TaiLieuTapHuanHe2009

welcome to
teacher training workshop
summer 2009
GIVING AN ACCURATE, CLEAR SPOKEN MODEL FOR STUDENTS
GIVING AN ACCURATE, CLEAR SPOKEN MODEL FOR STUDENTS
OUT COME:
BY THE END OF THE SESSION YOU WILL BE ABLE TO:
- PLAN WAYS OF BEING AN ACURATE, CLEAR SPOKEN MODEL IN THE LESSON
CONFIDENTLY READ ALOUT AND EXPLOIT A TEXT.
CONFIDENTLY TELL AND EXPLOIT A FAMILY STORY.
GIVING AN ACCURATE, CLEAR SPOKEN MODEL FOR STUDENTS
MAKING A CUP OF ENGLISH TEA.
WORK IN GROUPS AND REARRANGE THE INSTRUCTIONS IN THE RIGHT ORDER.
Add sugar if you like it.
Boil the water.
Drink it!
Pour the tea into the cup with the milk.
Put a little milk in a cup.
Put the hot water on the tea-bag in the tea-pot.
Put the tea-bag in the tea-pot.
Put the water in the kettle.
Wait for a few minutes until the tea is ready
Put the water in the kettle.
Boil the water.
Put the tea-bag in the tea-pot.
Put the hot water on the tea-bag in the tea-pot.
Put a little milk in a cup.
Wait for a few minutes until the tea is ready
Pour the tea into the cup with the milk.
Add sugar if you like it.
Drink it!


GIVING AN ACCURATE, CLEAR SPOKEN MODEL FOR STUDENTS
WORK IN PAIR
ONE OF YOU PREPARE SIMILAR INSTRUCTIONS TO MAKE YOUR OWN DRINK, THE OTHER PREPARE SIMILAR INSTRUCTION TO MAKE A TYPICAL DISH OF FOOD.(NOT THE TITLE)
EACH PAIR READ YOUR INSTRUCTION, BUT NOT THE TITLE OF FOOD OR DRINK. THE OTHER HAS TO GUESS WHAT THEY ARE DESCRIBING.
WERE THE INSTRUCTION CLEAR AND ACCURATE? WHY OR WHY NOT/

GIVING AN ACCURATE, CLEAR SPOKEN MODEL FOR SUDENTS
Was the activity difficult?
Was it fun?
Could you do something similar with your students?
How could you adapt it?
What would your students be learning from this?
WHY IS IT IMPORTANT TO BE ACCURATE AND CLEAR ?
FIND OUT THE FACTORS WHICH RELATE TO ACCURACY AND CLARITY
ACURACY





CLARITY






WHY IS IT IMPORTANT TO BE ACCURATE AND CLEAR
ACURACY

CORRECT VOCABULARY
CORRECT GRAMMAR
CORRECT PRONUNCIATION
LOGICAL ORDER
CORRECT DESCRIPTION



CLARITY

REASONABLE SPEECH
RIGHT VOLUME
USE GESTURES TO SUPPORT MEANING





3. STORIES IN THE CLASSROOM
WHICH STORIES CAN YOU USE IN YOUR CLASSROOM?
WHY DO YOU USE STORIES IN YOUR CLASSROOM?
HOW CAN YOU USE STORIES IN THE CLASSROOM?
WHAT IS USEFUL LANGUAGE FOR STORYTELLING?
Which stories can you use in the classroom?
Stories in coursebooks
Family stories
Your own personal stories
News stories
Modern stories
Stories from history
Traditional stories, myths & legends

Why use stories in the classroom?
Mary Slattery and Jane Willis, in “English for Primary Teachers” p96 say that stories:
help children relate new things to what they know already
help children to look at real life from different viewpoints and imagine what it feels like to be someone else
can introduce the child to other cultures and attitudes
let children share their experiences with the group – everyone listens and feels sad or happy
can link to other subjects the child is learning about in school
help children develop their thinking skills
are interesting and enjoyable, and can be fun

How can you use stories in the classroom?
They can be used in many different ways:
For listening practice (remember that each time the teacher uses English, s/he is giving the students an opportunity to acquire language and absorb sounds and intonation patterns
for presenting new vocabulary or structures in context
for giving children confidence in using English
for leading on to reading, writing and speaking practice
What useful language for storytelling is there?
Starting phrases such as:
“I’m going to read/tell you a story”
“We’re going to listen to a story now.”
Set phrases such as:
“Once upon a time …”,
“ and they lived happily ever after”
Questions to involve your audience and check the learners understand:
“ What do you thinkhappened next?”,
“What did he say?”,
“Why did he do that?” etc.

Questions for learners to predict the story:
“What will he do next?”,
“What will happen?”
5. Reading aloud

The Boy and his Grandfather.
Can you tell me why the boy loves his grandfather?
Why does the boy love his grandfather?
Does the boy’s grandfather live with him?
What is the boy’s mother always telling him?
Where does the boy’s father hurry every morning?
Why is the boy’s sister in a hurry
TIPS
When you read aloud, it is important to read in an interesting and lively way, accurately and clearly. It is also important to give the learners a reason for listening.
before you read the story, you introduced it briefly, and asked the listeners a question.
At the end you asked for the answer and followed up with some more questions
PRACTICE

The task is to rehearse the story.
prepare an introductory question.
2 follow-up questions.
present the story to another group.
WORK IN GROUPS OF FOUR
Each participant introduces the story.
reads the story.
follows up the reading
TELLING STORIES FROM MEMORY
TELL THE STORIES FROM MEMORY
HOW DO YOU MEMORISE A STORY?
CAN YOU MEMORISE ALL THE WORDS OR REMEMBER THE MAIN PARTS OF THE STORY AND TELL THEM BY USING YOUR OWN WORDS ?
THINK OF A STORY FROM YOUR FAMILY AND THIK FOR 3 MINUTES HOW YOU WILL TELL IT IN ENGLISH.
WORK IN PAIRS AND TELL EACH OTHER YOUR STORIES CLEARLY AND ACCURATLY.

WHAT STORIES WERE INTERESTING?
WHY DO YOU REMEMBER IT?
BECAUSE IT HAPPENED TO YOURSELVES.
-> IT IS GOOD TO USE YOUR OWN STORIES
PAIR WORK
LOOK AT THE WORKSHEET “STORYTELLING FEEDBACK FORM” .
HOW WOULD YOU RATE YOUR OWN STORYTELLING?
PAIR WORK
LOOK AT THE “STORIES IN THE CLASSROOM” WORKSHEET.
WHY DO YOU USE STORIES IN THE CLASSROOM?
HOW DO YOU USE STORIES IN THE CLASSROOM?
WHAT USEFUL LANGUAGE DO YOU USE FOR STORYTELLING IN THE CLASSROOM?

GROUP WORK
WORK IN GROUPS OF FOUR.
EACH OF YOU PRESENT YOUR FAMILY STORY TO OTHERS
FOR EACH STORY ONE MEMBER CAN COMPLETE THE “STORYTELLING fEEDBACK” FORM FOR ONE STORY.
6. Practice – Storytelling 30 MINUTES
As you are listening to other participants teaching their part of the lesson, complete the table.Put a tick (V) for yes and a cross (X) for no. If you put a cross, take notes so you can help the teacher.
8. Reflection & Action Plan
What did you think was the most useful thing about today’s session?
Then fill in the reflection section of the worksheet ‘reflection and action plan’
Feedback – ask any participants if they would like to share their thoughts. Then ask participantsto fill in the action plan section of the worksheet ‘reflection and action plan’
Ask if there are any further comments or questions.
PLAN WAYS OF BEING AN ACCURATE, CLEAR SPOKEN MODEL IN THE LESSON
CORRECT VOCABULARY
CORRECT GRAMMAR
CORRECT PRONUNCIATION
LOGICAL ORDER
CORRECT DESCRIPTION
REASONABLE SPEECH
RIGHT VOLUME
USE GESTURES TO SUPPORT MEANING
.
CONFIDENTLY READ ALOUT AND EXPLOIT A TEXT.
When you read aloud, it is important to read in an interesting and lively way, accurately and clearly. It is also important to give the learners a reason for listening.
before you read the story, you introduced it briefly, and asked the listeners a question.
At the end you asked for the answer and followed up with some more questions
CONFIDENTLY TELL AND EXPLOIT A FAMILY STORY
BECAUSE IT HAPPENED TO OURSELVES.
THEY ARE GOOD STORIES TO USE IN THE CLASSROOM
THANK YOU FOR YOUR ATTENTION!