Workshop tieng anh moi

TEACHING ENGLISH AT GRADE 4
PRIMARY SCHOOLS


July, 2015

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

Teaching English at primary schools means improving communicative language competences. CLC includes 4 components:

Linguistic competence: the ability to understand and use the language (pronunciation, vocabulary and grammar) to communicate (spoken interaction, listening, speaking, reading, writing)
Sociolinguistic competence: the ability to understand and use language appropriately in various settings/contexts
Discourse competence: the ability to understand and use a variety of different types of texts for a variety of communicative purposes
Strategic competence: the ability to maintain communication through using different kinds of 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 A1 of CEFR → at what level is the language achieved?
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TOPIC I: THE OBJECTIVES
Communicative approach: 5 skills + 3 language elements

LISTENING
SPOKEN INTERACTION
SPEAKING
Spoken
(Dicisive)
Written
(Supportive)
PHONICS + VOCABULARY + FUNCTIONS
Language
(Conditional)
READING
WRITING







TOPIC II: THE CONTENT

I. THE CURRICULUM

4 themes : 20 topics (20 units) + 4 reviews + 4 tests

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II. THE BOOK MAP
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III. THE UNITS
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Lesson 1: Competence 1
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Lesson 2: Competence 2
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Lesson 3: Phonics + reading + writing
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TOPIC III: THE METHODOLOGY
The approach: W.W.H (Who learns What and How)
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I. THE TASKS: TASK-BASED LEARING













Goal: Things that Ss will be able to achieve by the end of the activity/task
Input/Income:
- Context: The questions of who/ what/ where/ when, …
- Content: The language focus (Phonics or Vocabulary or Grammar)
Procedure: The steps Ss have to follow
Outcome: Things that Ss CAN DO


TASK = TEXT (A)  ACTIVITY (procedure)  LANGUAGE COMETENCE (a)
G.I.P.O = Goal + Input (Context - Content - Model) + Process + Outcome
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II. THE TEXTS




Phonics: Sounds of letters  letters (of sounds) in words  words in sentences  sentences in chants/songs  (texts)

Vocabulary: Words in sentences patterns  sentences patterns in functions  functions in dialogues/conversations  (texts)

Grammar: Sentences patterns in contexts in texts (writing/reading)

 Variety of texts + variety of tasks + variety of activities in variety of contexts









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III. THE METHODS: 4 MAIN GROUPS OF METHODS

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

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IV. THE LESSON PLANS












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



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/income):
Pronunciation Vocabulary or Grammar in focus
3. Resources (or materials input/income):
Books/materials, Audio-visual aids (what teachers and students have to use)


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1. The spoken interaction

The 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

The language focus:
New vocabulary & structures/functions


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Procedure G  D P

(Getting started → Doing the task → Performing the task)
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Lesson plans 1 & 3 (Lesson 1, period 1 – Lesson 2, period 3)
1. Look, listen & repeat
2. Point & say
Let’s talk
Main procedure: G  D  P (Getting started  Doing  Performing)
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Example for Look, listen and repeat (Unit 1 – English 4)

Tell pupils that they are going to learn to greet and respond to greetings formally. (Goal)

Have them look at the four pictures to discuss the contexts in which the language is use. Ask them questions such as Who are they?, Where are they? and What are they talking about? (In Picture a, the pupils greet Miss Hien formally in the classroom using Good morning, Miss Hien. In Picture b, Miss Hien responds to her pupils’ greeting using Nice to see you again.
In Picture c, Miss Hien and a pupil greet each other. In Picture d, Nam greets Miss Hien when he comes into the classroom late, saying Good morning, Miss Hien. (Income)

Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. (Procedure)

Play the recording again for them to listen and say along. (Outcome)




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Example for Point and say (Unit 1 – English 4)

Tell pupils that they are going to practise greeting and responding to each other formally by using Good morning, Good afternoon and Good evening. (Goal)

Have them look at the pictures to understand how the language is used in different contexts. Point to the first picture and elicit the formal greeting used in the morning. Ask them to say the phrase chorally and individually. Then tell them to practise greeting and responding to
greetings in pairs, using the prompts in the bubbles. (Income)

Repeat the same procedure with the rest of the pictures. (Procedure)

Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. (Outcome)




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Example for Let’s talk (Unit 1 – English 4)

Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2 in real contexts. (Goal)

Remind pupils how to use Good morning/Good afternoon/Good evening to greet each other formally and how to use See you tomorrow/See you later/Good night to respond to Goodbye/Good night. (Income)

First get one pupil to act as a teacher and he/she greets the others formally, using Good morning/Good afternoon/Good evening. Nice to meet you. Then ask pupils to say goodbye to each other, using Goodbye. See you tomorrow, and then say Good night. Put the sentences on the board and do choral and individual repetition, if necessary. Have pupils work in pairs, acting out how to greet and say goodbye. (Procedure)

Call on a few pairs to act out in front of the class. Correct the pronunciation, if necessary. (Outcome)


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2. The Listening & Reading

The characteristics
Receiving information (Contrasting with speaking/writing)
Passive in language (Unfamiliar vocabulary & structures)
Double-task: doing listening/reading & doing the tasks (E.g. listen and complete/tick/circle, …) → exercise should be short/simple
Can’t remember and recall everything
Having no time to re-listening



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Procedure G  D L

(Getting started  Doing (Listening/Reading)  Language analysis)
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Lesson plan 2: (Lesson 1, period 2)
3. Listen & tick
4. Look & write
5. Let’s sing
Main procedure: G D  L



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Lesson plan 4: (Lesson 2, period 4)
4. Listen & number
5. Look & write
6. Let’s play
Main procedure: G D L



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Example for Listen and tick (Unit 1 – English 4)

Tell pupils that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures. (Goal)

Have pupils look at the pictures to identify the similarities and differences between pictures. (The pupils and teachers are greeting each other at different times of the day.) Check understanding. (Input)

Play the recording a few times. Ask pupils to listen to the recording and tick the correct pictures. Tell them not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and
to whom Mai says goodbye (Dialogue 3). (Procedure)

Get pupils to swap their answers before you check as a class. Monitor the activity and offer help when necessary. (Outcome)




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Tell pupils that they are going to fill the gaps with morning, afternoon or bye. (Goal)

Give them a few seconds to look at the pictures. First, focus pupils on the time of the day the greetings are used and the people who use the greetings (Pictures 1 and 2). Remind them that the two children are leaving school in Picture 3. Then have pupils fid appropriate words to complete the phrases. If necessary, get pupils to work in pairs. (Input)

Give pupils time to do the task independently. Go around and offer help, if necessary. (Procedure)

Get them to swap their answers before checking as a class. If there is enough time, call some pupils to read aloud the complete sentences. (Outcome)


Example for Look and write (Unit 1 – English 4)
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3. The phonics


The characteristics

Phonics: Sounds of letters  letters (of sounds) in words  words in sentences  sentences in chants/songs  (text)


The requirements of learning language elements

Good pronunciation
Natural rhythm
Natural speed
Natural intonation
Appropriate interaction
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Procedure P  P P

(Presentation Practice Production/Performance)
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Lesson plans 5: (Lesson 3, period 5)
4. Listen & repeat
5. Listen & circle
6. Let’s chant
Main procedure: P P P



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Example for Listen and repeat (Unit 1 – English 4)

Tell pupils that they are going to practise saying the sounds of the letters l and n in the words Linda and night respectively. (Goal)

First put the letters l and n on the board. Play the recording and ask pupils to repeat a few times. Then write the words Linda and night and the phrases Hello, Linda and Good night on the board. Play the recording a few times and let pupils say the words and the phrases, paying attention to the target letters. (Input)

Do choral and individual repetition of the sounds, words and phrases until pupils feel confident. (Procedure)

Get some pupils to perform in front of the class. Check as a class and correct the pronunciation, if necessary. (Outcome)


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Example for Listen & circle (Unit 1 – English 4)


Tell pupils that they are going to listen to the recording, circle the correct options (a or b) and then write the words in the blanks. (Goal)

Give them a few seconds to read the sentences in silence and guess the words (a or b) to fill in the gaps. (Input)

Have pupils listen to the recording and circle the appropriate options. Allow them time to do the task independently. If necessary, have pupils listen to the recording more than once. Then give them time to write the words in the gaps independently. Go around and offr help, if necessary. (Procedure)

Have them swap their answers before checking as a class. (Outcome)


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4. The Speaking and Writing

The characteristics
Producing information (Contrasting with listening/reading)
Active in language: words/structures/functions should be fluent
Double-task: using words/structures/functions in speaking/writing
Active use of discourse (how to start, sustain, end the task)
Using body language in speaking
Can re-speak/re-write
Be afraid of making mistakes



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The procedure: G D  P

(Getting started  Doing (Speaking or Writing)  Performing)
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Lesson plan 6: (Lesson 3, period 6)
4.Read & …
5. Writing about …
6.Project (Main procedure: Reading G D L, Writing G  D  P)

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Example for Read & …. (Unit 1 – English 4)

Tell pupils that they are going to read the two texts and answer the four questions. (Goal)

Get them to read the first text and focus on the information to answer the first two questions (what the girl’s name is and where she is from). Then ask them to read the second text to answer the last two questions (what the boy’s name is and where he is from). If necessary, get pupils to work in pairs or small groups. (Input)

Give pupils time to do the task independently. Go around and offer help, if necessary. (Procedure)

Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. (Outcome)


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Example for Let’s write (Unit 1- English 4)

Tell pupils that they are going to write a short paragraph about themselves. (Goal)

Have them work in pairs or groups to discuss what they are going to write. Focus pupils on their names, their hometowns, the name of their school and the class they are in. Check comprehension. (Input)

Give pupils time to do the task independently. Go around and offer help, if necessary. (Procedure)

Get them to swap their answers before checking as a class. If there is time, ask one pupil to write the answer on the board. The rest of the class gives comments. (Outcome)