TAI LIEU HO TRO DAY TOT TIENG ANH TIEU HOC THEO CHUAN CHAU AU

TRAINING PRIMARY SCHOOL TEACHERS OF ENGLISH
MINISTRY OF EDUCATION AND TRAINING
DEPARTMENT OF PRIMARY EDUCATION
Ho Chi Minh City, August 24-25, 2012
OUTLINE
TEACHING METHODOLOGY
Characteristics of young learners
Teaching methods for young learners
Classroom management
Motivating learning through meaningful speaking activities
- Speaking activities and young learners
- Using a structure: structure, repetition, purpose
- Using a dialogue
Chanting
LINGUISTIC COMPETENCE: COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
Requirements of B1 and B2
CEFR: Global scales
CEFR: self-assessment grid
ALTE Can DO
Six key characteristics of young learners
Children have no reason for learning English.
Children can’t manage their own behaviour.
Children focus on meaning not words.
Children learn from direct experience and activity.
Children pick up language chunks.
Children use language creatively.
Cognitive features of adolescents
Piaget’s theory (1972)
Some techniques
Teaching methods for young learners
TESOL APPROACHES
Much study has been done worldwide on the teaching and learning of second and other languages. There is no proven ‘best’ way how a foreign language should be taught, but through extensive research, certain factors have been shown to influence or enhance language acquisition. One of these factors is the particular approach or approaches chosen. An approach states a point of view, a philosophy, an article of faith: something which one believes but cannot necessarily prove. If an approach works with a particular group of students, in a particular class, at a particular time, then it is a valid approach.
TESOL Approaches are the ‘Beliefs’ or ‘Theories’ about how a second or other language is best taught and learnt. A teacher uses a particular approach when planning and presenting a lesson.
In TESOL teaching many approaches have been created and used. However, not all approaches are shown to be highly effective. The following TESOL Approaches are currently among the most widely accepted and successful. To understand better what an approach is, let’s take a closer look at some of the most effective.

Grammar translation approach
This approach focuses on gaining knowledge of the language, i.e. grammatical accuracy rather than fluency of communication. Grammar and accuracy are stressed. Grammar is learned through reading, translation, and memorisation. The classroom is a formal setting and is teacher centred (teacher speaks, students listen). Tasks are mechanical and lacking in creativity. Language settings of the past mainly employed this approach. Motivation for students is a problem.
Language is “learned” as opposed to “acquired.” Structured or traditional learning environments commonly employ this approach, though it is less popular now than it was in the past.
Natural approach
The Natural Approach is based on the theory that learning a second language is best done in a way that does not inhibit students from speaking and participating in class. Often students hold back from producing speech in class, as they are afraid of making mistakes. The Natural Approach is designed to allow students to practise speaking without the fear of correction, as no mistakes are corrected in the lesson.
The theory is that without the fear of correction students will more willingly participate and so learn more quickly. It focuses on fluency of communication rather than accuracy of grammar. A common problem with this approach, however, is the development of fossilised errors.
Audio-lingual approach
The audio-lingual approach was developed in the 1950s and with the addition of modern ‘visual’ technology still appeals to certain learning styles. It is based on the ideas of behavioural psychology that we learn through habit formation. The language to be learned is presented in specially written dialogues and structured drills that favour ‘pattern - practice’ through role learning. Structures are presented on audio and video tapes, CDs and DVDs. The emphasis is on spoken rather than written language, and on grammatical structures rather than vocabulary.
Communicative approach
This approach was designed specifically for the teaching of English in the ESOL classroom. It is based on the theory that language is best learnt through the practice of the listening and speaking skills. Students are given opportunities through various techniques to practice conversations in socio-linguistic situations modelling various functions of language such as:
Introducing and meeting
Expressing an opinion  Describing
Discussing  Questioning
Asking
When using this approach a TESOL teacher would choose techniques which utilise the listening and speaking skills and only indirectly incorporate the reading and writing skills.
Task-based approach
In this approach the theory is that students learn a second language best by performing tasks in the target language. The focus is more on completing the task being taught rather than the language being used. Students are given a task to complete. For example, ‘Planning an excursion’, while using the English language. When they have completed the task, the teacher can, if necessary, provide specific language study to help clear up some of the problems the student had while doing the task.
Total physical response
TPR is based on the notion that learning a second or other language should be based on a model of first language learning. That is, listening or understanding the spoken language precedes speaking; language learning is associated with body movement and rhythm; and listening prepares the learners for speaking. This approach is said to produce a rapid understanding of the target language, long term retention, and zero stress for the learner and teacher, and it’s fun! It can be applied to introduce new vocabulary and grammar features at any level, though it is especially beneficial for lower level learners.
Whole language approach
This approach focuses on teaching all aspects of the English language simultaneously. Listening, speaking, reading, writing, spelling, vocabulary, and grammar are all stressed. There is no emphasis on just one aspect. This approach was designed to teach a language to students who have not had any previous exposure to the foreign language (zero beginners)
Lexical approach
This approach is based on the theory that language is best learnt through vocabulary taught in word families. The ESOL teacher would create a lesson where selected vocabulary is to be taught with a specific theme. For example, if the topic is Fruit then the vocabulary to be taught might be apple, pear, orange, banana, and peach. At the lower levels the focus of this approach is learning new vocabulary. At higher levels words are presented in phrases or ‘chunks’ of common language that occur frequently in spoken language. The emphasis is on the words that make up an utterance rather than on the grammar.
Student centred approach
This approach focuses on the students’ needs and interests. Activities are chosen based on what the students need to know or need to be able to do. It uses the student as a valuable information resource in the classroom. The teacher extracts student-relevant vocabulary and topics, then builds lessons around them. This approach also helps to create independent learners by teaching students to self-correct and peer correct.
Eclectic approach
The eclectic approach allows the teacher to combine a variety of techniques that would normally fall under the theory of several different approaches. This gives a lesson flexibility and variety. Students learn language through practising a combination of techniques the teacher feels suits the needs of the students and allows them to achieve the lesson’s language objectives.
 
A summary of TESOL methodology
All TESOL lessons must have a specific language goal set for students to achieve by the end of the lesson. Whether the goal is for students to learn five new vocabulary words or learn to complete a specific form, by the conclusion of the lesson this goal should have been achieved by the students.
In order for the lesson goal to be achieved TESOL teachers must prepare interesting materials, and plan and create a series of engaging techniques for students to practise and so achieve the lesson goal.
The Approach is often chosen first to suit the needs of the students.
The Method in TESOL Teaching refers to the combination of Teaching Techniques chosen by the teacher and used in the lesson for students to practise learning. These techniques are chosen specifically for the purpose of teaching the material for that lesson. There is no correct method as each lesson goal will be different and therefore the combination of techniques will be different.
A Technique refers to each individual activity or task in the lesson used for the purpose of teaching the material. For example, a 45-minute lesson on the topic of animals could be made up of 4 techniques such as:
Flashcards Songs
Games Worksheets
Each of these activities that make up the lesson is an individual Technique.
In a lesson plan it is important to list the approach and the method (list of techniques in the order in which they are taught).
An example of how the TESOL methodology section may be set out is as follows:
Eclectic Approach: Song, Flashcards, Worksheet, Game, Song, Game
An examples of a TPR lesson
I need you to touch your nose. Nose. Good, nose. You remember good job. I need you to touch your ears. I need you to touch some else’s shoulder, someone else’s shoulder. You touch some else. Touch your shoulder, someone else’s shoulder. Touch your head, someone else’s head. Touch someone else’s head. Your head, your head, someone else’s head. With your finger touch Jonathan’s shoulder. Good. I need you to turn around, turn around. I need you to jump. Stop! Jump. Stop! Jump over and touch someone’s nose. Stand on one foot. Stand on the other foot. Walk forward. Stop. Walk backward. Walk forward. Take two steps backward. Two steps. Good. One, two. Take two steps to the right.
You know right? Right. One, two. Three steps to the left. Hop two times. Now listen. I am going to tell you two things to do and you do them both. Ok? So this will be harder. Don’t start yet. You are going to take two steps to the right and them jump three times. Two steps to the right, jump three times. Go! Good job. Now listen to this one. You are going to walk to the door. Where is the door? Yeah, the door. Walk to the door, touch the door, walk back, touch my nose. What is nose? Yes. And go back to where you are. To the door, touch the door, touch my nose, back to where you are standing. Understand? Ok. Go! Ouch, ouch, ouch! Very good. Good listening. This time I need you to turn around two times and I want you to walk up and touch Jonathan’s stomach. You know stomach? Yes, good. So
turn around two times, walk up, touch his stomach and then hop back to your seat. You know hop? Yes. Ok. Go! Walk up, touch Jonathan’s stomach. Hop back to your seat. Ok. One more. This time I want you to jump two times, walk backwards, and give Pagi a hug. Do you know hug? Hug. Give Pagi a hug and then go back and sit down. Ok. What you do first? Jump two times and then walk backwards and next? Hug Pagi and then go back and sit down. Very good. Ok. Go!
Classroom management
Motivating learning through successful classroom management
Creating a positive learning environment
Approaches for good classroom management
Classroom rules
Classroom routines
Getting attention
Reward systems
Giving instructions
Setting up groupwork
Stirring and settling activities
Main points and summary
1. Creating a positive learning environment
Good classroom management creates the right conditions for learning, leading to a positive learning environment and experience.
What factors create a positive learning environment? Make a list of at least 6 points.
E.g. Student respect each other and the teacher

How can teachers create this environment?
What challenges are there?
Watch

Watch the introduction (00.00 – 01:43). Listen to the commentary about factors that lead to the right conditions for learning.

Compare the points in the text boxes on screen (00:46 – 01:16) to your list. Tick () the points that are the same as yours.
Right conditions for learning
Positive teacher / student relationship
Motivating learning materials
Students actively participating
Students productively engaged
A well-managed classroom

Positive learning environment
Positive learning environment
Students pay attention
Listen to teacher and each other
Understand what they have to do
Respect each other and teacher
2. Approaches for good classroom management
This programme looks at the following factors which are important to good classroom management.
Classroom rules Classroom routines
Getting attention Reward systems
Giving instructions Setting up group work
Stirring & settling activities
Underline the factors you find the most challenging when managing your EL class.
Tick () the ones you have implemented successfully.
3. Classroom rules
What factors should you consider when establishing classroom rules with young children?
Think about the following questions:
How many rules are appropriate?
Should the emphasis be on the procedures (e.g. homework, remembering books) or behaviour (sharing things, listening to each other and the teacher etc) or both?
Who makes the rules?
Any other considerations?
Now watch the section (01:45 – 03:17) and complete these viewing tasks.
a Here is an extract from the first part of the commentary. Which words are missing?
The first step towards effective classroom management is to establish a solid ________ , based on _________ and __________. Once this is established, the teacher can then ____________ and manage activities, using management techniques for getting ____________, giving effective __________, setting up __________ and maintaining ___________ and _____________.
b Classroom rules set boundaries for children about what behaviour is and isn’t acceptable in class.
According to the commentary, why are boundaries so important for children?

c. Rules also help children to develop important life skills:
Which life skills are mentioned?

d The commentary suggests involving children in the process of making the rules. This usually makes children more motivated to follow the rules:
According to the commentary, what is the reason for this?
a Here is an extract from the first part of the commentary. Which words are missing?
The first step towards effective classroom management is to establish a solid _foundation_, based on _rules_ and _routines_. Once this is established, the teacher can then _set up and manage activities, using management techniques for getting _attention_, giving effective _instructions_, setting up _groupwork_ and maintaining _attention_ and _motivation_.
b Boundaries make children feel secure and teach them important skills for working together.

c Working together and respecting both their teacher and each other.

d If the teacher involves the children in creating the classroom rules, they will feel more responsibility for and ownership of those rules.
5. Getting attention
With a solid classroom foundation established using rules and routines, the teacher can now begin to set up and manage activities effectively.

However, it can be challenging to get the attention of a large number of noisy children at the beginning of a class, or when changing activities.

In the next extract, we’ll look at some techniques that teachers use to engage and focus students’ attention. (04:04 – 06:36)
Watch the next four extracts and complete the table.
Reflection
Which techniques did you like best?
All the techniques use movement and sound to get the attention of the students and change their focus.
How were movement and sound used to engage the students’ attention?
What other techniques do you use to get students’ attention? Do you involve similar strategies?
6. Reward systems
(07:31 – 12:38) This teacher uses a reward system to help her manage and motivate her students.
Watch the introduction and extract (06:37 – 12:30)

Look at the question on the screen (07:50). Think about this question as you watch
What kind of behaviour is the teacher monitoring with this system?
Reflection
Would this approach work in your context? Why / why not?
If not, can you suggest alternative approaches?
7. Giving instructions
Clear, concise instructions are crucial to effectively set up and manage activities, ensuring that students know what to do and what expected of them.
Read the following suggestions for giving effective instructions
Make instructions short and concise
Don’t give too many instructions at once.
Use gestures to reinforce points.
Always ask students, ‘Do you understand?’
Check understanding by asking students to repeat instructions back to you.
According to the commentary, one of these suggestions is not correct. Which one do you think is not correct? (12:39 – 13:30)
Reflection
Using gestures is another effective technique to reinforce instructions. Gestures are visual and can help your students to understand instructions in English. They can help your students understand key classroom language.
What gestures could you use to help your students understand these instructions in English?
8. Setting up group work
Pair and group work is an essential part of student-centred practice. This section looks at how to set up and manage group work effectively to get the most out of collaborative activity.

What are the advantages of pair / group work? Think of at least 3 benefits.

What challenges do teachers often have when setting up pair / group work?
Watch the extract (20:41 – 32:52). Look out for solutions to the challenges you noted. Note down your observations in the table below under Possible solution.
9. Stirring and settling activities
By combining activities that require different levels of energy and focus, teachers can keep classes motivated and therefore maintain control more effectively.
Tick () the stirring activities. Underline the settling activities.
song with actions (cl) sorting vocabulary cards (i)
speaking activity to find out the number stuck on your back (cl) colouring in words (i)
naming an object pulled out of a bag (i)
colouring in pictures (i) making something (i)
miming new vocabulary in a story (cl)
passing flashcards and asking a question in English (gr) a class survey activity (cl)
cl = whole class activity gr = group work i = indivi.
song with actions (cl)  sorting vocabulary cards (i)
speaking activity to find out the number stuck on your back (cl)  colouring in words (i)
naming an object pulled out of a bag (i) 
colouring in pictures (i) making something (i)
miming new vocabulary in a story (cl) 
passing flashcards and asking a question in English (gr)  a class survey activity (cl) 
Reflection
Motivating learning through meaningful speaking activities
Speaking activities and young learners
a True. Children are usually less self-conscious than older children. Not being afraid to try out new language and make mistakes is an important (and natural) part of learning a language. Speaking activities help children develop the confidence they need for future English language learning.
b False. Children have a powerful desire to communicate, and this carries over into foreign language learning. If children are engaged in an interesting and motivating activity, they will communicate enthusiastically.
c False. If a speaking activity is well thought out, well prepared and set up correctly, it can be done with a large class.
d False. Speaking activity can be challenging to set up and manage but this is often because the learners have not been adequately prepared for the activity and don’t know what is expected of them. (This unit looks at how teachers can structure activities to avoid these difficulties.)
e True. Drilling words or phrases helps children practise producing the sound of the target language. This prepares children to carry out speaking activities.
KEY ELEMENTS
Structure
Repetition
Purpose
---------------
Background knowledge
Experience
Speaking activities
Using a structure
For this task, the teacher has given each child a card showing animals on a farm (‘farm cards’). The teacher is preparing the structure to talk about and compare their different pictures. (Grade 3)
What techniques does the teacher use to:
Help the students understand the task?
Prepare the students for using the target language?
Predict some of the techniques this teacher will use.
Structure
Techniques
a Help students understand the task
She focuses children’s attention on the pictures they will talk about in the task.
She models the task with students.
She reinforce her instructions with gestures and mimes.
Her instructions are short, simple and clear.
b Prepare students for using the target language
She elicits the target language using pictures.
She drills the target language.
She reinforce the target language by writing it on the board.
Here are six key stages for setting up the activity
Put the stages in the order that you think the teacher will carry them out.
Match the stages of the lesson to their aims
Repetition
In this activity, the teacher is preparing her students to conduct a simple survey to find out personal information about each other. (15:44 – 23.00 - Indonesia (Grade 5))
Think about these questions as you watch.
a What questions do the students continually repeat?
b What other language are students continually hearing and repeating?
c The teacher expands the activity by introducing another structure at the end. Which structure does she introduce?
d What techniques does this teacher use that you saw in the previous clip from South Korea? Note down at least four techniques.
a What questions do the students continually repeat?
- How tall are you?
b What other language are students continually hearing and repeating?
- Numbers
c What structure does the teacher introduce at the end?
- Comparative adjectives: … is taller than …
d What techniques does this teacher use that you saw in the previous clip from South Korea?
- She models the task with individual students.
- She drills the target language.
- Her instructions are short, simple and clear.
- She reinforces her instructions with gestures.
Purpose
Think about the extract (27.43 – 34.31, Taiwan (Grade 4) you have just watched and consider the purpose of the speaking activity from the children’s point of view.
For the students, what do you think are good reasons to speak English in this activity?
a To practise the language for asking questions.
b To practise saying large numbers.
c To find out how tall their classmates are in comparison to themselves.
d To make a record of this information so they can compare their different heights.
Reflection
a To practise the language for asking questions. 
b To practise saying large numbers. 
c To find out how tall their classmates are in comparison to themselves. 
d To make a record of this information so they can compare their different heights. 
Using a dialogue
C
C
Chanting
Structure for each unit in the textbook
Chants

1. Why is this tool so useful in the primary class?

2. How to use this resource to facilitate the learning experience in language areas of pronunciation, vocabulary and grammar and language skills?
The values of songs and chants for young learners
Why teach songs and chants
Children will noticeably increase their vocabulary and grammar.
There will be an improvement in English speech rhythms, intonation and pronunciation.
Memorisation of longer strings will be facilitated.
Music and rhythm work can be dovetailed into grammar and language activities and allow for fun and creative uses of classroom time outside of the specific time allotted for “English”.
How to teach songs and chants
Some basic guidelines
Start off orally, leave the written element for later.
A little each lesson is better than longer, more concentrated spans of time.
Review what you did the previous lesson and add a bit more.
Revisiting learned songs and chants offers opportunity for review and confidence building.
A second stage of the teaching of songs and chants could be the following:
Expand on the chant for further grammar or vocabulary.
Use chants to teach speech rhythm and stress.
Invent your own chant to suit specific needs.
The actual process of teaching a chant would look something like this:
Teacher takes the longer part leaving the repetition to the pupils.
Eventually have the pupils take on more of the oral load.
Then establish dialogues using the chants.
Once the chant is learned, add variations so vocabulary and grammar structures are extended.
Create opportunities to use the structures learned through the chants so that they become incorporated into the analytical “left brain”.
CREATE CHANTS
Pick up a focus: grammar, vocabulary, phonics
Pick up a topic: At school, Meeting a friend, A party, …
Write the first sentence: rhyme (2, 3, 4 … beats
Write on. Note: agreement in rhyme.
Pick up actions
Keeping the rhythm is crucial
A jazz chant has to have four-beat rhythm: 1, 2, 3, 4
(Sometimes there is no word spoken on a beat, but a clap, tap, or pause will indicate the beat.)
The first beat is the first stressed word, which is not always the first word of the line. In the example below, the first beat is like, not do or you.
Example
Do you LIKE it? (clap) YES, I DO.
1 2 3 4
(Graham, 2006b, p. 5)
AT A FARM

One big chicken One big cow
Dancing in the sun Walking in the ground
Two big dogs One big duck
Running in the fog lying on the rock
Two little hens One big cat
Walking in the rain sleeping in the hat
Graphic form of chant
If this were presented in a more graphic form our chant “Where’s Jack” would look like something like this.
The bigger squares indicate the stronger emphasis.
The chant could be accompanied with clapping or with some type of percussion instruments giving a strong beat to the bigger square-shaped symbols.
This format ensures that all the words have to be enunciated within this rhythmic time slot
The children will begin to get a feel for the stress timed aspect of English.
We could then take this idea one step further and combine work in both rhythm and vocabulary.
In this way the children would only have the rhythmic pattern to guide them and would have to make use of their memory to fill in the vocabulary gaps.
This is a type of oral cloze activity and get all kinds of neural endings firing!
The chapping and use of gestures also makes use of all those elements recommended by the Total Physical Response approach to teaching and one that is particularly appropriate for younger children.
One, Two, I Like You
ONE TWO I LIKE YOU

ONE TWO I LIKE YOU

ONE TWO THREE YOU LIKE ME AND

I LIKE YOU

One, Two, I Like You
ONE TWO I like YOU
1 2 3 4
ONE TWO I like YOU
1 2 3 4
ONE two THREE YOU like ME and
1 2 3 4
I LIKE YOU (clap)
1 2 3 4
Hi, How Are You?
Hi, how are you?
Fine, how are you?
Hi, how are you?
Fine, how are you?

Hi, How Are You?
HI, how ARE you? FINE, how are YOU?
1 2 3 4
HI, how ARE you? FINE, how are YOU?
1 2 3 4

Shoes and Socks
WHAT do you WEAR on your HEAD? A HAT.
1 2 3 4
WHAT do you WEAR on your HANDS? GLOVES.
1 2 3 4
WHAT do you WEAR on your FEET? SOCKS.
1 2 3 4
SHOES and SOCKS SHOES and SOCKS.
1 2 3 4
(Graham, 2006b, p. 2)
Have a Nice Weekend
Have a nice weekend.

Thanks, you too!

Have a nice week end.

Thanks, you too!

Have a Nice Weekend
HAVE a nice WEEKend.
1 2
THANKS, you TOO!
3 4
HAVE a nice WEEKend.
1 2
THANKS you TOO!
3 4
Three questions
Description: The children learn a warm-up 3-question chant
Aims: Language: common questions (What’s your name?, How do you spell it?, How do you pronounce it? etc.).
What’s your name? How do you spell it?
How do you pronounce it?
What’s your name? How you do spell it?
How do you pronounce it?
What’s your name? How do you spell it?
What’s your name? How do you spell it?
What’s your name? How do you spell it?
How do you pronounce it?
   
What’s your name? How do you spell it?
   
How do you pronounce it? [Clap Clap]
   
What’s your name? How you do spell it?
   
How do you pronounce it? [Clap Clap]
   
What’s your name? How do you spell it?
   
What’s your name? How do you spell it?
   
What’s your name? How do you spell it?
   
How do you pronounce it? [Clap Clap]
Task
Now create your own chant. Choose three new questions (for example, Where do you live? What’s your address? What’s your phone number?) and use them in the same pattern as the model chant:
Question 1 Question 2
Question 3 [Clap Clap]
Question 1 Questions 2
Question 3 [Clap Clap]
Question 1 Question 2
Question 1 Question 2
Question 1 Question 2
Question 3 [Clap Clap] (Graham, 2006a, pp. 12-13)
Where’s Jack
Where’s Jack?
He’s not here.
Where did he go?
I don’t know.
Where’s Mary?
She’s not here.
Where did she go?
I don’t know.
Where are Sue and Bobby?
They’re not here.
Where did they go?
I don’t know.
Where’s Mr. Brown?
He’s over there.
Where?
Over there,
asleep in the chair
(Taken from “Jazz chants for children” by Carolyn Graham, Oxford University Press, 1979)
C
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
The Common European Framework divides learners into three broad divisions which can be divided into six levels:
A Basic User
A1 Breakthrough or beginner
A2 Waystage or elementary
B Independent User
B1 Threshold or intermediate
B2 Vantage or upper intermediate
C Proficient User
C1 Effective Operational Proficiency or advanced
C2 Mastery or proficiency
How many hours of study to reach each level?
Cambridge ESOL is often asked about the number of study hours (or guided learning hours) required to reach a certain examination level. It is not possible to give a categorical answer to this, as hours of study required will vary depending upon several factors, such as the candidate’s language learning background, the intensity of the study, the inclinations and age of the individual, as well as the amount of study/exposure outside of lesson times. The following figures are, however, sometimes quoted as an approximate guideline:
CEFR Level
Guided Learning Hours
C2
approximately 1,000–1,200
C1
approximately 700–800
B2
approximately 500–600
B1
approximately 350–400
A2
approximately 180–200
C
C
C
C