Tieng anh moi workshop

TEACHING ENGLISH AT GRADE 10
UPPER SECONDARY SCHOOLS

July, 2015


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

The communicative language competences

By the end of upper secondary schools, Ss will be able to improve:

Linguistic competence: ability to understand and use the language (phonetics + vocabulary + grammar) in different 5 skills (spoken interaction, listening, speaking, reading, writing)
Sociolinguistic competence: ability to understand and use language appropriately in varied social contexts
Discourse competence: ability to understand and use different types of text used for different communicative purposes
Strategic competence: ability to maintain communication through using different kinds of strategies (memory, cognitive, metal-cognitive, compensation strategies, …)



THE 4 main APPROACHES






Objective: Communicative approach (5 skills + 3 language components) → what to achieve?
Content: Thematic approach (variety of types of language in variety of contextual settings) → how the language is introduced?
Methodology: Learning-centered approach (variety of ways of learning in variety of contexts) → how the language is learned?
Outcome: Equivalent to level B1 of CEFR → at what level is the language achieved?
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TOPIC I: OBJECTIVES



LISTENING
SPOKEN
INTERACTION
SPEAKING
PRONUNCIATION, VOCABULARY, GRAMMAR, CULTURE
Language
(Conditional)
READING
WRITING
Main skills


It consists of 4/5 skills + 4 language elements
TOPIC II: THE CONTENT

THE CURRICULUM

The comparison between the old curriculum & the new one

- The old curriculum consists of themes (and 16 topics/units):

You & Me – Education – Community - Nature and environment – Recreation - People and places

- The new curriculum consists of 4 themes (and 10 topics/units):

Our life – Our society – Our environment – Our future

 The new curriculum bases on the thematic approach: 4 Themes  10 Topics/Units  Communicative language competence  5 Skills (spoken interaction + listening + speaking + reading + writing)  Tasks/Activities  3 Language elements (Grammar + Vocabulary + Phonetics) + culture




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THE STUDENT’S BOOK:
2 books for 2 terms
10 units x 10 lessons each
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THE UNITS AND TEACHING PLANS

4/5 skills + 3 language elements/culture + 2 supportive activities
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THE SECTIONS

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Skills

Notes: Each skill focuses on one aspect of the topic
The skills follow three-stage teaching procedure
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The supportive sections
Now you can: What Student CAN DO after each unit (skills and language)
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TOPIC III. THE METHODOLOGY
The approach: W.W.H (Who learns What and How)
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I. THE WHAT

TASK = TEXT (A)  ACTIVITY (procedure)  LANGUAGE COMETENCE (a)






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 3-stage teaching procedure
Outcome: Things that Ss CAN DO


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II. THE HOW: THE 4 MAIN GROUPS OF METHODS

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

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1. The spoken interaction

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




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Procedure G  D P

(Getting started → Doing the task → Performing the task)
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2. Listening and reading

Characteristics

Receiving information (Contrasting with speaking/writing)
Passive in language: unfamiliar with vocabulary & structures
Double-task: doing listening/ reading & doing the tasks

Listening: Fixed speed, can’t re-listen, can’t remember and recall everything → short/simple text/tasks
Reading: The reader’s knowledge/ experiences, Receiving information from letters  words  sentences  paragraphs  text  context  discourse



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Procedure P  T L

(Pre-task  Task cycle  Language analysis)
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3. Speaking and writing

Characteristics

Producing information (Contrasting with listening/reading)
Active in language: words/ structures/ functions should be prepared
Single-task: Fluency in using the language,
Active use of ideas/experience, creative use of discourse (how to start, sustain, end the text)

Speaking: Using body language, Can re-speak, Be afraid of making mistakes
Writing: Can re-write, Focussing on the reader & the context, From controlled writing (sentences/structures)  freer writing (topics with suggestions)  free writing (topics)
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The procedure P  T  P

(Pre-stage  Through/While-stage  Post- stage)
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Characteristics

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





4. Language components

(Phonetics, vocabulary, grammar/functions)
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Procedure P  P P

(Presentation Practice Production/Performance)
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III. THE LESSON PLANS












PROCEDURE: 5 steps
1. Warm-up: What Ss have learnt (the previous lesson) of prepared for new lesson
2. The first step
3. The second step
4. The third step
5. Check the outcome or Consolidation/Review and what Ss continue doing at home as homework



OVERVIEW:

1. Objectives (or goal):
Students will be able to: Do (what skill), about (what topic), in order to do (what task)
2. The language focus (or language input):
Pronunciation Vocabulary or Grammar in focus
3. Resources (or materials input):
Books/materials, Audio-visual aids (what teachers and students have to use)


Lesson plan No1 (Getting started)
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Lesson plan No2 (Language)
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Lesson plan No3 (Reading)
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Lesson plan No4 (Speaking)
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Lesson plan No5 (Listening)
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Lesson plan No6 (Writing)
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Lesson plan No7 (Communication & culture)
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Lesson plan No8 (Looking back & Project)
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IV. SOME OTHER LESSON PLANS

Type 1: Modern model

Warm-up  Review Target language  Activities  Homework

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 languange (drill work)
Introducing the new language. Clear example
Referring to board
Give correct form
Using props, pictures, visual, realia



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4. Activities (Controlled Semi-controlled Free)

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

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










Type 2: G.I.P.O (Goal  Input  Procedure  Outcome)

1. Goals/Objectives
2. Language focus
Phonics
Lexical items/Vocabulary
Sentence patterns
Teaching/learning aids
3. Procedure
Warm-up/Review
Step 1: Introducing the topic, Setting the task, Modelling (Whole class)
Step 2: Speaking, Listening, reading, ... (individual)
Step 3: Doing the taks in pairs/groups (controlled/freer)
Step 4: Public (pairs/groups) report
Step 5: Language analysis/summary (if necessary)
Step 6: New suggestions (discussion, role-play ...)
4. Outcomes: songs, games, plays, chants, …
Homelink
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Type 3: P.P.P (Presentation  Practice  Production)
1. Objectives
2. Language focus: Phonetics or Lexical items/Vocabulary or
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
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Type 4: 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