TỔNG HỢP CỦA 5 MODULES - LỚP PHƯƠNG PHÁP SAU B2

MODULE 1: BACKGROUND TO TEACHING ENGLISH TO ADOLESCENTS

1. Priciples and Techniques for teaching adolescents:
- Use music: Teens live through the feelings provoked by music.
- Use current material: They love anything new and peronally relevant.
- Use team work: They thrive on projects, peer interaction and group work.
- Use acting: Teens want to express themselves. Role playing alows them to express all their inner.
- Use choice: Teens are trying to be independent. Giving them some choice and control motivates.
- Use what they know: Teens know LOTS; use their interests and passions in the class content!
- Use a quick pace: Teens usually are very easily distracted by things around them.
- Use physical activities: Teens’ body’s are changing and they need to experience and practice their new “phisical” self!
- Use positive class control: Teens want a teacher in control but will reject any authorities.
- Use L1 at times: It can help avoid misunderstanding.
- Use games: Teens are highly competitive.

2. Multiple intelligences include:
- Linguistic – Musical – Logical/Mathematical – Spartial/Visual – Bodily/Kinesthetic – Intranpersonal – Interpersonal – Naturalistic.

3. Task-based learning:
One way of prioritizing communication in the classroom is through ‘task-based learning’ or ‘activity-based’ learning. Learners are given a task to do or a problem to solve. There is no prior focus on language. Only while they are doing the task, or immediately after its completion, are the learners given any explicit guidanceas to the language items that might help them perfom the task. They may then be given an opportunity to incoporate these items into a subsequent, similar task.

4. Intergating content and language:
-One way in which skills are very naturally intergrated is in content-based learning. This is when the teacher teaches a subject-such as biology, economics, or geography-through English. The main advantage is that learners are learning both the language and the content simutaneously, which makes this approach particularly appropriate for young learners. A disadvantage is that in sufficient language knowledge may inhibit the learning of the content.













MODULE 2: LEARNING THROUGH PROJECT-BASED LEARNING ACTIVITIES

1. A project: is a specific kind of a learning task, in which pupils are allowed to choose a topic and direction of its investigation. Therefore the result is predictable only to a limited extent. It is a task that requires initiative, creativity and organisational skills, as well as undertaking responsibility for the solution of problems connected with the topic.

2. Why is Project-Based Learning (PBL) suitable to secondary school students?
- They are constantly observing and investigating their experiences and environments.
- Children are natural born investigators. - They are intellectually curious.
- PBL is best for brain development. - Support social and emotional development.
- Gives children a sense of purpose. - Strengthens their motivation to learn.

3. Why is Project-Based Learning (PBL) relevant to secondary school students?
- The middle school years are challenging. We struggle with keeping Ss academically engaged during these years of tremendous change.
- Because projects build on authentic learning tasks that engage and motivate Ss, middle school is an ideal time to intergrate project-based learning.
- The diversity of Ss’ prior educational experiences. - Ss’ disparate levels of skills.

PLANNING A PROJECT: (10 STEPS OF PLANNING A PROJECT):
Step 1: Ss and instructor agree on a project:
Instructor sets the scene, raise awareness about the issue, informs Ss of the project aims, introduces the essentials of the project: Giving Ss the opportunity to fine-tune the project so that they develop a sense of onwership.
Step 2: Ss and instrutor determine the final outcome of the project:
- Instructor proposes the final outcome of the project. - Ss feedback on this preliminary plan.
Step 3: Ss and instructor structure the project:
- Ss help to structure the project. - Ss decide on their primary roles and responsibilities.
- Ss sequence the project tasks and set deadlines for their group.
Step 4: Instructor prepares Ss for information gathering:
- Ss conduct interviews, search for information on the internet, in the library, etc…
- Instructor monitors Ss’ progress, making sure that they are on the right track, giving them feedback on their language use throughout.
Step 5: Ss gather information: - Ss present the final outcomes of the class project.
Step 6: Instructor prepares Ss for compiling and analyzing data: Instructor prepares Ss for the upcoming language and skill demands of the information-gathring stage of the project.
Step 7: Ss compile and analyze information: - Instructor prepares Ss for the language, skill, and content demands presented by the final written display and oral presentation.
Step 8