TAP HUAN TA - NG QUOC TUAN

WORKSHOP
IMPROVING TEACHING PROFICIENCY
FOR PRIMARY SCHOOL TEACHERS OF ENGLISH

Hanoi, March, 2012

Nguyen Quoc Tuan
Vietnam National Institute for Educational Sciences

1. objectives


- Improve the proficiency of teaching English for primary school teachers for the Project 2020
- Enrich expereince in teaching and learning English
- Reinforce practical teaching skills
- Improve English

2. LANGUAGE IN THE WORKSHOP: ENGLISH

3. Methods
Dealing with modern approaches, methodologies, techniques and activities in teaching and learning English for young learners

Discussing, sharing experiences among teachers

Applying the perspectives in real contexts
4. Contents



Topic 1: Teaching English for young learners
Topic 2: Curriculum for Primary Schools, Student’s books, Teacher’s Guides, Workbooks, Teaching & learning aids
Topic 3: Methods of teaching the language skills
Topic 4: Methods of teaching the language elements
Topic 5: Teaching English through games, songs, chants, stories
Topic 6: Field work (Observation & discussion)
Topic 7: Lesson planning
Topic 8: Classroom management
Topic 9: Testing and assessment
Topic 10: Teacher’s professional competences
Topic 1: TEACHING English FOR YOUNG LEARNERS
1. Learning and development

Through learning English, children develop mentally, physically and emotionally
Learining in the socia-cultural environment
Learning means affording Zone of Proximal Development – ZPD
Learning means scaffolding
2. Nature of language

Language and speech
Language and mind/thought/thinking
Language and culture
Text level of challenge + Task level of support = Student success
3. Learning styles




4. Characteristics of young learners

Imaginative (sometime more than adults)
Active (physically)
Curious
Playful
Talkative
Sensitive
Sense of humour/fun
Easy to remember and easy to forget
Difficult in concentrate/focus for long time
Good at immitating (action/pronunciation)
lack of self-motivation


5. Advice (1)

Pick up the language naturally (by chance)
be interested in the meaning, not grammar/words
chunk/whole phrase (How are you. Fine, thank you, shut up)
Learn effectively through chants, SONGS, games, stories
Auditory - Visual
Having fun
Making mistakes


Change activities/ pace/ focus regularly
Stir and settle alternately
Copying & drawing
Organisation & routine - establish rules
Develop study skills
Movement - physical tasks
Be kind but firm
Be encouraging


5. ADVICE (2)

6. CONDITIONS OF LEARNING English
Interest/Desire: Language input
Explore to language: Need to practice
Practice: Using the language in communication
Opprotunity to use: Application
Feedback: Use the language in reality/test
7. The roles of teachers

Lesson planner
Investigator
Researcher on the body of knowledge and range of skills
Instructor
Performer, language modeler
Observer
Controller, organizer
Prompter, resource provider
Participant
Assessor
Tutor
TOPIC 2: CURRICULUM, TEXTBOOKS, TEACHER’S GUIDE, WORKBOOKS, TEACHING-LEARNING AIDS










I. CURRICULUM

Four main approaches

Objectives: Communicative approach
Contents: Thematic approach
Methodology: Learning-centered approach
Outcomes: equivalent to level A1 of CEFR (CEFR Common European Framework of Reference for Languages: Learning, Teaching, Assessement)

1. Objectives
LISTENING
READING - WRITING
LISTENING - SPEAKING
(Interactive)
SPEAKING
Spoken
(Dicisive)
Written
(Supportive)
PHONETICS, VOCABULARY, GRAMMAR
Language
(Conditional)

2. Contents

Themes: 4 thems (Me and my friends, Me and my school, Me and my family, Me and the world around)
Topics: 5 topics under each theme
Language elements: phonics, vocabulary, grammar
Core content: Communicative Competences

Communicative competence:


Linguistic competence: understanding and correct use of grammar and syntax
Sociolinguistic competence: the correct use of language in social contexts
Discourse competence: being able to start, sustain, end conversations (correct use of connectors/linking words)
Strategic competence: ability to overcome communication breakdown.
3. Methodology: Learning-centered approach

Methods:
Methods of teaching-learning the language skills and laguage elements
Procedures
Techniques/activities

Modes:
Interactions between teachers/students, among students (pairs/groups),
Interaction with textbooks/materials,
Learning through playing, singing, chanting


5 skills:
Spoken interaction, Spoken production, Listening, Reading, Wriitng

4 domains:
Me and my Friends, Me and my School, Me and my Family, Me and the World Around

Standards: A1 of CEFR
Grade 3: A1.1
Grade 4: A1.2
Grade 5: A1.3

4. Learning outcomes

TOPIC 2: CURRICULUM, TEXTBOOKS, TEACHER’S GUIDE,
WORKBOOKS, TEACHING-LEARNING AIDS

II. TEXTBOOKS

1. Approaches:

Communicative: spoken interaction, spoken production, listening, reading, writing
Language elements: involved in the texts when needed
Integration: among language, artwork and recording
Cooperation: among Vietnamese authors, Vietnam Education Publishing House, Macmillan Pubishing House and British Council




2. Structure

Book maps: Compettences, Sentence Patterns, Vocabulary,
Phonics

Units: Including Lesson 1, Lesson 2, Lesson 3

Reviews: Phonics, Vocabulary, Listening, Reading, Writing, Speaking

Glossary





3. Contents of the units
4. Teaching plan
III. TEACHER’S GUIDE










Approaches

Two versions: English and Vietnamese

Procedures:
G.I.P.O = Goal → Input → Procedure → Outcome
Goal: Competences
Input: New languages
Procedure: following the contents of the student’s books
Outcone: Answer keys

Mode: wholeclass →individual →pairs →groups →wholeclass



2. Contents

PART I: SKILLS and LANGUAGE TEACHING

Teaching listening
Teaching speaking
Teaching reading
Teaching writing
Teaching pronunciation
Teaching voicabulary
Teaching grammar
Optional activities (TPR, chants, rhymes, songs, pair/groupwork)

PART II: TEACHING INDIVIDUAL UNITS




IV. WORKBOOKS

1. Approaches

Revision, Practice, Enhance

2. Contents

A. PHONICS
1. Sounds in words 2. Words with sounds in sentences
B. VOCABULARY
1. Words 2. Words in sentences
C. SENTENEC PATTERN
1. Functions 2. Functions in contexts
D. READING
1. Dialogue 2. Passage
E. WRITING
Writing about topics with guidence/ suggestions



V. TEACHING-LEARNING AIDS

1. Approaches

Focussing on audio-visual seneses
Stressing direct learning
Increasing intensive learning
Enhancing activeness, creactiveness, self-confidence/independence

2. Contents: Five minimum teaching-learning aids

The recording (CD/DVD)
Posters (one poster/unit)
Pupptets (Main characters)
Word Cards (about 80/grade
Letters (English alphabets and numbers
IV. TEACHING-LEARNING MATERIALS
Approaches:

Creating good environment for teaching & learning
Focussing on skills development

2. Materials:

Notebooks for writing
Notebooks language practice
Guidence for testing
Learning English through songs, chants, games
Guidence for taching and learning of English at primary school level
Methods of teaching and learning English at primary schools
TOPIC 3: METHODOLOGY OF TEACHING AND LEARNING

I. METHODS OF TEACHING-LEARNING LANGUAGUE SKILSS

Method of teaching-learning spoken interaction
Method of teaching-learning spoken production
Method of teaching-learning listening
Method of teaching-learning reading
Method of teaching-learning writing

Or 3 groups:

Method of teaching-learning spoken interaction
Method of teaching-learning listening / reading
Method of teaching-learning spoken production / writing



I. Method of teaching-learning spoken interaction

1. Characteristics

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

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


TOPIC 3: METHODS OF TEACHING-LEARNING LANGUAGE SKILLS
2. Procedure:

Initiation → Core activity → Follow-up (I.C.F)



3. Examples: Lesson 1, Unit 11, English 4/Part 2

Initiation: Whole class
Pupils look at the picture (P6). Help them to identify that Peter and his father are at home, talking about the time.
Explain the phrase go for a walk.
Pupils listen through the recording once of twice

Core activities: Whole class
Pupils repeat the recording, line by line
Pupils listen to the recording and repeat the dialogue.
Divide class into pairs/groups. Pupils repeat Peter’s and the dad’s parts.

Follow-up: Pair/goupswork
Repeat the step, but swap the roles.
Check to make sure pupils can repeat and understand the dialogue.

4. Types of spoken interaction
Making dialogues / role-plays
Picture-based speaking activities
Information gap activities
Personalization
Communicative games
Discussion activities
Problem-solving activities
40










05-03-09
HỌC SINH
(cá nhân và nhóm)
NỘI DUNG
học tập
Tương tác
GV tạo môi trường và nội dung học tập phức hợp
Môi trường học tập
5. Tips of teaching dialogues & role-plays

Introduce some humour into dialogues
Keep dialogues simple. Shorten long sentences.
Create clear context and the purpose for dialogues should be easy to work out
Turn the dialogue into role-plays
Demonstrate the activity the first time you use it
Have the students do the role-play in pairs /small groups first
Role-play in front of the class
Create a non-threatening climate
Substitute key words
Get the students to make the dialogue longer by adding two or more lines.




II. Method of teaching-learning listening/reading

Characteristics


Short attention span
They need time
Individual words are not clear
Can’t remember and recall everything`
Unfamiliar vocabulary
No visual context
No lips/ face to help understanding
Children are active

TOPIC 3: METHODS OF TEACHING-LEARNING LANGUAGE SKILLS

2. Procedure:

Pre-task  Task cycle  Language analysis (P.T.L)
3. Example: Unit 11, Lesson 2, Part 3, Page 18

Pre-task: Whole class
Elicit pupils to identify the relationship of the people in the picture.
Pupils read the text about a family and complete the missing words.
Task cycle:
Individually: Pupils read the text silently and do the task.
Pairwork / Groupwork: Have pupils trade their answers in pairs.
Language focus: Whole class
Call on some pupils to report the answers. The rest of the class observe and give comments.
Ask pupils some questions to check their comprehension.
Explain the language if necessary.
4. Types of listening
Listen & do: Listen and draw/ colour / match/ choose / order the pictures / mime / follow instructions / make somethins
Listen & repeat: Sing a song / Say a chant / Say a rhyme / Follow/ join in with the story
Listen for information: Filling in information / complete a grid (chart, table) / Spot the difference / Discriminating nonsense / order the dialogue / check thrue or false

5. Tips for listening

Use short texts ... or play chunks and pause
Set tasks that focus on what they can understand
Make listening interactive (more like real life)
Check understanding not memory
Set the scene and check understanding
Task not test
Give children a purpose for listening /reading


5. Tips for teaching

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

Language



Reader

Idea
Idea
6. Two perspectives on reading

Reader Text (writer)
background knowledge,
previous knowledge,
general intelligence


7. Types of reading

Types of texts
Dialogues
Text
Songs
Chants
Stories

Tyes of comprehension
Read and complete the sentences / passage
Read and tick true / false
Read and colour / draw
Read and match
Read and fill in the form / table / grid / chart
8. Concepts

Skimming: reading for the main idea

Scanning: reading for specific information

Predicting: guessing what is coming next

Bottom-up: Sounding out individual words and try to understand a text by processing every sound and word (a phonics approach to reading)

Top-down: applying one’s background knowledge and focusing on understanding a written text as a whole
9. Clues which help in reading
Visual
Letter-Sound
Meaning
Grammar

TOPIC 3: METHODS OF TEACHING-LEARNING LANGUAGE SKILLS
1. Procedure:

Pre-stage  Through/While-stage  Post- stage (P.T.P)
III. Method of teaching-learning spoken production/writing
2. Types of spoken production
Songs and chants
Learners imitate/mimic the model from the recordings
Master the sounds, rhythms, and intonation of the English language
Games and stories
Manipulate the language by presenting them with a certain amount of choice, within a fairly controlled situation.
Guided topics
Suggestion model more controlled less controlled  free
Variation in how much support provided for writing


 
3. Tips for spoken production
Speak as much English as possible
Don’t interfere into speaking / not correct mistakes
Need instructions and models to follow
Respond to music / rhythm
Done in pairs / groups (everyone is included)
Need to have an end-product
Need to build-up to longer chunks
More able to adapt language when older
Check understanding often
Visual stimulus
Silly and fun


4. Tips for teaching

Generate interest in the topic
Introduce the ‘stimulus’ (e.g. picture, characters, situation, topic, list of items, etc.)
Students understand the goal, the task and the process
Give students thinking/preparation time
Elicit an example, model the activity, get students to demonstrate
Students DO the activity
Give/take feedback on content/ performance/ language

5. Example of writing as a procedure
Unit 11, Lesson 3, Part 3, Page 19, T’G

Pre-stage: Whole class
Get pupils identify the characters in the picture and their relationship.
Tell pupils to get the information to complete the missing word(s).
Explain the words: Mr and Mrs If necessary.
Through/While stage:
Individually: Pupils read and complete the sentences.
Pairwork / Groupwork: Pupils trade their answers within pairs/groups.
Post-stage:
Whole class: Ask some pupils to read their corrected work to the class. Other pupils give comments. Ask a few questions to check pupils’ comprehension.
6. Or
Being motivated
Planning
To write
Getting ideas together
planning
drafting
Revising
Replanning
redrafting
Final version
7. Types of writing
Basic level:
Handwriting
Spelling: words, chunks/phrases, sentences
Constructing language functions
Punctuating

Higher level:
Guided writing about a topic
8. 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
Provide more support for writing tasks
TOPIC 4: METHODS OF TEACHING-LEARNING LANGUAGE ELEMENTS
I. Method of teaching-learning phonics

1. Chracteristics

I. Method of teaching-learning phonics
2. Procedure:

Presentation Practice Production/Performance (P.P.P)

II. Method of teaching-learning vocabulary
2. Procedure:

Presentation Practice Production/Performance (P.P.P)

III. Method of teaching-learning grammar
2. Procedure:

Presentation Practice Production/Performance (P.P.P)

I. Method of teaching-learning phonics
2. Procedure:

Presentation Practice Production/Performance (P.P.P)

I. Method of teaching-learning phonics
2. Procedure:

Presentation Practice Production/Performance (P.P.P)
Make sure you have a variety and balance of activities
Crosswords
Songs
Communicative games
Movement games
Balance and variety of activities
TOPIC 7: LESSON PLANS
I. Chracteristics

Ovewview:
Clear objectives
Focused incomes/outcomes
Suitable teaching –learning aids

Procedure:
Appropriate procedures (introducing, practice, application, reinforcement, homelink)
Effective managements (individual, pair/group work, wholeclass)
Getting feedbacks
Homelink


II. Overview
1. Objectives:
Students will be able to:
Do (what skill), about (what topic), in order to do (what task)

2. Incomes (language focus):
Functions
Phonics
Vocabulary
Sentence patterns

3. Resources:
Books/meaterials
Audio-visual aids


III. Procedures
For new textbooks
Modern model
G.I.P.O
P.P.P
Traditional lesson plan
Tasked-based lesson plan



Type 1: New textbooks

Lesson plan 1: LESSON 1 – PERIOD 1

1. LOOK, LISTEN AND REPEAT
2. LOOK AND SAY


Lesson plan 2: LESSON 1 – PERIOD 2

3. TALK
4. CHANT / SONG / GAME


Lesson plan 3: LESSON 2 – PERIOD 3

1. LISTEN AND REPEAT
2. LISTEN AND …..


Lesson plan 4: LESSON 2 – PERIOD 4

3. READ AND …..
4. SONG / CHANT / PLAY
Example:

Lesson plan 5: LESSON 3 – PERIOD 5

1. LISTEN AND REPEAT
2. LOOK AND SAY


Lesson plan 6: LESSON 3 – PERIOD 6

3. WRITE
4. SONG / CHANT / PLAY
Example:
Type 2: Modern model

Warm-up – Review - Target language – Activities - Homelink


Warm-up
Make it fun and positive
Make it easy (students get into English-speaking mode
Song, chants games, activities

2. Review
Combined with the warm-up. Both should be fun.
Relevant to today’s lesson
No choral drills

3. Target languague (drill work)
Introducing the new language. Clear example
Refering to board
Give correct form
Using props, pictures, visual, realia




4. Activities (controlled Semi-controlled Free)

Clear context
Modelling
Practice in pairs/groups
Controlled – free (80%-20%)
Fun
Reinforcement
Props, pictures, visual, lealia.
Demonstrate activities

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









Type 3: G.I.P.O (Goal – Input – Procedure – Outsome)

1. Objectives
2. Language focus
Phonics
Lexical items/Vocabulary
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: Completing controlled tasks or freer tasks
Step 5: Public (pairs/groups) report
Step 6: New suggestions (discussion, role-play ...)
Step 7: Language analysis/summary
Other activities: songs, games, plays, chants, …
Homework/Homelink
Type 4: P.P.P (Presentation – Practice – Production








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







Procedure
Warm-up/Review
1. Presentation
Introducing topic/situation
Introducing new language
2. Practice
Controlled practice
Freer practice
3. Production
Applying new language / Combining language components
Other activities: songs, games, plays, chants, …
Homework/Homelink
Type 5: Traditional 5-step lesson plan

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

Procedure

Step 1: Reviewing and testing the previous lessons
Step 2: Introducing and explaining the new lesson
Step 3: Practicing
Step 4: Reviewing, strengthening, applying new lesson
Step 5: Guiding the homework









Type 6: Task-based Lesson plan
(Discussion - tasks – presentation – focus on form)
In the TBL lesson:
The aim of the lesson is for the students to complete a task (students try to achieve something real, and have to communicate to do so)
The teacher starts by holding a discussion on the topic
The teacher then gives the students tasks to do
Then the teacher and students discuss any new or problematic language they needed for the task
Lastly, the students do an exercise on the new language
TOPIC 8: CLASSROOM MANANGEMENT

1. Teaching innovation


2. Activity management
3. Pair/Group work
Characteristics

Learner responsibility
Encouragement of peer support
Learner engagement; teacher as facilitator, motivator (80/20%)
Communication, negotiation, socialization (listening comprehension/talking)
Meaningful context for language use

Benifts

Increased use of target language for poorly motivated students;
Increased interaction between teacher and students
Provision of instruction in accordance with different language abilities
Creating a better environment for students to use target language






Four stages of pair/ group work

Forming  Storming  Norming  Performing

Effective pair/group work

Group size:
- whole group
- pairs
- small groups (3 or 4 students)

Grouping strategies:
- random grouping/by chance
- student-selected grouping
- teacher-formed grouping
- peer pair/group
- ability pair/group






Problems
Learners’ dissatisfaction with grouping arrangement
Learners’ extensive use of native language
Individual domination
Learners’ lack of social skills
Noisy and chaotic classroom

Solutions
Explain why groups are arranged
Set the rules
Assigning a clearly defined role
Encouraging students to stay in group while giving them some sort of isolation
Explaining and organizing activity at the beginning
3. Maximizing student interaction in class: some ideas
Encourage a friendly, relaxed learning environment
Ask questions rather than giving explanations
Ask open questions when students discuss something
Allow time for STS to listen, think, process answers and speak
Really listen to what they say
Allow thinking time without talking over it
Allow silence.
Increase opportunities for STT
Use gestures to replace unnecessary teacher talk

Maximizing student interaction: some ideas (Contd.)

Allow students to finish their own sentences.
Make use of pairs and small groups
Encourage interactions between students
Encourage co-operation rather than competition.
Allow students to become more responsible for their own progress.
Encourage the quiet speakers to speak louder.

Areas of tests

Proficiency test
Eveluate level of language proficiency
Place students into right class
Done by school director

Diagnostic test
Check student’s strenght or weakness
Figure out which area students need to improve or sexcelling in
Doner by teachers

Achievement test
Evaluate how well students can perform within a unit/program
Readjust learning/teaching
Done at the end of unit/ theme/ term
TOPIC 9: TESTING AND ASSESSMENT


2. Points of views

Direct and indirect tests (trực tiếp & gián tiếp)

Direct test

Evaluate student’s most realistic situations
Mark student’s performanceupon your own criteria

Indirect test

Test student’s particular skills (multiple choice test)
Not in realistic situation
Formative and summative assessment
(thường xuyên & định kì)

Formative assessment

Constant testing (shot-term testing)
For both Ss and Ts
Adjust the teaching and leaning

Summative assessment

Periodical testing (long-term testing)
For management
Sum up Ss’ work by the end of a year/4 years

Descriptive and objective test (tự luận & khách quan)

Subjective testing
Giving an answer to a question/ a statement, description, report that is based on / influenced by personal opinion, understanding, experience
Unfair
Testing speaking and writing

Objective testing
Giving an answer to a question/making a decision that is based on facts (only one correct answer) rather than personal understanding, feelings or beliefs
Fair
Testing listening, reading and language focus
Three questions

Valid: Is the test measurable?

Reliable: is the result of each student be a true representation of the student’s abilities

Feasible: Is the test too easy/difficult for the students? Is it too time consuming to develop, administer and score?
3. Primary school outcomes: Level A1

Mục tiêu chung của dạy và học tiếng Anh ở tiểu học là học sinh đạt trình độ tương đương với cấp dộ A1 của Khung tham chiếu chung Châu Âu, đó là:

“hiểu và sử dụng các kiểu diễn đạt quen thuộc hằng ngày và những cụm từ đơn giản nhằm thỏa mãn nhu cầu giao tiếp cụ thể. Có thể tự giới thiệu mình hoặc người khác, có thể hỏi và trả lời các câu hỏi về thông tin cá nhân như nơi ở, những người mà mình biết và những thứ mình có. Có thể giao tiếp một cách đơn giản với điều kiện người cùng giao tiếp nói chậm, rõ ràng và sẵn sàng trợ giúp”.
4. Five skills and four themes
5. Tests in the classroom
6. Types of tests
Spoken interaction, spoken production and listening
Reading, Writing
7. Matrix of testing and assessment
8. Matrix of testing and assessment levels
9. Tips
Making questions for speaking tests




Making dialogues/conversation with peers/partners/friends about related topics
Discussing with teachers about related topics
Talking about related topics

Making questions for objective tests (listening + reading + language focus)

Matching items (Dạng câu ghép đôi)
Tick True/False picture/statements (Tranh/câu đúng/sai)
Number (picture, statements)
Supply items (Dạng điền khuyết)
Short answers (Dạng câu trả lời ngắn)
Fill in/ Complete the sentence /passage /table /form (điền thông tin vào phiếu, biểu bảng)
Multiple Choice questions (MCQs) (Dạng câu hỏi đa lựa chọn)
Making questions for writing tests

Writing a letter, paragraph on related topics, using suggested picture/ word/ structure cues guidelines /ideas
Writing a passage on related topics, using suggested both word/structure cues or guideline (frame)
Filling in a table, chart, graph
Free writing on related topics to meet the communicative needs