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TEACHING ENGLISH AT GRADE 6
LOWER SECONDARY SCHOOL

Hung Yen, 6 August, 2014


Nguyen Quoc Tuan (MEd/MA)
Phone: 0912 144 655
Email: [email protected]
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GETTING STARTED


THE 4 MAIN APPROACHES






Objective: Communicative approach
Content: Thematic approach
Methodology: Learning-centered approach
Outcome: Equivalent to level A1 of CEFR
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TOPIC I. THE OBJECTIVES
LISTENING
SPOKEN INTERACTION
SPEAKING
PHONETICS, VOCABULARY, GRAMMAR
Language
(Conditional)
READING
WRITING
Main skills


Communicative approach: 5 skills + 3 language elements
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TOPIC II. THE CONTENT

THE CURRICULUM 4 themes & 12 topics

(The balance between past and future, near and faraway)
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THE BOOK
2 books of 6 units each & 2 reviews

Book maps: Unit: reading, listening, speaking, writing, language focus (grammar, vocabulary, pronunciation)
Units: Unit 1, Unit 2, Unit 3, Review 1 ….. Unit 12, Review 4
Reviews:
LANGUAGE FOCUS: Pronunciation, vocabulary, grammar, everyday English,
SKILLS: reading, speaking, listening, writing
Glossary




THE APPROACH

Theme  Topic/Unit  Competences  Skills  Task/Activity  Functions  Sentence pattern/structure  Vocabulary/Words  Phonics/Phonetics


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tHE UNIT & TEACHING PLAN




The 5 skills + 3 language elements + 3 supportive activities
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1. The 5 skills
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2. The 3 language elements
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3. The 3 supportive activities
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TOPC III: THE METHODOLOGY
The approach: W.W.H (Who learns What and How)
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THE TEXT/TASK/ACTIVITY



1. The components: G.I.P.O

Goal + Input (Context - Content - Model) + Process + Outcome





Goal: Things that Ss will be able to achieve by the end of the activity/task
Input: - Context: The questions of who/ what/ where/ when, …
- Content: The language focus (Phonics or Vocabulary or Grammar)
- Discourse: How the text/task starts, sustains and ends
Process: The steps Ss have to follow
Outcome: Things that Ss CAN DO


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2. The steps of learning task/activity: G  D  P

(Getting started  Doing the task/activity Performing the task/activity)
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3. The management of the task/activity

Whole class  Individual  pair  group  whole class

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4. The procedure

(Steps + Learning activities + Language focus + Modes)
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THE 4 MAIN GROUPS OF METHODS


Spoken interaction
Listening & reading
Spoken production/Speaking & writing
Language elements: phonics, vocabulary, structures/functions

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I. THE SPOKEN INTERACTION

1. The characteristics

Spoken interaction means conversations or dialogues: direct exchanges of information between speakers & listeners

The quality of spoken interactions depends on:
The number of exchanges
The quality of questions and answers
The discourse: How to start, sustain and end the conversations dialogues/Texts
The body language

The language focus:
New vocabulary & structures/functions


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2. The procedure: G  I P

(Getting started → Interacting → Performing)
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3. Tips for teaching

Keep dialogues simple. Shorten long sentences.
Create clear context and the purpose
Turn the dialogue into role-plays & work in pairs /small groups first
Demonstrate the activity the first time you use it
Substitute key words/structures
Get the students to make the dialogue longer and deeper in content


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II. THE LISTENING & READING

Characteristics


Listening:
Fixed speed while listening
Can’t do the re-listening or listen again
Do listening tasks while listening

Reading:
The use of reader’s knowledge/experiences (language & life)
The interaction between visual information and meaning information within the texts
Receiving information from sounds-letters  words  sentences  paragraphs  text  context

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2. procedure

Pre-task  Task cycle  Language analysis (P.T.L)
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3. Tips for teaching listening

Always set a task – listening with a purpose
Always tap into students’ background knowledge/experiences
Provide contextual ‘support’
Practice detailed listening and general listening
Let students compare answers in pairs before group to increase confidence
Ensure learners give diagnostic feedback
Praise the students for their efforts
Balance the level of support and challenge
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1. Characteristics

Spoken production:
The accuracy and fluency in using the language
Producing intemediate information
The using of boday language

Writing:
Focussing on the writer, the reader and the context
Producing the information through sounds-letters  words  sentences  paragraphs  text  context
From controlled writing (sentences/structures)  freer writing (topics with suggestions)  free writing (topics)

 



III. SPOKEN PRODUCTION & WRITING
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2. Procedure

Pre-stage  Through/While-stage  Post- stage (P.T.P)
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3. Tips for spoken production
Generate interest in the topic
Introduce the context/topic (e.g. picture, problem, situation, list of items, etc.)
Make sure students understand the task and goal of the activity
Make sure students understand the process
Give students thinking/preparation time
Elicit an example, model the activity, get students to demonstrate
Students DO the activity/task
Give/take feedback on content/performance
Give feedback on language
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Tips for writing
Know the aim – why they are writing
Know the audience – who they are writing to
Know the genre – what type of text they are writing
Have enough time for
- thinking about the topic
- thinking of the guidence/cues/suggestions
- brainstorming ideas
- drafting as many times as they can
Have constant feedback from teachers / partners during the writing process
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1. Characteristics

Phonetics: Something between phonics and phonetics
Vocabulary: Something between meanings and usages
Grammar: Something between functions and grammar rules





IV. LANGUAGE ELEMENTS

(Phonetics, vocabulary, grammar/functions)
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2. Procedure

Presentation Practice Production/Performance (P.P.P)
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3. Tips for teaching

Phonetics:
Splitting  practicing  putting in
Sounds of letters in words  words in sentences

Vocabulary:
Spelling + pronunciation + lexical meaning + grammatical form + usage

Grammar:
Form + meaning + usage


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TYPE 1: R.T.A

(Warm-up – Review - Target language – Activities – Home-link)

1. Objectives
2. Language focus: Phonetics /Lexical items/Vocabulary/Grammar
3. Teaching/learning aids

Warm-up & review
Combine the warm-up and review. Both should be easy, fun and positive
Relevant to the previous homelink and today’s lesson

2. Target languague (drill work)
Introducing the new language. Clear example and modelling
Give correct form
Using props, pictures, visual, realia




TOPIC IV: LESSON PLAN
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3. Activities (controlled Semi-controlled Free)
Clear context
Modeling
Practice in pairs/groups
Controlled – free (80%-20%)
Fun

4. Reinforcement/consolidation
Props, pictures, visual, lealia.
Demonstrate activities

4. Homelink
Write up on board, along with examples
Make sure what students can do
Take it up next lesson









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TYPE 2: T.S.R

(Warm-up – Three-step procedure – Reinforcement – Homelink)









1. Objectives
2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids







Procedure
1. Warm-up/Review
2. Three-step procedure
(Pre-task – Task Cycle – Language analysis or
Pre- stage – While stage – Post-stage)
3. Reinforcement
4. Homelink
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TYPE 3: G.I.P.O

(Goal – Input – Procedure – Outsome)

1. Objectives
2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids









Procedure
Warm-up/Review
Step 1: Introducing the topic
Step 2: Setting the task
Step 3: Listening, reading, ... (individual)
Step 4: Public (pairs/groups) report
Step 5: New suggestions (discussion, role-play ...)
Step 6: Language analysis/summary
…………………………………………………………………
Other activities: songs, games, plays, chants, …
Homework/Homelink
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TYPE 4: P.P.P

(Presentation – Practice – Production)








1. Objectives
2. Language focus: Phonics, Lexical items/Vocabulary or Sentence patterns
3. Teaching/learning aids







Procedure
Warm-up/Review
1. Presentation
Introducing context/topic/situation
Introducing new language (form, meaning, usage)
2. Practice
Controlled practice
Freer practice
3. Production
Applying new language / Combining language components
Other activities: songs, games, plays, chants, …
Homework/Homelink
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THE FORMAT OF A LESSON PLAN

Teaching grammar: P P P



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