປນັ ກຳນປະສົມປະສຳນກນັ ລະຫວ່ຳງກຳນອຳ່ ນ ແລະ ກຳນຂຽນ. ວທິ ກີ ຳນໃຫກ້ ຳນຊ່ວຍເຫອຼ ໃນກຳນສ້ຳງພດັ ທະນຳກຳນ ເພ່ອິ ກຳ້ ວຂຳ້ ມກຳນອຳ່ ນຄຳສບັ ກຄ ກຳນປອ່ ຍໃຫເ້ ດກັ ນອ້ ຍ ຟງັ ກຳນອຳ່ ນບດົ ຄວຳມ, ກຳນສົນທະນຳ, ເພງ ແລະ ກຳນເລົຳ່ັ ນທິ ຳນຕ່ຳງໆ ຢູໃ່ ນປ້ມຶ ແບບຮຽນ. ສຳລັບເດັກນ້ອຍ, ສ່ງິ ສຳຄນັ ທ່ແິີ ມນ່ ໃຫໂ້ ອກຳດພວກເຂຳົ ໄດພ້ ັດທະນຳທກັ ສະກຳນອຳ່ ນຂອງຕົນ ໄປແບບຊຳ້ ໆ. ມນັ ແມ່ນຂະບວນກຳນແບບລວມໆ ທປີິ່ ະກອບດວ້ ຍຫຳຼ ກຫຳຼ ຍທັກສະ ເຊັ່ນ: ກຳນຄຳດຄະເນ, ກຳນສງັ ເກດເບ່ິງຮູບແບບ ແລະ ກຳນເດົຳ. ກດິ ຈະກຳອຳ່ ນຂມໍ້ ນູ ຂຳ້ ງເທງິ ແລວ້ ເບງ່ິ ກດິ ຈະກຳກຳນອຳ່ ນ A – I. ຈດັ ລຽງລຳດບັ ກດິ ຈະກຳກຳນອຳ່ ນ ໂດຍອງີ ໃສລ່ ະດບັ ຄວຳມທຳ້ ທຳຍຂອງພວກມນັ . ລະດບັ ຄຳສບັ ງຳ່ ຍກວຳ່ 1 ________________________________________ ລະດບັ ປະໂຫຍກ ທຳ້ ທຳຍຫຳຼ ຍກວຳ່ 2 ________________________________________ ລະດບັ ບດົ ຄວຳມ 3 ________________________________________ 4 ________________________________________ 5 ________________________________________ 6 ________________________________________ 7 ________________________________________ 8 ________________________________________ 9 ________________________________________

Teacher Resource (Module 2, Lesson 13) Revision Questions Print and cut up one set ທກັ ສະກຳນອ່ຳນ ທີ່ພິ ວກເຮົຳ ຮຽນໃນຊ່ວັົ ໂມງທ່ິີຜຳ່ ນມຳ ມີຈັກທກັ ສະ? ຈງ່ັົ ບອກຊິ່ທກັ ສະກຳນອຳ່ ນທັງສຳມທັກສະ ທິ່ີພວກເຮຳົ ໄດ້ຮຽນໃນຊວັ່ົ ໂມງທິ່ຜີ ຳ່ ນມຳ. ຢໃູ່ ນລຳດບັ ກດິ ຈະກຳກຳນອ່ຳນ ມີຈັກບຳດກ້ຳວ? ບຳດກ້ຳວຕ່ຳງໆ ຢໃູ່ ນລຳດບັ ກິດຈະກຳກຳນອ່ຳນ ແມນ່ ຫຍັງ? ຈັົ່ງບອກສ່ິງທີ່ິຄ້ຳຍຄກັນມຳສຳມຢຳ່ ງຂອງທກັ ສະກຳນອ່ຳນ ແລະ ກຳນຟງັ .

Reading Activities A Read and circle the correct pictures – ນກັ ຮຽນອາ່ ນປະໂຫຍກດາ້ ນລ່ມ ແລວ້ ໝາຍວງົ ມົນອ້ອມຮບູ ພາບ ທຖ່ີ ືກກບັ ປະໂຫຍກດງ່ັ ກາ່ ວ. Activity taken from page 17 of Super Minds Level 1, Cambridge University Press. B Match the words and pictures – ນັກຮຽນອາ່ ນຄາສບັ CVC ງາ່ ຍດາຍ ແລ້ວຈັບຄຄູ່ າສັບດັ່ງກາ່ ວ ໃຫ້ ຖືກກບັ ຮູບພາບ. Activity taken from Jolly Phonics Digital Resource, Jolly Phonics.

C Read the whole word – ນັກຮຽນ ປະສມົ ສຽງເຂ້ົາກນັ ເພີື່ອອາ່ ນເປນັ ຄາສັບ ທີມ່ ຕົວອັກສອນ ch ແລະ ຫງັ ຈາກນົັນ້ ກໍຂຽນຄາສບັ ເຫາ່ົັ ນົນ້ັ ໃສໃ່ ນປຶ້ມຂຽນຂອງພວກເຂົາ. Activity taken from page 13 of Nelson Phonics PB Red 1, Nelson. D Read and circle the correct clock – ນັກຮຽນອ່ານ ບົດຄວາມສັົ້ນ ກ່ຽວກັບນກັ ບິນຜໜູ້ ີ່ງ, ຈາກນນົ້ັ , ກໍອ່ານປະໂຫຍກຕາ່ ງໆ ກຽ່ ວກບັ ການົດຕາຕະລາງເວລາຂອງລາວ ແລວ້ ໝາຍວງົ ມນົ ໃສຮ່ ບູ ໂມງ ທີ່ສະແດງ ເວລາທີ່ຖືກຕອ້ ງ. Activity taken from page 16 of Super Minds Level 2, Cambridge University Press.

E Reading and speaking – ນັກຮຽນ ເວົາ້ ກຽ່ ວກບັ ກລິ າທພ່ີ ວກເຂົາ ມັກ. ຈາກນັົ້ນ, ກໍອ່ານບດົ ຄວາມສນ້ົັ ກຽ່ ວກບັ ກລິ າຕາ່ ງໆ ແລ້ວຈບັ ຄກູ່ ັບຮູບພາບໃຫຖ້ ືກຕອ້ ງ. ຈາກນນ້ົັ , ກໍອາ່ ນບດົ ຄວາມດັງ່ ກາ່ ວອກຄັົ້ງ ແລວ້ ຕອບຄາຖາມ ກຽ່ ວກບັ ບດົ ຄວາມດ່ັງກ່າວ. Activity taken from page 73 Guess What? Level 3, Cambridge University Press.

F Match the sentences and pictures – ນກັ ຮຽນ ອາ່ ນປະໂຫຍກງ່າຍດາຍຕາ່ ງໆ ແລ້ວຈັບຄ່ຮູ ູບພາບໃຫ້ ຖືກຕອ້ ງ. Activity taken from Jolly Phonics Digital Resource, Jolly Phonics. G Look and circle – ນກັ ຮຽນ ເບງ່ີິ ໄປທ່ີຮູບພາບ ແລວ້ ໝາຍວງົ ມົນອອ້ ມໃສຄ່ າສັບທີ່ຖືກຕ້ອງ ເພືີອ່ ສາ້ ງເປັນ ປະໂຫຍກທີ່ສມົ ບູນ. Activity taken from page 16 First Explorers 2, Activity Book, Oxford University Press.

H Look and circle the word – ນັກຮຽນ ອ່ານຄາສບັ ຕ່າງໆ ແລ້ວເລືອກເອົາຄາສບັ ຂອງສິ່ງີ ທມີ່ ຢູ່ໃນຮບູ ພາບດງ່ັ ກາ່ ວ. Activity taken from page 13 First Explorers 2, Activity Book, Oxford University Press. I Read and number – ນກັ ຮຽນ ອ່ານບົດຄວາມສັນົ້ ແລວ້ ໝາຍໂຕເລກໃສກ່ ັບຮູບພາບ ໃຫ້ຖກື ຕາມ ລາດບັ . Activity taken from page 13 of Super Minds Level 2, Cambridge University Press.

Lesson 14 Module: 2 Time: 50 minutes Subject: English Topic 1: Primary Sub-topic: Writing Skills Learning outcomes: At the end of the English Teaching lesson, teacher trainees will be able to: - explain what is involved in writing Resources - describe different types of writing Worksheet - Writing Skills activities for young learners Word cards – print and cut up one set Chart paper – one piece per group. Assessment Observe teacher trainees during pair and group work. Assess teacher trainees’ mind maps. Activator (10 mins) - Draw two columns on the board and write VC at the top of the first column and CVC at the top of the second column. - Organise teacher trainees into two teams, Team 1 and Team 2. Ask them to stand in two lines in front of the board. - Tell the first teacher trainee in Team 1 to pick a word card and read the word. Then ask him/her to stick the word in the column they think it belongs to. The rest of the team is not allowed to help. Once the teacher trainee has stuck the word card to the board, ask him/her to go to the back of the line. - Repeat these steps with the other word cards - letting the teams take turns to pick cards. - Once all the word cards are stuck to the board. Check the answers. For each word, ask the teacher trainees if they think it is in the correct column and put a tick next to the words that are in the correct column. Answers VC words in, it, is, on, up, us, am, an, at, of CVC words pen, cat, dog, hat, fan, got, bag, rat, hot, box, red, pig, hen, mat - Work out which team got the most correct answers. - Then ask the teacher trainees What do V stand for? Elicit or establish vowel and ask What are the five vowels in English? Elicit or establish a, e, i, o,u. Then ask What does C stand for? Elicit or establish consonant. Use the words cards to show what V and C mean. Teaching and learning activities Introduction (5 mins) - Tell teacher trainees that in this lesson, they are going to learn about writing skills in English. - Organise students into pairs and ask them to brainstorm what we need to teach learners when we teach writing skills. - Do feedback. Elicit their ideas and write them on the board. Suggested answers Students might come with ideas such as – vocabulary, grammar, handwriting, spelling, punctuation, sentence construction. Note: Keep the answers on the board to refer back to during the Summary and assessment step. Activities (20 mins) - Explain that when we teach young learners how to write in English, we start by teaching them writing subskills – such as how to write letters, how to write simple words or their name. Once a student can write a simple sentence, they can move onto doing guided writing activities. Tell teacher trainees they are going to read more about this in the next activity. Worksheet - Organise teacher trainees into pairs and give out the worksheet - Writing Skills. - Explain that teacher trainees have to work in pairs to read the information on the worksheet

and find the answers to questions 1-5. - Do feedback and elicit the answers. Answers 1. Beginner subskills in writing include learning how to write letters, writing simple VC and VCV words, learning to write your name, completing words or simple phrases. 2. Activities to practice word level writing include making word snakes, working out words where letters are missing or have been mixed up, working out simple puzzles. 3. Guided writing means providing a model that students can follow and complete with their own information. 4. Examples of guided writing at sentence level include putting words in the correct order, matching sentence halves, gap fill using pictures or words, writing captions for pictures, writing speech bubbles or dialogues. Examples of guided writing at text level include completing cards, invitations, letters, stories or posters. 5. An important principle at all levels is that students should not be asked to write something that they cannot say in English. Summary & assessment (15 mins) - Organise teacher trainees into groups of 4 and give each group a piece of chart paper. - Explain that they are going to make a mind map to show everything they have learnt about teaching writing skills. Draw their attention to the information on the board from the Introduction activity, they can use these ideas and the information from the worksheet. - Give them 10 minutes to create their mind map. Then ask each group to present their mind map to the class. - An example has been provided below. Annex Resources to be used during this lesson: - Worksheet – Writing Skills - Word cards – print and cut up one set

Worksheet (Module 2, Lesson 14) Writing Skills ກດິ ຈະກຳ ອຳ່ ນຂມ້ໍ ນູ ກຽ່ ວກບັ ທກັ ສະກຳນຂຽນດຳ້ ນລມ່ . ຈຳກນນ້ັ , ໃຫຕ້ ອບຄຳຖຳມ ທຢ່ີ ໃູ່ ນໜຳ້ ຖດັ ໄປ. ກຳນຊຽນ ແມນ່ ທັກສະທມ່ີ ຄວຳມຫຍ້ງຍຳກອັນໜງ່ີ ທີ່ມພດັ ທະນຳກຳນຈຳກລະດັບກຳນຈດົ ກ່ຳຍຄນື ຄຳສັບ ແລະ ວະລທີ່ຄນ້ ເຄຍ ໄປເຖິງກຳນພັດທະນຳຄວຳມຮັບຮູ້ ກ່ຽວກບັ ໂຄງສຳ້ ງ, ປະເພດຂອງບດົ ຄວຳມ, ຂະບວນກຳນຂອງກຳນຮ່ຳງ ແລະ ດດັ ປັບແກໄ້ ຂ ແລະ ຂຽນ ໃຫຄ້ ົນອນ່ີື ອ່ຳນ. ບນັ ດຳກດິ ຈະກຳ ສຳລບັ ນກັ ຮຽນເລມ່ີ ຕນ້ັົ ໃໝ່ ຕອ້ ງບໍຄ່ ຳດຫວັງວຳ່ ຜຮູ້ ຽນໜມ່ ນ້ອຍ ຈະສຳມຳດເລມ່ີ ຕັົ້ນຂຽນໄດ້ ໃນທນັ ທ. ກຄຳ້ ຍຄກື ບັ ກຳນອຳ່ ນ, ຂແນະນຳໃຫເ້ ລມ່ີ ຕນ້ົັ ກຳນສອນຈຳກ ທກັ ສະຍອ່ ຍຕຳ່ ງໆ (sub-skills). ທັກສະຍອ່ ຍ ສຳລັບຜ້ຮູ ຽນລະດັບເລ່ີມຕ້ນັົ ກຳນຂຽນ ປະກອບດ້ວຍ: - ຮຽນ ທ່ີຈະຂຽນຕວົ ອກັ ສອນ - ຂຽນຄຳສບັ VC ແລະ CVC ງຳ່ ຍດຳຍ - ຮຽນ ທ່ີຈະຂຽນຊ່ີຂື ອງຕົວເອງ - ຂຽນຄຳສັບ ຫື ວະລທງີ່ ່ຳຍໆ ໃຫສ້ ຳເລດັ ສຳລບັ ນກັ ຮຽນໃນລະດັບເລມ່ີ ຕົັ້ນ, ກຳນຂຽນຕຳມຮອຍ ຫື ກຳນກ່ຳຍຄນື ຄຳສບັ ຕຳ່ ງໆ ຈະເປນັ ໂອກຳດໃຫ້ພວກເຂົຳ ໄດ້ຝກຶ ແອບກຳນຂຽນດວ້ ຍມ,ື ຮຽນ ແລະ ສັງລວມເອົຳຄຳສບັ ໃໝໆ່ , ພດັ ທະນຳຄວຳມຮບັ ຮູ້ ແລະ ຍກົ ລະດັບຄວຳມໝັ້ນໃຈ ໃນກຳນສະກົດຄຳສັບພຳສຳອງັ ກິດ ແລະ ຝກຶ ແອບຮບູ ແບບກຳນສ້ຳງປະໂຫຍກແບບງຳ່ ຍດຳຍ ທີພ່ ວກເຂົຳ ໄດ້ຮຽນໃຊ້ ໃນພຳກເວຳ້ົັ . ເພ່ອີື ຕ່ຍໍ ອດຈຳກກຳນກ່ຳຍຄືນ, ຍງັ ມອກຫຳກຫຳຍກດິ ຈະກຳ ແລະ ເກມກຳນຫິັນ້ ທີ່ເປັນທີ່ນິຍົມ ຢູ່ໃນຫ້ອງຮຽນຊັນ້ ປະຖມົ ທ່ີກຽ່ ວຂ້ອງກັບກຳນຂຽນໃນລະດບັ ຄຳສັບ. ຍົກຕວົ ຢູ່ຳງ: ເກມຊອກຫຳຄຳສັບ (word snakes), ກຳນສ້ຳງຄຳສັບ ດ້ວຍກຳນເອຳົ ຕວົ ອັກສອນບຳງຕວົ ອອກໄປ ຫື ກຳນສະຫບັ ບ່ອນຢຂູ່ ອງຕວົ ອກັ ສອນ, ເກມປິດສະໜຳແບບງຳ່ ຍໆ. ເມອ່ືີ ນັກຮຽນ ມຄວຳມໝັ້ນໃຈ ກຽ່ ວກບັ ກຳນຂຽນຄຳສບັ ຕ່ຳງໆແລວ້ , ພວກເຂຳົ ອຳດທຳກຳນຂຽນປະໂຫຍກ ແລະ ບົດຄວຳມສນັ້ ແລະ ງຳ່ ຍດຳຍ ເຊ່ງິີ ສວ່ ນໃຫຍ່ແມ່ນປະຕິບັດ ຜ່ຳນທຳງກດິ ຈະກຳ ກຳນຂຽນແບບມກຳນແນະນຳ (guided writing). Guided Writing ກຳນຂຽນແບບມກຳນແນະນຳ ຄຫູ ຳຍຄນົ ນຳໃຊກ້ ຳນຂຽນແບບມກຳນແນະນຳ (guided writing). ຢູ່ໃນ ກດິ ຈະກຳກຳນຂຽນແບບມກຳນແນະນຳ (guided writing activity), ນກັ ຮຽນ ຈະໄດ້ຮັບແບບຟອມ ເພືອີ່ ໃຫພ້ ວກເຂຳົ ຕມ່ີື ແນວຄວຳມຄິດຂອງພວກເຂຳົ ຫື ຕມ່ີື ລຳຍລະອຽດທກ່ີ ່ຽວຂອ້ ງຕ່ຳງໆ. ໃນລະດັບປະໂຫຍກ, ກຳນຂຽນແບບມກຳນແນະນຳ ອຳດປະກອບດວ້ ຍກຳນຈັດລຽງຄຳສບັ ເປັນປະໂຫຍກໃຫ້ຖືກຕ້ອງ, ກຳນຈບັ ຄູປ່ ະໂຫຍກທຖ່ີ ືກແບງ່ ອອກເປນັ ສອງສ່ວນ, ກຳນຕີ່ືມຮູບພຳບ ຫື ຄຳສບັ ໃສບ່ ອ່ ນຫວຳ່ ງ, ກຳນຂຽນຄຳອະທບິ ຳຍ ໃສຮ່ ບູ ພຳບຕ່ຳງໆ, ກຳນຂຽນປະໂຫຍກໃສບ່ ວ້ ງຄຳເວົ້ຳັ ຫື ບົດສນົ ທະນຳຕຳ່ ງໆ. ໃນລະດັບບດົ ຄວຳມ, ກຳນຂຽນແບບມກຳນແນະນຳ ອຳດປະກອບດວ້ ຍກຳນຕ່ືມີ ຂ້ໍມນູ ໃສ່ນຳມບດັ , ບດັ ເຊນ, ຈົດໝຳຍ, ນທິ ຳນ ຫື ຮບູ ພຳບໂປດສະເຕ. ປະເພດກຳນຂຽນນ້ັ ຈະຊວ່ ຍໃຫ້ນກັ ຮຽນ ສຳມຳດເສມຂະຫຍຳຍ ແລະ ສັງລວມໄດ້ຄັງຄຳສບັ ຕ່ຳງໆ, ໂຄງສ້ຳງຫັກໄວຍຳກອນ ແລະ ຮບູ ແບບປະໂຫຍກ ທພ່ີ ວກເຂົຳ ສຳມຳດສ້ຳງໄດ.້ ນອກຈຳກນ,ັ້ ກິດຈະກຳກຳນຂຽນແບບມກຳນແນະນຳ ຍັງເປັນກຳນສຳ້ ງແຮງຈງູ ໃຈໃຫ້ພວກເຂົຳ ຍອ້ ນວ່ຳ: ກດິ ຈະກຳເຫຳ່ຼົ ນັ້ ຈະເຮັດໃຫນ້ ັກຮຽນ ໄດຂ້ ຽນບົດຄວຳມທີ່ຍຳວກວຳ່ ດວ້ ຍກຳນນຳໃຊຂ້ ມໍ້ ນູ ສວ່ ນຕວົ ຂອງພວກເຂຳົ ເຂ້ົຳັ ໃນກິດຈະກຳກຳນຂຽນຂອງພວກເຂົຳ. ຫັກກຳນທ່ີສຳຄນັ ໃນທກລະດັບກຳນຂຽນ ແມ່ນຕອ້ ງຈໄືີ່ ວ້ວຳ່ : ຕອ້ ງບໍ່ບອກໃຫ້ນັກຮຽນ ຂຽນ ກຽ່ ວກັບສ່ິີງທີ່ພວກເຂົຳ ບໍ່ສຳມຳດ ເວັ້ຳົ ເປັນພຳສຳອງັ ກດິ ໄດ.້

Worksheet (Module 2, Lesson 14) ຄຳຖຳມ 1. ທັກສະຍອ່ ຍອນັ ໃດ ທີ່ພວກເຮຳົ ສອນນັກຮຽນ ທ່ກີ ຳລັງຮຽນຂຽນພຳສຳອັງກິດ ເປັນເທືີ່ອທຳອິດ? ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2. ບຳງກດິ ຈະກຳກຳນຂຽນ ທຄ່ີ ູຜໜູ້ ງ່ີ ນຳໃຊ້ ເພ່ີືອຝຶກແອບກຳນຂຽນ ໃນລະດບັ ກຳນຂຽນຄຳສບັ ແມນ່ ຫຍັງ? ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 3. Guided writing ກຳນຂຽນແບບມກຳນແນະນຳ ແມ່ນຫຍງັ ? ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 4. ຍກົ ຕົວຢູ່ຳງປະເພດກິດຈະກຳ ກຳນຂຽນແບບມກຳນແນະນຳ (guided writing) ໃນລະດບັ ກຳນຂຽນປະໂຫຍກ ສອງອັນ ແລະ ໃນລະດບັ ກຳນຂຽນບົດຄວຳມ ສອງອນັ . ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 5. ຫກັ ກຳນທສີ່ ຳຄນັ ອນັ ໜ່ີງ ໃນເວລຳສອນນກັ ຮຽນ ກຽ່ ວກບັ ກຳນຂຽນ ໃນທກລະດັບກຳນຂຽນ ແມ່ນຫຍງັ ? ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

Word cards – Print and cut up one set





Lesson 15 Subject: English Module: 2 Time: 50 minutes Teaching 1 Topic 3: Primary Sub-topic: Teaching writing Learning outcomes: At the end of the English Teaching Skills to Young Learners lesson, teacher trainees will be able to: Resources - describe different types of reading Word cards (print and cut up one set) activities for young learners Worksheet – Writing Activities Beginner Writing Activities (one copy per group). - identify steps in guided writing Guided Writing Activity 1 (one copy per group) Assessment Guided Writing Activity 2 (one copy per group) - Observe teacher trainees during pair and group work. - Check teacher trainees’ written work. Activator (5 mins) - Give the word cards to the teacher trainees. - Read the sentence I like Maths and explain that if teacher trainees hear the word on their word card in the sentence, they have to go to the front of the class and stand in the correct order with the other teacher trainees to form the sentence. - Explain that if a word is the first word in the sentence, the word card will have a capital letter; if the word is the final word in the sentence, the word card will have a full stop or question mark. Some teacher trainees may hear their word more than once. - Check the sentence is correct then continue the activity with the sentences below. You have got two pens. There are three books on the table. There are two chairs. This is a pen. He does not like coffee. I am a teacher. Do you like Lao Language? Teaching and learning activities Introduction (5 mins) - Ask teacher trainees Do you think the activator activity is a suitable activity to use with students learning English? Why? Why not? - Elicit their answers. - Suggested answer Ordering words in a sentence is an excellent activity for students learning English. It helps them develop their reading skills. It also helps them develop their writing skills - especially sentence construction. The way the activator activity was designed also promotes multisensory learning – students listen to the sentence, look at the words and move around to put the sentence in order. - Tell teacher trainees that in this lesson, they are going to learn about writing activities for young learners. Activities (35 mins) Worksheet - Organise teacher trainees into groups of 4-5. - Give out the worksheet – Writing Activities and give each group of a copy of the Beginner Writing Activities and Guided Writing Activity 1 and 2. - Explain that the teacher trainees have to work in groups to analyse the writing activities and answer the questions. - Do feedback and elicit the answers.

Suggested answers 1. The beginner writing activities focus on writing a word level. 2. The skills that are focused on in these activities include: o handwriting – letter formation and tracing and copying words accurately o writing words o spelling – ordering letters or completing missing letters 3. These guided writing activities focus on writing at sentence and text level. 4. The skills that are focused on in the guided writing activities include: o vocabulary development o sentence construction – completing missing information and ordering sentences o grammar – using the correct grammar structure or verb o punctuation – remembering to use capital letters and full stops o writing for different purposes – writing a diary to record events, writing to communicate information 5. In the guided writing activities, before completing the main task students: o practice key vocabulary they need to complete the task successfully o analyse a model of the type of text they will produce o do an activity to practice the language and sentence structures they will need to complete the task successfully Summary & assessment (5 mins) - Ask teacher trainees to tell their group three things they learnt about writing skills and writing activities. - Choose volunteers to share their answers with the class. Annex Resources to be used during this lesson: - Word cards (print and cut up one set) - Worksheet – Writing Activities - Note: The Beginner Writing Activities and Guided Writing Activities (1 and 2) are provided in separate files.