Nên tham khảo

Video – Assisted Language Teaching and Learning

Introduced by: Nguyen Kim Linh
Create a strong motivation in study.
Create dynamics in a class of learner- center teaching.
Show a real language in native speaker’s life.
A real communicative act in native speaker’s life.
Supply learners with an authentic look at the target culture.
Aid comprehension.
Give learners chances in using target language in learning how to communicate.
It’s fun.
Reason why video should be used in the classroom.
1. Choosing a video clip
2. Factors acting upon learners’ comprehension.
- degree of visual support
- clarity of picture and sound
- density of language
- speech delivery
- language content
- language level
3. Choosing activities
- What language/ content needs pre-teaching
Lesson planning with video
Lesson planning with video
define clearly learners’ tasks
define clearly key language factors in a video clip.
define clearly what to do for post –viewing
4. Procedures.
Pre- viewing activities.
While - viewing activities.
Post - viewing activities.







Techniques for teaching listening
No – response listening.
Dictations.
Spotting activities.
Who said what
Gist listening.
Note – taking.



Techniques for teaching speaking
Freeze – frame.
Synonym work.
Discussion.
Prediction.
Role – play.
Story – telling.
Ploblems experienced by Vietnamese learners due to language transfer
Phonology:
- Tone versus intonation
Sound linking and glide
Ex: both of us
- Go on
- Tone versus stress
2. Word – order
3. Time and tense
4. Passive voice
5. Use of IT as subject.
Placement of stress within the word
In order to decide on stress placement, it is necessary to make use of some or all of the following information:
Whether the word is simple or complex.
What the grammatical category of the word is.
How many syllables the word has.
What the phonological structure of those syllables is