Methology 2 merg

Student’s book Year 3 Academic Year 2017-2018

LUANGNAMTHA TEACHERTRAINING COLLEGE ENGLISH EDUCATION Research Document English Teaching Methodology Student’s book Compiled by Somlath SOMSAVATH Editor of Foreign Language Office Citified by Director of TTC

Preface To improve quality and effective of teacher training education English teaching methodology to students at Teacher Training College, those text books which are currently developed to respond the new policy of the Ministry of Education and Sport on reform of Methodology Education of English Course. Upon the new education reform so, the foreign language office has implemented for developing students’ knowledge will be better than the past time. However, the English Teaching Methodology book is produced under the time pressure; therefore, some minor errors could not be avoided. The foreign language highly appreciates all comments and suggestions from these book users and those are considered as a great contribution to the quality assurance of the English Teaching Methodology Book as well as the development of the Lao National education. The foreign Language avails itself with this opportunity to express its sincere thanks to all contributors. Laungnamtha Teacher Training Collage Date: ……………………… Foreign Language Office

Contents Titles pages Unit 1 Drilling techniques 1. Introduction………………………………………………………………… 1 2. Three types of drills………………………………………………………. 2 3. Substitution drill……………………………………………………………. 4 4. Transformation drill………………………………………………………… 4 5. Back chaining………………………………………………………………. 5 Unit 1 Drilling techniques (Continued) 6. Micro – teaching: Substitution and Transformation……………………. 6 7. Micro- teaching: Back chaining…………………………………………. 7 Unit 1 Drilling techniques (Continued) 8. Replacement drill…………………………………………………………… 9 9. Expansion drill……………………………………………………………….. 9 10. Progressive replacement drill……………………………………………… 10 Unit 2 Present new language 1. Drilling………………………………………………………………………... 12 Unit 2 Present new language (Continued) 2. Revision of drilling………………………………………………………..…. 13 3. Presenting from a situation……………………………………………….... 14 Unit 2 Present new language (Continued) 4. Presenting new language through listening…………………………….... 18 5. Presenting from a task……………………………………………………... 20 6. Revision ……………………………………………………………………... 22 Unit 3 Teaching vocabulary 1. The importance of teaching vocabulary…………………………………. 24 2. Showing the meaning of words……………………………………………. 25 Unit 3 Teaching vocabulary (Continued) 3. Drilling vocabulary…………………………………………………………… 28

4. Eliciting vocabulary…………………………………………………………… 29 Unit 3 Teaching vocabulary (Continued) 5. Techniques for practicing and reviewing vocabulary……………………. 32 6. Revision………………………………………………………………………… 34 Unit 4 Pair and group work 1. Organising pair and group work…………………………………………… 36 2. Giving instruction for pair/group work…………………………………….. 38 Unit 4 Pair and group work (Continued) 3. Monitoring ……………………………………………………………………. 42 Unit 4 Pair and group work (Continued) 4. Problems pair and group work …………………………………………… 43 5. Revision …………………………………………………………………….. 44 Unit 5 Presenting grammar 1. Presenting new grammar…………………………………………………… 45 2. Stages of presenting grammar…………………………………………….. 46 Unit 5 Presenting grammar (Continued ) 3. Presenting grammar using a situation……………………………………... 48 4. Revision of presenting grammar……………………………………………. 49 Unit 5 Presenting grammar (Continued ) 5. Micro – teaching……………………………………………………………… 50 Unit 6 Teaching game 1. Introduction…………………………………………………………………… 51 2. Demonstration of game…………………………………………………….. 54 3. Game for advanced learners………………………………………………. 55 4. Revision………………………………………………………………………. 56

Unit 1. Drilling techniques Times: 8 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ : ເຫຌໄ ກັ ອຼຌສາມາຈ  Consider the purpose of substitution, transformation and back - chaining drills  ພ຅ິ າລະຌາຽຍໃ ຄວຈັ ຊຸຎະສຄ຺ ຂຬຄກາຌ drilling ເຌ substitution, transformation ຾ລະ backchaining  Use different drill techniques.  ຽຝິກຫຈັ ຌາເຆໄ drill ຋ໃ ຾ຉກຉໃ າຄກຌັ 1. Introduction 1.1. Drilling – controlled oral practice Language acquisition, involves the information of habits as well as a conscious understanding of the rules of sentence structure. In order to achieve different language learning goals, students must be given practice. Initially the practice will be “controlled”. That is, the students will have a little choice over the language they use. This tightly controlled is general called a repetition drill. One responsibility of the teacher is to choose drills which will lead to the students’ production of the language and understanding of the rules governing their use – form and pronunciation. (Remember drilling alone does not help students understand meaning. We use contexts and concept checking questions to communicate meaning). There are many different kinds of drills. We will look at some of them in this unit. 1

1.2. Revision Instruction for the teacher A: Materials: Question cards B: Procedure: teacher choose a word or short phrase in a language that the students do not know, for example “Guten Tag” (“Hello”, in German), if you don’t know any other languages, then you should ask someone who speaks Vietnamese / Russian / French etc.  Teacher demonstrates the meaning of the phrase or word, then, uses the 4 stages of the repetition technique for drilling the word/phrase. Steps to be considered:  Smile at all the students and say the phrase “Guten Tag” several times to the students, then shake hands with some students to show the meaning.  Model the pronunciation of “Guten Tag” Clearly twice.  Whole class repeat the phrase two or three times.  Get 5 individual students to repeat the word / phrase.  Put the students into pairs. Tell them to repeat the new phrase together in closed pairs.  Go out of the room and re-enter and say to the students “ Guten Tag”. The students should reply with “Guten Tag”.  Ask the students the following question and elicit answers: Question: Can you remember the steps to follow when drilling words or phrases? There are four steps. Write them down. Work in pairs. Feedback as whole class. 2

2. Three types of drills 2.1. Introduction Remember that in doing any drill, you should model the sentence two or three times. You should show the students, by doing it yourself and having them imitate you. Work in groups of 3 or 4. Discuss these questions. A. Why do we use drills? B. should we use drills? C. Should the teacher write the whole sentence on the board? D. Should the teacher allow the students to write while they are drilling? E. Should the teacher correct errors? Feedback as a whole class 2.2. Three different drilling techniques Look at the table below. We will look at these three drilling techniques. Substitution drill Transformation Back-chaining drill drill 1. What did the teacher do? 2. What did the students do? 3. What new language could you drill using this technique? 3

Your teacher will demonstrate the three techniques 1) Substitution drilling 2) Transformation drilling 3) Back – chaining. Fill in the table above after each demonstration 3. Substitution drill In this drill, students use another word of the same class in place of a word in a sentence. A noun is replaced by another noun, a verb by another verb, an adjective by another adjective, an article by another article etc. These are call prompts. Prompts are not the new grammar. They are words that can be substituted into the first example sentence to form new sentences. ກາຌຽຝິກຆຬໄ ມ຾ຍຍ Substitution drill ຾ມໃ ຌກາຌຎໃ ຼຌ຃າສຍັ ເໝໃ ຽຂາ຺ໄ ເສໃ ຎະ຿ຫງກຽກໃ າ຺ ຽຆໃ ຌັ ກາຌຎໃ ຼຌ noun ກຍັ noun, adjective ກຍັ adjective, article ກຍັ article. ກາຌຽຝິກຆຬໄ ມ຾ຍຍ Substitution drill ໝາງວໃ າພວກຽອາ຺ ຍໃ ແຈຎໄ ໃ ຼຌ຿຃ຄສາໄ ຄຂຬຄຎະ຿ຫງກ. Your teacher will demonstrate a substitution drill. After the demo, work in groups of 4 – 5 to fill column 1 of the table in 2.2. Instructions for the demonstration are in the answer key. Feedback as a whole class. 4. Transformation drill Transformation (something called conversion) drill gives students practice in changing from singular to plural, from affirmative to negative or interrogative, from present to past or future, from active to passive, etc. Your teacher will demonstrate a transformation drill. After the demo, work in groups of 4 - 5 to fill in column 2 of the table in 2.2. Instructions for the demonstration are in the answer key. Feedback as a whole class. 5. Backcaining Backchaining is a type of repetition drill. It is useful for long sentences that students find difficult to remember and say. 4

Your teacher will demonstrate back chaining. After the demo, work in groups of 4-5 to fill in column 3 of the table in 2.2. instructions for the demo are in the answer key. Feedback as a whole class. Review Work in pairs. Fill in the gaps using the words in the box. Things to think about before you drill: syllables sounds plurals consonants stress intonation Where’s the word or sentence____1____? – Pronunciation Difficult_____2_____, for the students to pronounce, eg. ‘sh’ or ‘ch’ Final _____3_____, eg. Fruit, false _____4____ eg. cows, houses How many ______5 are there in the word? eg. Pro-nun-ci-a-tion (5) ______6______ ( When drilling questions and answer) For example: Where are you from? Are you married? Feedback as a whole class A 5

Unit 1. Drilling techniques (Continued) 6. Micro – teaching: Substitution and transformation drills  Work in groups.  Your teacher will give you two or three sentences from worksheet 1 drill.  Look at your sentences and decide if you should do a substitution or transformation drill. Look at the underlined part of the sentence. If it’s a noun, verb or adjective, what kind of drill will you do? If the subject (I, you, he, she etc) is underlined, what kind of drill will you do?  Prepare your materials. For a substitution drill, you will need to decide on a list of 4 or 5 prompts and prepare mimes or pictures. For a transformation drill, you will need ‘positive’, ‘negative’ and ‘question’ cards.  Practise drilling in your group. Make sure all students have a turn. Remember to keep the drilling lively and fun. Your teacher will monitor and help if necessary.  Give the members of your group feedback. Use these observation questions. 1. Did the teacher give clear instructions (gestures) for each step of the drill? ຃ູແຈ຾ໄ ຌະຌາຂຌັໄ ຉຬຌ drill ຅ະ຾຅ຄໄ ຍໃ ? 2. What words did the students have to change? ຌກັ ອຼຌ ຉຬໄ ຄຎໃ ຼຌພາກສໃ ວຌເຈຂຬຄ຃າຽວາ຺ໄ ? 3. Was the drill lively and quick? ກາຌ drill ແຈຈໄ າຽຌຌແຎແວ ຾ລະ ມຆວຈິ ຆວາຍໃ ? Two or three students come to the front and demonstrate. Give them feedback as a whole group using the observation questions. You can speak Lao or English. 6

Worksheet 1: Sentences for substitution and transformation drills Have you ever eaten dog? I’m looking for my pen. I’d like a glass of Lao-Beer I feel hungry There are ten chickens He’s a movie star. I’ve just cleaned my house I like playing foodball Ajan Vongxay is very tall We were watching TV. I’ve lost my trousers I love my teacher. 7. Micro – teaching: Backchaining You are going to drill these sentences using the backchaining technique. a. How long have you been studying English? b. Have you ever been to Vietnam? c. She’s wearing a green dress. d. What are you doing? e. I haven’t seen here for ages. f. Do you mind if I open the window? g. You can sit down if you like. Look at the sentences and think about the stress and intonation. Follow the steps below. Prepare in groups of 3 or 4. 7

Underline the stressed syllables. ຂຈກຬໄ ຄເສໃ ພະງາຄ຋ໃ ຽຌຌັໄ Mark the intonation with either a falling or rising arrow sign. ໝາງລູກສຬຌສະ຾ຈຄກາຌຂຌໄ ສຼຄ ຾ລະ ລຄ຺ ສຼຄ ( ) ຫົຼື ( ) Divide the sentences for backchaining with a line ( / ). ຾ງກ຃າເຌຎະ຿ຫງກຬຬກຽຎັຌວກັ ຈວໄ ງ ( / ). Practise saying the sentence. ຽຝິກຽວາ຺ໄ ຎະ຿ຫງກ຋ໃ ມກາຌຽຌຌັໄ ສຼຄ. Remember there is no correct way to divide sentences for backchaining. It depends on the sentences and your students’ ability. Your teacher will demonstrate the first sentence. Feedback as a whole group. Answer the following questions: 1. Did the teacher give clear instructions ( using gestures ) for each step of the drill? 2. Was drill lively and quickly? 8

Unit 1. Drilling techniques (Continued) 8. Replacement drill In this activity, students replace one word or expression with another; e.g. nouns or pronouns ( he, she, it etc.) Your teacher will demonstrate this drill. Instructions for replacement drill 1. Give a sentence; e.g; “Bounmy has a radio.” Individual students say; “ He has a radio.” Do not change the object (radio) in any of the sentences in the drill. Only one element in the sentence is to be changed at a time. 2. Give sentences with “often”, the students will give the same sentences with “many times a week.” E.g. “I often speak to him.” Students will say “I speak to him many times a week.” 3. Give sentences such as “I see the man.” Students will say “I see him”. Notice how, in English, a change both of stress and intonation will have to be made. The context and vocabulary items of drills will have to be very carefully chosen so that students will not encounter too many difficulties. 4. One modal verb may be replaced by another modal verb. For example, “I have to go now”, “I must to go now”, “I ought to go now”, “I should go”. In a drill of this type, change only the verb. Later change the subject pronoun and not the verb.  Micro-teaching A. Material: Model sentences, textbook, cards B. Procedure: Your teacher will give you sentences to drill. Practice in groups. Volunteers do a replacement drill with the whole class. Feedback as a whole class. 9. Expansion drill In this drill, a word or expression is inserted or added to a sentences. Your 9

teacher will demonstrate this drill. Instructions for expansion drill. A. Materials: Books, Cards, Paper, model sentences. B. Procedure: Teacher gives model sentences and a word or expression to be inserted. Teacher says “Let’s add the word” too “in these sentences”. “the coffee is hot”. Students: “the coffee is too hot”. Teacher: “The pond is too deep”. Students: “The pond is too deep” etc. ………………………………………………………………… Teacher: “Let’s add the word” always “to these sentences” “I have coffee at ten”. Students: “I always have coffee at ten” Teacher: “My friend get up early in the morning” Homework: Write an example of an expansion drill. 10. Progressive replacement drill. This drill needs a lot of teacher assistance at the beginning, but students enjoy doing it after they have learned the technique. It is a multiple substitution drill. In this drill a new element is changed in each sentence. The students have to remember what was said in each preceding in order to form the new sentence. Instructions for a progressive replacement drill. A. Materials: Textbook, model sentences B. Procedure: Teacher selects simple model sentences for the students to imitate, then gets them practice in class or individually. 10

Teacher Student I buy a red book I buy a red book. I buy a green book. green I buy a green tie. tie Thao Kham buys a green tie. Thao Kham buys four green ties. Thao Kham Thao Kham buys some green ties. four Thao Kham bought some green ties. some bought Feedback as a whole class. Work in groups. Write your own progressive replacement drill. Practise the drill in your group. 11

Unit 2 Presenting new languages Time: 16 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ : ເຫຌໄ ກັ ອຼຌສາມາຈ:  Discuss the different techniques used to presenting languages.  ສຌ຺ ຋ະຌາກໃ ຼວກຍັ ຽຉກັ ຌກິ ຉໃ າຄໂຽພໃ ຬືຼ ຌາເຆຽໄ ຂາ຺ໄ ເຌກາຌສະຽໜຍຈ຺ ອຼຌເໝໃ .  use the new techniques to presenting languages.  ຌາເຆຽໄ ຉກັ ຌກິ ຉໃ າຄໂຽຂາ຺ໄ ເຌກາຌຌາສະຽໜຍຈ຺ ອຼຌເໝໃ . 1. About languages 1.1 . What are “new languages”? “New languages” could refer to vocabulary, grammar or functional, languages. Are these languages items vocabulary (V), grammar(G) or functional, languages (F)? E.g., ‘to run’ vocabulary ‘I went to the market yesterday’ (past simple tense) Grammar ‘Let’s go to Noy’s house.’ and ‘Why don’t we go to Noy’s house? Functional languages (because we are more interested in the message communicated – making suggestions – than the grammar used). Activity: Work in pairs. Write (V), (G), or (F) in the table. The first one has been done for you as an example. 12

V elephant Have you ever been to India? I’m going to see. my friend tonight. (present perfect tense) (‘going to’ future) Could you pass You should stop smoking. You ought to stop smoking. the salt, please? (giving advice) To be jealous of someone Can you pass the salt, please? (request) Cub of tea If it rains, I won’t go fishing. (1st conditional) 1.2. What do students need to know about new languages? Students need to learn about three areas of languages:  Meaning  Form  Pronunciation Activity: Here are some questions students might ask about new languages(vocabulary, grammar or functional, languages) that they have just learned. Which questionsask about meaning, which ask about form, and which ask about pronunciation? How do you spell it? Form What part of speech is it? How can I make a sentence? What does it mean? How do you pronounce it? Where is the stress? Feedback as a whole class. Remember when you teach new language you need to teach meaning, form and pronunciation. 13

Unit 2 Presenting new languages (Continued) 2. presenting from a situation  In this unit we will look at presenting new language to students. You teacher will give two demonstrations of presenting new language. Look at the observation task below. Choose six students to be observers. These six observers will observe only and the other students will participate in the presentations.  Observation task Watch the two demonstrations of presenting new language. Six observers answer these questions. a. Which presentation is more fun? b. Which involves the students more? c. Does the teacher help students understand meaning, form and pronunciation 2? d. What does the teacher do to help students understand in presentation 2? e. When does the teacher give the structure in presentation 1? f. When does the teacher give the structure in presentation 2? Demonstration 1 Instructions for the teacher are in the Demonstration section at the back of the book. Demonstration 2 Instructions for the teacher are in the Demonstration section at the back of the book. Activity 1: Look at the following pictures of Bounma. 14

Who do you think the people are? How do you think Bounma’s life has changed? What is the difference between the two pictures? Feedback as a whole class. After the demonstration, work in small groups to discuss the observations questions. There should be at least one observer in each group. Your teacher will monitor and help. Feedback as a whole class. Activity 2: How did you teacher help students understand meaning, form and pronunciation? The diagram below shows the different techniques you can use. Tick the techniques your teacher used in Demonstration 2. Check that you understand what each technique is. 15

Techniques for helping students learn new languages Model and Write the form on Ask concept drill the board questions Form Meaning Students copy Techniques Establish a clear examples of the situation (using new languages in to for helping Ss learn new pictures, mime etc.) their notebooks languages Model and Mark stress Drill naturally on words or sentences Pronunciation Activity 3: checklist Look at the following checklist. These are thing that you should remember when you are presenting from a situation. Choose from the words below to complete the sentences. This will be a list for you to follow. Practice shot and lively meaning X2 simple form Written example pronunciation understand  Mack sure you teach meaning, form and pronunciation of the new language.  Choose an interesting situation that will show the______________of the new language very clearly. 16

 Show the______________ of the language before you show the___________  Check that the students______________the meaning of the new language by asking concept question.  Give clear, _______________models.  Mark sure the form and the ______________ are clear.  Use drilling techniques to give the students lots of speaking _______________ before they write.  Marke sure the students have a clear_______________ of the new language in their notebooks by the end of the leson.  Mark sure the presention is__________________. Feedback as a whole class 3. Micro-teaching Work in groups and read the checklist carefully. Each group prepares a presentation (choose one of the following structures from ELSS1). Your teacher will monitor and help.  Unit 3, Lesson 2, page 3 – present simple question and short answers will the verb ‘be’.  Unit 7, Lesson 3, page 43 – articles.  Unit 11, Lesson 3, page 70 – adjectives to describe people.  Unit 12, Lesson 2, page 76 – present continuous.  Unit 20, Lesson 2, page 112 – must/mustn’t.  Observation task As you watch each presentation, follow the checklist if these points are included. Choose one student form each group to come to the front of the class and demonstrate their presentation. Tick the checklist as the watch the presentations. Make a list of things that need to be improved /changed. Make new group and give your presentation again in small group. Feedback  Your teacher will monitor and give any feedback after / all the presentations.  Feedback as a whole class. 17

Unit 2 Presenting new languages (Continued) 4. Presenting language though listening Your teacher will demonstrate a presentation though a listening text. This is useful method of presentation for functional and conversational language. Look at the observation task.  Observation task. Watch the demonstration and answer the following the questions. 1. How are the students involved in the presentations. 2. What help them to understand the meaning of the dialogue? 3. Do the students say or see the language first? 4. What kinds of drill are used? 5. Do students learn the meaning, form and pronunciation of the new language? Choose six students to be observers and the other students participate in the demonstration. Demonstration The demonstration dialogue is from ELSS 1page 54. Activity 1: Look at the following picture. What can you see? What words do you know in English? Make a list of all the things that you can see in the picture. Listen A. Listen to the dialogue. Tick any words on your list that you heard B. Listen again and answer this question. Who are the two people in the dialogue? 18

After the demonstration, work in small group with at least one observer to answer the question from the observation task. Your teacher will monitor and help. Feedback as a whole class. Checklist. Look at the following checklist. These are something to help you present new language from a listen text.  Decide what is new language for the students.  Make sure that you know where the stress is in each line and that you say it that way every time you model it.  Give the students an activity to make them familiar with the context of the dialogue.  Give them an activity while they listen to the dialogue.  Focus on the new language only when you are drilling.  Remember to keep the drills quick and lively.  Do not write up the new language in the dialogue until after the students have has oral practice.  Ensure students learn meaning, form and pronunciation of the new language. Make sure that you understand the checklist . 5. Micro-teaching You are going to prepare and present a dialogue to the class. Work in group of 3 or 4. Each group will prepare one of the following dialogue from ELSS 1.  Unit 15, Lesson 3, page 91  Unit 16, Lesson 1, page 92  Unit 18, Lesson 1, page 103  Unit 19, Lesson 2, page 108 Are you prepare presentation you should remember the checklist. Time limit: 20 – 30 minutes. You teacher will monitor and help. Choose one student from each group to present the dialogue to the class. Tick your checklist as you watch the presentations. After each demonstration, discuss in groups whether the dialogue presentation included the points from the checklist. Which rules were followed? And add any point that the presentation didn’t include. Think about any change you would like to make to you presentation in the 19

response to the feedback. You teacher will monitor and help as necessary. Present your dialogue again with the changes. When you have finished, you teacher will give feedback again. 6. presenting from a task Demonstration  You teacher will demonstrate 2 presentations from task. Instructions for the teacher are in the Demonstrations section at the back of the book. Activity 1: Look at the clocks and match them with the correct time. 1. it’s eight o’clock. 5. it’s a quarter to nine. 2. it’s five o’clock. 6. it’sa quarter to six. 3. it’s half past eleven. 7. it’sa quarter past two. 4. it’s half past five. 8. it’sa quarter past five. Check answers as a whole class. Activity 2:Look at the following pictures and sentences. Fill in the gaps with the correct word. ruler wallet notebook sharpener keys rubber notebook Check answers as a whole class. 20

This is the end of the Demonstrations. Activity 3: Work in pairs. Look at activities 1 and 2 again and discuss the following questions. 1. What type of activities are they? 2. What is the new language for the students? 3. How are the students involved in the presentation of the new language? 4. Do the students have to produce the new language? 5. Which words do the students have to already know in the activities? 6. Why are there a few examples of the same new language? 7. Why does the teacher give the students these activities to do? 8. Where meaning, form and pronunciation taught? If not, what could the teacher do? Feedback as a whole class. Checklist. Look at the following checklist for presenting from a task. As you prepare your own presentation activity, make sure you follow the points below.  Give clear example of the meaning of the new languages (you can use a picture or real objects).  Give the students an activity to work with the new languages.  Don’t expect the students to produce the new languages.  Decide what size the groups will be for the task.  Decide what time limit you will set for the task.  Decide how you will drill the new languages.  Decide how you will focus on the new language on the blackboard.  Decide what you want the students to write in their notebooks.  Ensure students learn meaning, form and pronunciation of the new language. Make sure that you understand the checklist. 7. Micro-teaching You are going to prepare and then present a demonstration of teaching new language from the task. Work in group of 3 or 4. Each group prepare one of the following tasks from ELSS 1.Your teacher will tell you which task you work on.  Unit 6, lesson 1, Exercise 4, page 33.  Unit 19, lesson 1, Exercise 1, page 107. 21

 Unit 10, lesson 1, Exercise 3, page 60.  Unit 22, lesson 1, Exercise 1, page 121. As you prepare your presentations you should remember the checklist above. Time limit: 20 – 30 minutes. Your teacher will monitor and help. Choose one students from each group to demonstrate the presentation to the class. Tick from the checklist as you watch the presentations. After each demonstration discuss in groups whether the presentation included the points from the checklist. Feedback as a whole class. 8. Revision Look over the previous exercise. Revision is important, because when do you these activities, you can see how much you know about the unit. If you can’t do some of the questions then you have to go back and study it again and if you are having problems then you should ask for help. Work in group of 3 or 4 to answer the following question to see if you can remember everything about presenting new languages. 1. Which methods do students? 2. In which methods do students say the language before reading and writing? 3. In which methods do the students read the new language first? 4. What is the most important thing to teach the students first – form, meaning or pronunciation? 5. Complete the following sentence with one of the methods below. a). presenting from a situation b). presenting from a listening. c). presenting from atask A. is the most useful method for presenting functional language. B. and are the most useful methods for presenting a grammatical structure. C. is the most useful method for presenting different bits of language. 6. Look at the following exercises from ELSS 1. Decide which method you could use to present the language.  Unit 5, lesson 1, Exercise 1, page 24.  Unit 8, lesson 1, Exercise 1, page 46. 22

 Unit 10, lesson 1, Exercise 2, page 60.  Unit 13, lesson 2, Exercise 2, page 79.  Unit 15, lesson 1, Exercise 1, page 88.  Unit 21, lesson 2, Exercise 1, page 118. 23

Unit 3 Teaching vocabulary Time: 8 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ : ເຫຌໄ ກັ ອຼຌສາມາຈ  Teach vocabulary  ສຬຌ຃າສຍັ ເໝໃ  Show the meaning of new vocabulary  ອູວໄ ຋ິ ຌາສະຽໜ຃ວາມໝາງຂຬຄ຃າສຍັ ເໝໃ  Practice using new vocabulary  ຽຝິກຌາເຆ຃ໄ າສຍັ ເໝໃ . In this unit we will look at how to teach vocabulary, showing the meaning, eliciting, drilling and practicing. Teaching vocabulary is very important and students must be given the chance to practise using it. 1. The importance of teaching vocabulary Work in pairs or small group to discuss the following question. Which is more important: grammar or vocabulary? Why? Feedback as a whole class. Your teacher will not give you any answers yet. You will do 2 exercises to help you answer the questions. Work alone. Look at Activity 1. Activity 1:Try to complete the following text by filling in the gaps Text: A When I I was A a had into a 24

Compare your answers with your partner. Discuss this question with your partner. What happened? When?  You should have problems answering this question because there is no vocabulary to give the details. Grammar alone does not help understanding. Now try to complete this text by filling in the gaps. Text: B Last night ______________ ______________walking home ________________ saw ____________road accident _____________tuk-tuk crashed_____________ _______________ motorbike Compare your answers with your partner. Answer these questions. a. Can you understand the story from text A? b. Can you understand the story from text B? c. What does this tell you about grammar and vocabulary? Discuss the question in group of 3 or 4 . One student from each group report back. 2. Showing the meaning of words Because vocabulary is so important, we need to know how to show the meaning of words clearly. We will look at different techniques to help students understand what new words mean. Activity 1: Look at the following situation and answer the question. You have a foreigner in your house. He doesn’t speak any Lao at all. You don’t speak his language. You want him to understand the word ຅ຬກ 25

How can you help him to understand the word? Can anyone explain what realia is? Using realia is a very good way to communicate the meaning of a word because the person can see and understand. Your students in the classroom will be like the foreigner in your house and any words will be new for them. Discuss this question in pairs. In the classroom, you won’t always have realia. What else can you use to show the meaning of words? These are all visual ways to show the meaning in other words, students can see the meaning. Show the meaning of the following words: Run nose bridge temple Using visual techniques such as realia, pictures, and miming should only be used if it will give the meaning quickly, easily and clearly. We will look at more ways to show the meaning of words. Activity 2: Work in pairs. Below are some techniques that you can use to help student understand the meaning of new words. Match the technique on the left with the example on the right. TECHNIQUE EXAMPLE Visual (the students can see) “hope” in Lao isຫວຄັ ວໃ າ Explaining a situation to elicit A car, motorbike, tuk-tuk are all the word. types of vehicles. Synonym / antonym Mime / show picture / draw a picture on the blackboard / realia. translation T: Good looking. It’s the same as Giving an example handsome. The opposite is ugly. T: Honest. I don’t lie. I don’t cheat in exams. I tell the truth all the time. 26

Feedback as a whole class. Four students come to the front and demonstrate the four different ways of showing meaning visually. Remember ‘realia’ means real objects. Answer this question. Activity 3: Work in small groups. Below are some words that are new for students. Decide on the best way or waysto show the meaning quickly and clearly .put atickin the correct column. Word Visual Mime Realia Situation Example Syn/Ant Translate a finger a friend quick lunch happy to dance colours absent to try to ride a to ride a bike a river Your teacher will monitor and help. Feedback as a whole class. 27

Unit 3 Teaching vocabulary (Continued) 3. Drilling vocabulary Your teacher will now demonstrate what to you when you present a new word. Instructions for the teacher are in the Demonstrations section at the back of the book. Choose 6 students to be observers. The rest of the class participates. Look at the observation task.  Observation task watch the demonstration on drilling vocabulary and answer the following questions as you watch. 1. Does the teacher show the meaning? How? 2. Does the teacher teach pronunciation? How? 3.Does the teacher show form? How? 4. Do the students say to new word enough time? 5.When does the teacher write the new word on the backboard? 6.How does the teacher check that the students remember the word? After the demonstration, work in group with one observer in each group. Discuss the observation question. Feedback as a whole class. Discuss these question as a whole class. 1. Can you think of other ways that the teacher could check that the students remember new word after drilling many words at the same time? 2. What are the 3 aspects of the word that the teacher showed? Feedback as a whole class. Activity 1:Work in pairs. Match the names of the stages (in the box below) with the steps of the demonstration. The first one has been done for you. Present meaning Writing on the blackboard Model Translating Individual repetition listening carefully to pronunciation Checking the new vocabulary Choral repetition StageExample T (shows realia): a ruler 1. present meaning T: What’s this? (Tell me in Lao) T: Listen. A ruler…a ruler…a ruler… 2. T: Everybody repeat. 3. 28

and Ss: A ruler T: Again 4. Ss: A ruler 5. T: Noi. Noi: A ruler T: Bounchanh Bounchanh: A ruler T: Who knows the word in Lao? Come and writ it on the blackboard. (T. writs the English word as will) After teaching the words, Teacher erases them, but leaves the translation. What’s this again? Can you remember? Compare answer with another pair. Feedback as a whole class.  Note: the final two stage (translating and checking by translating should only be use for non-visual vocabulary e.g. “hope”). 4. Eliciting vocabulary You teacher will give two demonstrations. Instructions for the teacher are in the Demonstrations section at the back of the book. After the demonstration, work alone to thing about this question. What does the teacher do that is different in the second demonstrations? Compare your ideas with a partner. Feedback as a whole class. Class questions Work in group of 3 or 4 to answer the following question (discuss in English or Lao). 1. What is the name of the technique in the second demonstration? 2. What are the advantages of eliciting? 3. In the demonstration, what did the teacher use to elicit? 4. What other techniques can you use for eliciting vocabulary? 5. Can anybody give a definition of “eliciting”? Feedback as a whole class. Pairwork Work in pairs. Using the following examples, think of ways that you can elicit vocabulary and not just give or tell it to students. 29

Visual (the student can see) Mime / picture on the blackboard picture / poster Explaining a situation to elicit the word. T: I don’t lie. I don’t cheat in exams. I tell truth all the time. I am……………..? Synonym / antonym T: It’s the same as handsome. The Giving an example opposite is ugly. What’s the word? Translation A car, motorbike, Tuk-Tuk are all types of……………..? What is ຫວຄັ ວໃ າ in English? Work in group. Your teacher will give you 2 or 3 word from section 2, activity 3 to parties eliciting. Use different techniques. One student from each group will demonstrate to the hole class. Your teacher will give feedback and suggestions. Eliciting often happens at the presentation stage. One of the main reasons for eliciting is for the teacher to see what the students already know and what theteacher still needs to teach. Activity 1: work in pairs. Match situations on the left with what you think teacher should do in each situation. 30

When you try elicit…………. What the teacher should do. Only two students know the word. Quickly revise the word by asking for an example sentence etc. All the students know the word. Write it on the blackboard for those students who are not familiar with Most of the students know the the word. word. TEACH IT! None of the students know the You cannot elicit something that the word. students don’t know! Follow the drilling procedures. Feedback as a whole class. DON’T PRESENT IT AGAIN The students already know the word. Chang your plan and move on the net word / next activity. Praise the two students who know the word and then present the new word to the rest of the class using the drilling procedure 31

Unit 3 Teaching vocabulary (Continued) 5.Techniques for practicing and reviewing vocabulary When you teach vocabulary, it is usually because those words will be part of the content your lesson. It’s important the students have a chance to use the new word in the sentences. The following section loos at short activities that the teacher can you the practise vocabulary later in the lesson or revise in another lesson. Your teacher will demonstrate 4 simple activities. 1. Matching 2. Bingo 3. Slap the boars 4. Jumbled words. Look at the observation task before the demonstrations.  Observation task: Your teacher will demonstrate four activities for practicing / reviewing vocabulary. Below are the steps of the demonstrations. Read and predict the correct order of the activity. Now watch the Demonstrations and put the steps in the correct order. Work in small groups. Matching Bingo  Ask the students to work The first student to tick all five with a partner and match should Bingo! the two sides.  Show a pictures, mime or  Get feedback and check translate words. the answers on the blackboard.  The students choose any five words and write them in their  Write the four or five new books. words in the list on the left hand side on the  The students tick the correct blackboard. word the their book.  Monitor as the students  Write a list of the words you do the activity. want to practice on the blackboard.  Write translations or definitions, or draw 32 pictures on the right in a different order.

Slap the board Jumbled words  The students should run and  The students work in pairs slap the corresponding word on and writ the correct words. the blackboard.  When they have finished,  Call one student from each row ask some students to come (team) to stand at the front at to blackboard and write the equal distance from the words. blackboard.  Writ five or six jumbled  Clap the winner. words on the blackboard and  Writ the words you want to tell the students what the topic is. practice all over the blackboard, e.g. clothes not in thelist. rsesd = dress  The first student to slap the rihts = correct word wins a point for ktsir = their team. Idaanss =  When you have done nearly all etuosrsr = the words, stop the activity and count the score.  Show the picture or mime one of the new words.  The students work in their rows. One row is one team.  Call different students from each team to stand at the front.  Repeat as before. Feedback as a whole class. Class question Work in pairs and answer these questions. 1. What is the aim of each activity? 33

2. How could you check that the students understand the meaning of the jumbled words? 3. Do all the students have a chance to show that they remember the vocabulary?  Remind students that when they revise / practice vocabulary they must check the meaning and not just how to spell or say the word.  Students compare the answer with another pairs.  Get feedback from the students. 6. Micro-teaching Work in group of 3 or 4. Prepare an activity to teach / review vocabulary which will be used in a later activity. Decide which words you want to teach / review and what activity you will do. Your teacher will tell you which material ELSS 1 to use. You have 10 – 15 minutes.  Unit 5, lesson 3, Exercise 30, page 4.  Unit 9, lesson 1, Exercise 53, page 2.  Unit 12, lesson 2, Exercise 75, page 5.  Unit 11, lesson 3, Exercise 70, page 1. (Use the words in the box)  Observation task: Did the activity test the meaning of the words? Did the activity give many students the chance to participate Choose one student from each group to demonstrate their activity. After each demonstration, get feedback on the observation questions. 7. Revision Remember revision is important because when you revise you can see how much you know about topic. If you can’t do some of the questions below, go back and study the unit again and if you are still having problems, ask for help. Quickly brainstorm what you have studied in this unit. 34

Work in pairs. Answer the following questions about teaching vocabulary. 1. What three areas must we teach students when we teach vocabulary? 2. Give five techniques that you can use to show the meaning of vocabulary. 3. What is the easiest way to show the meaning form following words? 4. Write the stage of drilling vocabulary in order. 5. Does drilling help students with meaning form and/or pronunciation? 6. Why do you not write the word on the blackboard immediately? 7. What is the difference between ‘presenting’ vocabulary and ‘eliciting’ vocabulary? 8. Why do we elicit? 9. what are you important things to remember when doing practice/reviewing activities? Feedback as a whole class. Remember to use the revision question to look back over units regularly. 35

Unit 4 Pair and group work Time 8 hours Objectives Students will be able to ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາມາຈ  Explain why working in pairs and groups is important  ຬະ຋ຍິ າງ຃ວາມສາ຃ຌັ ຂຬຄກາຌຽອຈັ ກຈິ ຅ະກາ຃ໃ ູ ຾ລະ ກໃ ຸມ.  Give clear instructions for pair and group work  ເຫ຃ໄ າ຾ຌະຌາເຌກາຌ຅ຈັ ກຈິ ຅ະກາ຃ໃ ູ ຾ລະ ກໃ ຸມແຈ.ໄ  Manage pair and group work effectively.  ຃ວຍ຃ຸມກາຌຽອຈັ ກຈິ ຅ະກາ຃ໃ ູ ຾ລະ ກໃ ຸມແຈຈໄ . 1. Organising pair and group work Activity 1: Discuss the question below in groups of four. Why do we use pair and group work? Feedback as a whole class Activity 2: Grouping students Work in groups of 4 or 5. This is a typical secondary school classroom. How would you put the students into: A: pairs? B: new pairs? C. groups of four? D. groups of six? 36

This is a classroom BLACKBOARD = Students Teacher Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Feedback Draw the classroom on the board. One student from each group comes to the blackboard and explains his/her answers. Now look at these photographs for possible answers. Pair work 37

Groups of four Groups of six 2. Giving instructions for pair / group work Activity 1: Giving instructions Look at these five comments. Do you agree with them? Why? Why not? Work in groups. Each group discuss one comment only. Your teacher will tell you which comment to discuss. 38

1. The teacher should explain the 2. The teacher should not translate activity and the students should sit English in to Lao immediately every quietly and listen. time 3. The teacher should always use 4. Sometimes it is better to use English for giving instructions Lao to save time 5. It is more important for students to practice listening to English so they can understand the task clearly Each group gives feedback to the whole class. Use Lao if necessary. Activity 2: Giving instructions – Demonstration Look at activity 3, page 83 of ELSS 1 Discuss this question with your partner. What do the students have to do and what is the language they are practicing? Your teacher will give two demonstrations of giving instructions this activity. Before the demonstrations, look at the observation task. As you watch the two demonstrations, put a tick ( ) in the correct column. 8 students will be observers. The other students participate. Observation task Does the teacher….. Demo 1 Demo 2 Use gesture? Using the blackboard? Involve the students? Give examples? Check that the students understand the instructions? Use simple English? 39

After the demonstration, discuss the questions above. Instructions for demonstrations for the teacher are in the answer key at the back of the book. Group work Work in groups. Each group should have one observer in. Complete the observation task and discuss in your group. Use English or Lao. Feedback Feedback as a whole class. 40

Unit 4 Pair and group work (Continued) Activity 3: Ordering instructions Below are the instructions for demonstration 2, but they are in the wrong order. Put them in the correct order. Work in groups. ____write the two short answers on the blackboard. ____ Ask. “How many minutes?” Make sure all the students know. ____ Repeat the question after the student (Do you like …………..?) Drill the question. Write it on the blackboard. ____ Hold up ELSS1 and say “Look at page 83”. Write 83 on the blackboard. ____ Show 5 fingers and say “You have 5 minutes”. ____ Choose one student. Say “Ask a question”. Point to another student and point to your mouth to show that you want them to speak. Draw a question mark on the blackboard. ____ Give a clear signal to start. ____ Point to two more students and gesture that want them to ask and answer. Say “you ask”, “you answer”. ____ If the answer is “Yes” tell the students that they should put a tick () in their notebook. If the answer is “no”, Show that they should put a cross (). ____ If the student doesn’t understand, ask them in Lao. ____ Point at the 3 columns on page 83. Gesture and say ‘ Each person must ask the other 3 in the group and complete the chart’. ____ Choose a student to answer. “Can you answer?” ____ Point to one item of food and ask “What’s this?”. Get the students to repeat. Do this with all the vocabulary. ____ Hold up 4 fingers and say “Group of 4” Point to 4 students and say “you work together”. Gesture if they have to move, turn around etc. ____ Ask one student “Can you explain in Lao what to do?” (Ask in Lao if necessary). Make sure it’s clear. Feedback as whole class. 41

3. Monitoring In this section we will look at what the teacher does while the students are doing an activity. The teacher should always monitor, no matter what the activity is. However, the teacher will monitor in different ways depending on the type of activity. Activity 1: Brainstorming As a class, brainstorm a list of types of activities that students do in pairs/groups. Activity 2: Matching Look at the following table. Match the student activity on the left with the teacher activity on the right. Work in pairs. Student Activity Teacher Activity 1 Work in small groups brainstorming a. listening and checking that the vocabulary for hobbies. students are doing the task. 2 Working in pairs doing a gap filling b. walking around the class, exercise. checking that the students are doing the task. No correcting. 3 Completing questionnaires in a c. working around the classroom, group of four. listening to all the groups. If there are any mistakes, write them for correction later. 4. Doing a running dictation. d. Checking with the students’ book closed and correcting mistakes. Feedback as a whole class. 42

Unit 4 Pair and group work (Continued) 4. Problems with pair / group work. Discuss this question in pairs. What problems might the teacher have when the students are doing pair / group work? Feedback as a whole class. Activity 1: Work in groups of 4 or 5. Below are some possible problems that teacher may have with groups. Look at the problems. Check you understand them. Think of suitable solutions. Make notes in your notebook. You have 5 minutes. 1. 2. Some of the groups are doing the activity One group of students can’t do but students in weaker the activity because they can’t groups are not saying remember the vocabulary anything 3. 4. One group of students In a big group, only finishes a long time one student is talking, before the other groups. the others are not paying attention 43

5. Revision Remember revision is important. It helps you see how much you know about what you have studied. If you can’t do some of the questions, then go back and study it again. If they are having problems, then ask for help. - Organizing - Giving instructions - Monitoring - Problems Work in groups of four or five to answer the revision questions. 1. Give three reasons why we do pair work / group work. 2. Look at the following activities. Would you put the students in pairs or in groups? a. Practising a dialogue b. Completing a questionnaire c. A guessing game 3. Give five ways of giving clear instructions to the students. 4. Are these sentences true or false? Write T or F in your notebook. a. The teacher should always stand at the front of the class to control the students. b. A teacher should never sit down with the students. c. During free practice activities, the teacher should stand with groups and listen, the teacher shouldn’t interrupt. d. Sometimes it is not possible to check all of the students’ answers because the teacher cannot see all of the books. Feedback answers as a whole class. 44

Unit 5 Presenting grammar Time: 12 hours Objectives: Students will be able to ຅ຈຸ ຎະສຄ຺ : ເຫຌໄ ກັ ອຼຌສາມາຈ:  Stage a grammar presentation logically  ຾ຍໃ ຄຂຌັໄ ຉຬຌກາຌສຬຌແວງາກຬຌຢໃ າຄຊກຼື ຉຬໄ ຄ  Use a situation to present grammar  ຌາເຆຽໄ ຫຈກາຌຉໃ າຄໂຽຂາ຺ໄ ເຌກາຌສຬຌແວງາກຬຌ 1. Revision of presenting vocabulary Answer this question. What are the 5 stageof presenting vocabulary? Your teacher will write the answer on the board. Copy it into your notebook. Do you thing the stage will be the same or different for presenting grammar? 2. Presenting new grammar Your teacher will demonstrate a grammar presentation. Instructions for the teacher are in the Demonstrations section at the back of the book. After the demonstration, work in groups. Discuss the following questions. a. what was the new language being presented? b. Were meaning, form and pronunciation taught? How? c. How were the picture and timeline use to help present meaning of the new language ? d. What practice activities could you go on to do, using the same (or different) pictures? Feedback as a whole class. 45