ເອກະສານປະກອບການບນັ ຍາຍ I Lecture Document I English Teaching Methodology 1 Year 2, System 12+4 By Mr Somlath SOMSAVATH ສກົ ຮຽນ 2017-2018
Warm up activities 1. Do you remember what were your favorite English lesson at school? 2. What the lesson were about? 3. What did the teacher do? 4. Why were they your favorite lessons? (Teacher takes note and discuss with Ss reason they remember for a long time ) Play game: I went to the market I bought…….S1,S2,S3...
1. Activity: Agree or Disagree A good teacher………………….. Agree Disagree 1 Is enthusiastic. Tries new activities, takes risks and make student think. 2 Think about a students’ level when he/she writes on the board. He/she doesn’t write to much. 3 Always does exactly what is in the book. 4 Tell students to work in pairs/groups without giving them a task. 5 Writes everything from the book on the board. Including the instructions for teacher. 6 Speaks and writes, students repeat and copy. 7 Gives students the opportunity to speak English and use their own ideas. 8 Observes and learns from other teachers and from his/her own teaching. 9 Doesn’t have a lesson plan. They just open the book and follow it. 10 Cannot teach listening or pronunciation without a tape. He/she doesn’t know how to use the teacher’s guide. Compare your ideas with your partner, then check with the whole class.
1. Activity: Class discussion Work in pairs to discuss language learning and teaching. What is the role of a teacher when leaning a second language? 1. How do people learn their first language? 2. How do people learn a second language? Discuss your ideas with the whole class. Compare how we learn first and second languages. 2. Activity: True or False? Read the statements below and write T(True) or F(False) 1. Learning should be teacher-centered ____ 2. Students learn best by doing, observing, and seeing ____ 3. Students should be able to think for themselves and use their own ideas ____ 4. Teachers should talk a lot during a lesson _____
1. Writing techniques What do teachers usually write on the blackboard? Brainstorm as a whole class. Vocabulary Grammar Spelling Work in groups: Discuss why teacher use the BB?
Ask 3 students come to write on the board “I am studying English” Questions: 1. Which student’s writing is the easiest to read? Why? 2. Discuss this in groups using Lao or English.
- What problems can you identify? - How would you improve the writing on the Bb? Bb 1 Different kinds of weather. It’s stormy, it’s sunny It’s rainy, it’s cloudy, Seasons spring, summer, autumn, winter Bb2DifferTenemtpekrainturdesshootf, wwaerma,thcoeorl,.coIld. t’s Stormy, it’s sunny. It’s rainy, it’s cloudy, Seasons spring, summer, autumn, winter Temperatures hot, warm cool, cold
Blackboard 1 Good points Weak points __________________________ ____________________________ __________________________ ____________________________ __________________________ ____________________________ __________________________ ____________________________ Blackboard 2 __________________________ ____________________________ ____________________________ __________________________ Rewrite the information from the blackboards above showing what improvements you would make in your book.
Straight look hide side talk large sections clearly Don’t…h…id…e..the blackboard. Stand to the ……s…id…e …and ……lo…ok...at the students …t…al…k. as you write. Involve the class by asking them to give the next words, etc. Write …C…le…a.r.ly and …L…a…rg…e…enough for the students at the back of the class to see. Write in a …s.t.ra…ig…h.t.. line. Use …se…c…ti…on…s . of the blackboard. Don’t use the whole blackboard.
2.1. Activity: Class questions Look at the following blackboard. Singular and plural nouns Unit 21: Shopping UNCOUNTABLE COUNTABLENOUN This is Water This is These are Bread meat a vase vases an apple apples (This is a water) a chicken chickens domestic bookshelf wild furniture
Redesign the board work using the words in the box above. This is a cassette These are cassettes That is a watch Those are markers a duster desks a sharpener rubbers a rubber brooms an apple Watches
1. Presenting and practising grammar structures. Look at the example below. Teacher is teaching past simple (Using patterns). Underline Ex: book Use circles/boxes Ex: book book Use arrows Ex: book She clean ed the floor. Did she clean the floor? She cook ed for the family Did she cook for the family? She wash ed the dishes Did she wash the dishes? Yes, she did ; No, she didn’t
Choose some of the lesson in the ELSS appropriate with the topic below and design how to use the patterns clearer to the students. 1. Present grammar structure on the bb 2. Present of words on the bb 3. Present drawing actions and feelings 4. Present drawing object and stories 5. Present grammar structure on the bb Feedback all the classroom
4. Blackboard drawings Why do we use pictures for teaching? Discuss about question Look at the following drawings. What actions do you thing they show? Which do you think are clearer? Which do you think are easier to draw? Why?
Activity 2: True or False Read the statements below and write True (T) or false (F) 1.You have to be a good artist to draw successfully on the blackboard._____ 2.Drawings should be as simple as possible.____ 3.It is not important to draw quickly in order to keep the interest of the class._____ 4.If you talk as you draw, the class will be more involved and understand the pictures from seeing them and listening to the teacher._____ 5.You will get better with practice and sometimes it helps the class atmosphere if the drawings are not perfect. The students will laugh and you can laugh with them!____
1. Drawing actions 2. Drawing faces showing felling 3. Drawing objects 4. Drawing stories Feedback as a whole class
1. Control in the classroom 1.1. Activity: Involving techniques Question: 1. What do you do to help control the classroom? + Use a table to write your answers. 1. Things which help control the class. 2. Things which don’t help control the class. - Knowing and using the student’s - Standing in front of the bb all name. lesson. - Looking at the class while - Doing the same activities every speaking. lesson. - Being friendly to the Ss. - Speaking in English all the time. - Speaking clearly. - Speaking during the whole lesson. - Speaking so that the whole class - Speaking quietly. - Marking homework while students can hear. - Monitoring pair and group work. are working in pair or groups.
Activity 1. Demonstrations Demo 1: bad demo “discuss the advantages and disadvantages of being on English language teacher” Demo 2: Good demo Demo 1 Demo 2 1. Is the teacher friendly? 2. Does the teacher help the students? 3. Does the teacher explain well? 4. Does the teacher sit at the front of the class? 5. Is a teacher interested in what the students are doing? 6. Does the teacher check what the students have talked about?
When you are teaching make sure you remember the following points t create a good atmosphere in your class. Be friendly –laugh with the students, not at them. Be helpful-work with the students. Show interest-Really listen to your students. Be patient Be enthusiastic Always organise/demonstrate- don’t just tell students Introduce new topic/activities-ask question/ask for examples to check understanding Give every one a chance to think or talk about a topic BEFORE you ask a student Give the students time to listen and think before they speak. Set time limits so students know how long they have to do an activities. Get the students to speak to each other as much as possible Ask/encourage the Ss to help each other, especially when they work in pairs or groups Monitor and walk around pairs/groups during activities Be careful when giving praise Give students feedback at the end of a task.
1. Increasing student talking time (STT) Question: How does the teacher do to increase STT? (Students answer) - The T has to give the Ss the chance to speak and be active, Ss need to practise their speaking more than the T already knows English. Activity1: Tick and discuss Agree Disagree 1. Students should get the most speaking practice by talking to other students and not to the teacher. 2. Students can learn a lot by trying things by themselves and making mistakes. 3. Usually learn best by only listening to the teacher explain things. 4. The teacher should speak as much as possible in the classroom. 5. The teacher should speak as a little as possible in the classroom.
Complete the following chart with the sentences below. Put appropriate in column A or B A Increases STT/Decreases TTT B Decreases STT/Increases TTT - The teacher encourages students - The teacher gives long to ask questions. explanations and students just - The teacher asks the students listen. questions at the beginning of - The teacher picks the best lesson students to answer a question (What did you do yesterday evening? without getting all the students etc). to discuss the answers first. - The teacher gets the students to - The teacher doesn’t encourage work together in pairs or groups. the students to ask questions. - The teacher assigns the students - The teacher always gets the to demonstrate activities. students to work alone without speaking.
Class’s questions 1. What is a “native speaker or non native speaker of English”? 2. How can a Lao teacher help students more than a native speaker? It is helpful if a teacher speaks Lao, but the should try not to speak Lao all the time in class. English Lao Both Greeting the students Taking attendance Giving instructions Checking understanding Disciplining students Giving grammar explanations Asking questions Organising activities Correcting mistakes Asking the students to do things
3. Using gesture. Teacher shows how to use gesture to explain the instructions as: - Stand up - Bend forwards - Bend backwards - Straighten up - Crouch down - Straighten up again - Sit down 1. Did you understand all of the English? 2. Did you know what you had to do? 3. Why do we use gestures?
Ss work in group and decide what gestures you could use to make following instructions clearer to your Ss. - Change places - Everyone stand up - Say it again - Get a piece of paper and a pen - Speak up. I can’t hear - Get into groups of 4 - Copy - Work in pairs - Don’t let anyone see what you write - Move your desks - 1, 2, 3, 4 you are one group One student from each group will demonstrate one of the gestures, Other groups guess the instruction.
Activity1. Matching Work in pairs: Match the classroom situations in column A with the phrases in column B. Situations (A) English phrase (B) 1. Taking attendance A. Take one each. 2. Asking for help in the classroom B. Who’s missing? 3. Passing out papers/books/homework C. Be quiet. 4. Organising activities D. Who has the answer? 5. Asking for meaning E. Clean the board please. 6. Getting feedback F. Get into groups of 4. 7. Disciplining students G. What’s the Lao? Students work in groups to take each situation and try to think of more phrases. T give them the example E.g. Taking attendance - Where is Thong today?
1. Techniques for asking questions What is “technique”? - Discuss your answers in small groups and explain your reasons. Tick () sentences below if you think it is good ideas ____Ask only good students to answer the questions. ____Ask only weak students to answer the questions. ____Ask only volunteers to answer the questions. ____Ask students one by one. ____Ask students questions and give them points if they answer correctly. ____Ask one or two students in the class. ____Ask questions, but outside the classroom. ____ Do not ask the class questions.
Look at the four example of how a teacher is asking the same question to the same class. Answer the questions: 1) How is each technique different? 2) What are the advantages and disavantages of each technique? A What’s this made of? B What’s this made of? Anyone? ……Sone? Wood I,I… It’s made of wood C DThong……….What’s this What’s this made of? made of? ………Yes. Keo? It’s made of It’s made of wood wood
Observation Teacher will use the techniques above to demonstrate asking questions. Watch and tick () the appropriate column below. Technique A Technique B Technique C Technique D Question 1 Question 2 Question 3 Question 4 Feedback as whole class
teacher will demonstrate how to check understanding using concept questions. Instructions for the demonstration are in the answer key. In the demonstration the teacher asks 4 different kinds of questions: 1. Yes/No questions 2. Alternative questions (…..or…) 3. “Wh” Questions 4. Negative checking questions After the demonstration: These are some of the questions your teacher asked. Say with type of question each one is. Write 1, 2,3 or 4. Number Concept question What’s this made of? Is this made of wood or cloth? Is it made of wood? Is a door made of cloth?
Demonstrations Teacher will demonstrate each type of concept question. Six students will follow observation questions below. The rest of the class will participate in the demonstrations. Observation questions: Feedback as a whole class. Discuss the following question: Why do we use different types of questions? Work in groups. Write concept checking question with answers for the following vocabulary and structures.(If short of time, each group writes only one set of concept questions.) a) I’m looking forward to the weekend. b) I wish I had a car. c) I didn’t mean to break it. d) They’ve been married for 10 years.
1. Introduction Discuss these questions: 1). What is drilling? 2). During what stage of the lesson do we introduce drills? 3). Should the students understand the meaning of the word/grammar before you drill? 2. The stages of drilling These are stages of drilling: (What do they mean? How do you do each stage) 1. Model 2. Choral drill 3. Individual drill 4. Closed pair drill
• Drill the sentence “She studies English” follow the procedure bellow: 1. Model, 2. Choral drill, 3. Individual drill, 4. Closed pair drill Work in pair match the stages of drilling and definitions Stage of drilling Definition 1. Model a. ກິ ດະກຳນ້ີ , ະຠນັ ກອຽນພຽຄົ ນດຽວ່ີທ 2. Choral drill ະເຝິ ກ 3. Individual drill 4. Closed pair drill ເົວີ້ ຳຳສັ ບໃໝ່ີ , ສ່ີ ວນໝີ່ ໃນຫ້ີ ຬຄໃຫີ້ ນັ ຄ bຟັ .ຄ.ະເົວ້ີ ຳກີ່ ຽວກັ ບສັ ບພຳສຳໃໝ່ີ ໃຫີ້ ແ່ີ ຠ ແc.ຬ້ີກິ ຄຬດກແສລະກຽະຄຳມ່ີ ນີ້ ຳ,ຄນເັ ປັກນອທຽນຳຠທັ ະຄຆໝຳົ ດດແຕະ່ີ ເຝິ2-ກ3ເົວີ້ັີ້ ຄຳ. dກ່ີ .ຽກສິວັ ບດກັ ບ່ີ ກະັກບຳໝນ້ີ ີ່ ,ຜນ້ີ ັ ີ່ທກນອ່ີ ັ ຄຽໃນກີ້ທັກຄັ ນໝໃົ ນດເວະລໄດ້ີຳດເຝິ ຽວກ. ເົວ້ີ ພຳສັຳບສຳໃໝ່ີ ີ່ທເົຂຳເົີ້ ຳກຳລັ ຄອຽນພີ້ ຬຠ ກັ ນ.
Discuss the question bellow 1. Why do we do the stages of drilling? 2. Could we skip/omit any stage? 3. What will happen if we do? Stage Reason 1. Model a. The teacher and other Ss can 2. Choral drill correct errors. b. Give the most practice in speaking. 3. Individual drill c. All the Ss can speak, it doesn’t matter if they make mistakes 4. Closed pair drill d. Ss hear the language spoken naturally
Teacher demonstrate how to drill Question and Answer. A: “Where are you going?” B: “To the market” Teacher drill follow 4 stages but (individual use open pair) Answers the questions bellow 1. Did we do open pair before or after closed pair drilling? 2. What is open pair drilling? 3. Why Discuss as whole class
5. What does drilling practice? Remember: when you teach new language, students need to know meaning, from and pronunciation. What does drilling practice? o Speaking o Form and pronunciation o Meaning 6. How to drill Teacher will demonstrate drilling again using the same sentences as before. This time, think about how to drill.
Write “do” or ”don’t” for each point as you watch the demonstrations. Drilling Techniques- Dos and Don’ts Put “do” or “don’t” in front each sentence 1. Model the language at normal speed ________ວາຍຍາໍ ຓະຈາ ( ວາຍໄ ໍໂວ, ຍໄ ໍຆາ ເຑຈ ) 2. Drill unnatural language ________ຐຶກວາຍຍຏິຈຎກກະຉິ ( ໂວເຑຈ, ຆາ ເຑຈ ) 3. Keep the drilling quick and lively ________ອກັ ສາກາຌຐິກວາແຫຓ ຍີ ຌັ ງາກາຈຓວໄ ຌຆໄ ຌື 4. Write the sentence on the board before the students say it. ________ຂຽຌຎະເຫງກແສກໄ ະຈາຌກຬໄ ຌລວ ໄຄຶ ຑາຌກັ ອຽຌຐິກວາາໍ ສຍັ 5. Tell your students not to write while you drill. ________ຍຬກຌກັ ອຽຌຍໄ ໍແຫຑ ວກຂາຂຽຌວລາກາໍ ລຄັ ຐິກວາ 6. Introduce the various stages of drilling with clear gestures ________ສະໜີຍາຈກາ ວຉາໄ ຄໃຂຬຄາໄ ຌ drilling ຈວ ງກາຌແຆ າໄ າຄ 7. Listen and correct errors ________ຒຄັ ລະ ກວຈາໍ ຏິຈ 8. Drill each student in the order they are sitting _______ຐິກແຫຌ ກັ ອຽຌກຸ ຌແຌຫຬ ຄອຽຌ 9. Make it fun _______ສາ ຄຍຌັ ງາກາຈແຫຓ ວໄ ຌຆໄ ຌື ແຌວລາ drilling 10. Model a long list of vocabulary while the students listen _______ດາໄ ແຫຉ ວດາໄ ຄຎະຓວຌາໍ ສຍັ ຫຼາງກຌີ ໂຎແຌຂະຌະໄ ີຌກັ ອຽຌຐິກຆຬ ຓ
Give feedback with whole class Checklist Decide what you are going to drill ຑິາລະຌາວາໄ າະ drill ຫງຄັ ? Decide how you will model it, think about stress and difficult sounds. Practice saying the sentence – make sure that you say it the same way each time. າ ະແຫຉ ວດາໄ ຄຌວແຈ ກຽໄ ວກຍັ ກາຌຌັຌ ສຽຄ ລະ ກາຌ ຬຬກສຽຄໄ ີງາກ? ແຌວລາວາຎະເຫງກຌຌັ ຉຬ ຄແຆຌ າໍ ສຽຄວິ ີ ກໄ າ(ຍໄ ໍແຫຎ ໄຽຌສຽຄ). Decide which drills you will do and in what order (consider whether to do individual or open pairs) າໍ ຌຄຶ ວາໄ າ drill ຌວແຈຑໄ ືຬແຫຊ ກື ຉຬ ຄຉາຓຍາຈກາ ວ drilling
Work in groups. Your teacher will give you some sentences or mini-dialogues to drill. Use the checklist to help you prepare. Take turns to practice drilling with the other students in your group. Teacher monitors and helps I got drunk yesterday . A: What did you do last night? B: Bamboo soup. I can ride a motorbike, but I can’t drive a car. I really love you. He likes eating padaek. A: How often do you drink beer? B: I’ve got 5 boyfriends. He’s got 12 chickens and 6 geese. A: when’s chrismas? B: The 25th of December.
1. What is process writing? There are three steps to process writing: A.Pre-writing activities B.Drafting activities C.Revising activities 2. Pre-writing activities Work in pairs to discuss this question: What activities can you do before writing? Feedback as whole class. Brainstorming Include questions starting with: What? When? How? Where? and Who?
Example: School rules Why do we have school rules? How do you feel about school rules? What are the school rules? Who makes up the school rules? Work in groups to brainstorm, Why, How, What and Who questions, on the topic of “Pets” Feedback as a whole class. Describing a friend in class. Working alone. Make a list connected to the topic ‘Describing your best fried’. Compare your list with your partner’s.
When you draft, it is very important to make a plan to help you write. You need to think about “introduction, outline topics, detail of each topic and conclusion”. For example: Here is a basic outline for “describing Luang prabang” 1. Places 2. Festivals 3. People After preparing your basic outline, the next step to develop the outline further: 1. Places a. World Heritage site (old French boiling, Royal palace). b. Temples c. Waving village 2. Festivals a. Pi mai Lao b. Boat racing 3. People a. Kind b. Friendly c. Hospitable
This is the final text describing Luangprabang Luangprabang Luang prabang is the beautiful capital city of Laos. It is a world Heritage site. In the north, surrounded by mountains. Lao customs, traditions and culture are well preserved in Luangprabang. Luangprabang has got more temples than other cities in Laos. For example, that phousy, WatXiengthong , Wat vixoun, and wat phon phao. Ban phanom is a famous weaving village in Luangprabang. The local people make a variety of traditional patterns and colorful fabrics. Every year there are interesting traditional celebrations such as the boat racing festival and pi Mai Lao. The people in Luangprabang have delicious traditional food as well: orlarm and jeobong. Many people say Luangprabang is the most beautiful city in Laos, full of old customs, tradition and culture. The people are very kind, friendly and hospitable.
Activity: write two paragraphs to describe Veintiane. a)Write a basic outline. b)Write a detailed outline. c)Write your first draft. Use the Luangprabang text to help you.
4. Revising It is essential to teach a correction code for the process approach. Write your code on the blackboard. Give students examples of work which you have corrected using your code, so they can practice correcting. You can use any code that you think is helpful. Here is an example.
Here is an example of a text corrected using the correction code. Rewrite the text making the necessary corrections. G Manotham and sommaly is student at a school in Vientiane. They live S In a big house their parents. Their grandparents don’t live in Wo Vientiane. They live in the capital old city of Luangprabang. W Manotham and sommaly’s grandparents are very young. They live in small house with a big garden. somtime, in July or August, G Manotham and sommaly goes to Luangprabang by boat the mekhong. They visit their grandperents and help with the housework. G they always like to visiting Luangprabang. It is a beautiful, old city. ? They always visit like grandparents they are nice, old people.
Activity 1: Memorizing words Look at the list of words in the table and try to remember them. You have 1 minute. Red badminton papaya salad tennis Swimming jump football black Hop ice-cream yellow grilled chicken Noodle soup walk skip blue Close your books and write down as many words as you can remember. Discuss as a whole class. How many words could you remember?
Look at the list of words in the table below. Try to remember them. You have 1 minute. Red badminton jump papaya salad yellow Swimming Hop ice-cream blue walk grilled chicken black tennis soup football skip Noodle Close your books and write down as many words as you can remember. Discuss as a whole class. How many words could you remember this time? What strategies did you use to help you remember words? Which activity made it easier to remember the words? Why?
We remember things in many different ways. Grouping Associating Memor y Putting in context Using imagery Rhyming + sounds
Recording vocabulary Here is a student’s vocabulary book. WORD TRANSALATION Motorbike Yellow Breakfast December Pencil Sister Market happy
What changes could you make using the memory strategies? Write your ideas in the vocabulary book below. Use the examples to help you.
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