tài liệu thi môn TEACH ENGLISH- a training course for teachers

TEACH ENGLISH- a training course for teachers
Presenting vocabulary.
1. Aims of this uint/ purpose
- Teaching the meaning of new vocabulary as well
as the from, showing how words are used in
context.
- Techniques for showing the meaning of new
words.
- New vocabulary by asking questions using the new
items.
2. Showing the meaning of words
- Showing meaning visually: showing pictures, real
things, drawing, songs…
- Giving examples: doing action, gestures, body
language
- Combining different techniques
Picture on board (interesting, students remember it)
Facial expression (gives meaning clearly)
Examples (show how “smile” is use as a verb)
Translation (to make sure everyone understands)
3. Using a new word


- Help the teacher to be sure that students really
understand the word.
- They give the students more example of how the
word is used, in a way that involves the class.
- They give a chance to practise other language (big,
small, present simple tense, cook...)
4. Vocabulary expansion
- The difference between the two sets:

The words in are synonyms: they are words of the
same type and have the same general meaing (all
methods of cooking)
The words in are reated by context: they might all
be used when talking about cooking, athogh they
are not synonyms.
5. Active and passive vocabulary: two types of
vocabulary
- Words which students will need to understand and
also use themselves -> acion vocabulary, it is
usually worth spending time giving examples and
asking questions, so that students can really see
how the word is used.


- Word which we want students to understand, but
which they will not need to use themselves ->
passive vocabulary. It is often best to present it
quite quickly, with a simple example. If it appears
as part of a text or dialogue, we can often leave
students to gess the word from the context.
Presenting structures
1. Aims
- What structures are, and how they can be used to
make a number of different sentences.
- Showing the meaning of new structures form.
- Use situations and examples to present new
structures.
2. Structures and examples
3. Showing the meaning of a structure

Show what the structure means and how it is used,
by using examples.
Show clearly how the structures is formed.
- Showing meaning visually
- Showing meaning through a situation.
- Ways of showing meaning.
4. Showing form and meaning


- Focussing on form
- Presenting a structure
- Model the structure
The value of teachers giving their own presentation
of a new structure
Teacher own examples will mean more to the class
and be more interesting so the class will be far
more involved
- Contrasting strucutres
The value of giving ‘rule’ and explanations to the
class
. Well- chosen examples are the clearest way to
show how a structures are used by hearing or
seeing examples, without ever ‘knowing the rule’
. Explanations should always be as clean and
simple as possible.
Using the blackboard
1. Aims
- To improve teachers ‘basic technique in using the
blackboard
- Ways of using the blackboard

- To do simple drawings


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2. Techniques for using the blackboard
Writing on the blackboard: how to write effectively
on the board
Write clearly
Write in a straight line
Stand in a way that does not hide the board
Take as writing
Organising the blackboard: clearly and logically
3. Presenting and practising structures
Blackboard examples: how to make the structures
clearer
By underlining
By using different coloured chalk
By drawing arrows or writing numbers to show the
change in word order
Structures tables
Prompts for practice
4. Blackboard drawings
Blackboard drawings
Simple pictures can help to increase the interest of
a lesson and to show meaning and conveying

situationsto the class


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Blackboard drawing should be simple and show
only the most important details
Draw quickly, talk as drawing
Simple blackboard drawings: face, stick fingers,
places, vehicles
Using blackboard drawings
Using visual aids
1. Aims
With a range of simple visual aids
To make their own visual aids
To use visusal aids effectively
2. Visusal aids mean (picture, objects, things for
the students to look at), and they are important
because
Showing visuals focusses attention on meaning,
and helps to make the class more real and alive
Keeps the students attention, and makes the class
more interesting
Visuals can be used at any stage of the lesson to

help in presenting, introducing, practice and
reviewing
Some kinds of visual aids:


Yourself
The blackboard
Real objects
Flashcards
Pictures and charts
Others
3. Using real objects are in many ways the easiest
kinds of visual aid to use in class, as they need no
special preparation or materials
4. Using flashcards: good flashcards: large
enough, interesting, made on pieces of white card
5. Using chart
- Chart is a large sheet of paper or card which the
teacher can either hold up for the class to see or
display on the wall or the blackboard, be used to
display complex visual information
- Charts for language practice: advantages of
showing these pictures on a chart:
To save more time
More beautiful
- Using chart with a reading text: how to chart might
be use:


Be shown before students read the text, to present

the main ideas and language or to check the class’s
knowledge
Be on display while the students read, to help
themunderstand the text
Be use for practice after reading the text, or for
review
The chart could be used afterwards to correct the
answer
- Displaying charts
The teacher can hold the chart up
Two students can come out to the front and hold
the chart
The students can pin the chart to a wall or to the
blackboard
The teacher can hang the chart from a piece of
string tied acoss the blackboard
Teaching handwriting
1. Aims
- Basic principles of teaching hand-writing
- Techniques for teaching individual letters and
joining letters


- Techniques for practice in copying words and
sentences
- To develop strategies for dealing with handwriting
problems
2. Basic principles
- Introductiob
When to start early, because

. Students can begin to learn individual letters from
the very beginning. The earlier students begin
learning to write, the more chance they will have to
practise.
. Students learns to write early, can help with
reading and can help them to remember words
What style to teach? 3 style of handwriting
. The first style is printing: the letters are separate,
and they look the same as in printed books
. The second style is simple cursive. Most letters
are joined, but they keep the same basic shape as in
printing
. The third style is full cursive. All the letters are
joined, and many have different shapes from
printing


Advantages and disadvantages of each style
. Printing is the easiest to learn. However, students
will need to write in cursive later, so it is probably
more convenient to teach them cursive from the
beginning
. Simple cursive is easier to learn than full cursive.
In full cursive, the loops make it difficult to see the
basic letter shape. In simple cursive, the letters look
the same as those the students read, so reading and
writing are more likely to help each other
What order to introduce the letters? Possible order
to teach the letters
. Letters with similar shapes are taught together

. Vowels are introduced near the beginning
- Features of roman script
Left to right direction
Writing on the line
Shape and size of letters
Joining letters
Capital and small letters
3. Teaching individual letters
- Teaching a new letter


Writing the letter on the lines the board and getting
students to copy it several times
Giving the usual sound of the letter, so that
students can connect sound with spelling
Knowing the name of the letter is useful (e.g the
vowels)
- Pratice
4. Writing word
- Joining letters
When students have lerant a new letter, they can
practice joining it to other letters they know
already
Letter joins can be taught in the same way as
individual letters. It is very important to show
clearly how we make joins from the end of one
letter to the beginning of the next
- Copy word
Once students have learnt enough letters, they can
start writing word and simple sentences. The

simplest and most controlled form pratice is simple
copying


. Students do not hane to produce words of their
own, so focus is entirely on handwriting
. Students can easily do it without thinking, and it
soon becomes very boring
One way to make copying more challenging is to
use a technique called delayed copying. The
teacher writes a word on the board (or show on a
card) and the students read it, then the
teacherserases the word and the students write it by
their memory
- Simple copying tasks: another way to make
copying more interesting is by including a simple
task for the students to do.
5. Handwriting problems
Even after they learnt to write in roman script,
students will still have problems. So the teacher
will need to focus on handwriting from time to
time find out each students’ problem and help them
deal with it
Pairwork and groupwork
1. Aims


- To introduce and show the advantages of working
in pairs and groups
- To organise pair and group work effectively and

deal with problems
- Pair and gropwork can be used for various
classroom activities
- To give teachers confidence in using pair and
groupwork themselves
2. Pairwork and groupwork
- Introduce:
What pairwork and groupwork involve
. In pairwork all the pairwork at the same time with
pairs of students speaking in turn in front of the
class
. In groupwork all the group wrok at the same time
. Pairwork and groupwork are not teaching
‘methods’ but ways of organising the class and can
be used for many different kinds of activity
- Pair and group work: advantages and problems:
+ Advantages:
More language pratice
Students are more involved


Students feel secure
Students help each other
+ Problems
Noise
Students make mistakes
Diffcult to control
3. Organising pairwork
- Discussion
Prepare for the pairwork by establishing what the

questions and answers should be
Be acitve in starting the pairwork
During the activity, move quickly round the class
to check that students were talking to see when
they finished
Instead of waiting for everyone to finish, stop the
activity. There would be no chance for students to
get bored talking about other things
After the pairwork, ask some pairs what they said,
or ask a few pairs to repeat their conversation in
front of the class.
- Demonstration: give a demonstration to show how
the activity could be conducted by askingquestions


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round the class, or by getting one pair of students
to ask and answer n front of the class
Dividing the class
For pairwork students could work with the person
next to them
For groupwork students could work in threes and
fours along each row or students in the front row
could turn round and form groups with those
behind.

4. Activites in class
Pattern practice
Practising short dialogues
Reading a text and answering question
Short writing exercises
Dicussions
Grammar exercieses
Eliciting
1. Aims
Value of eliciting
Techniques for eliciting


- How to encourage students to guess unknown
words and structures and to give more imaginative
responses
2. Presenting and eliciting
- Intrduction
Value of eliciting
. Eliciting involves the class by focussing students’
attention and making them think
. Eliciting encourages students to draw on what
they already know or party know
. Helping teachers to see what students know and
what they do not know
. Eliciting takes more time than straightforward
presentation of new language
- Eliciting from picture
One of the eariest ways to elicit new vocabulary is
by using pictures, either in the students textbook or

brought in specially
3. Getting students to guess: because language
follows rules, it is often possible to guess things
which we have never actually been taught, and an


important part of learning a language is
developing this ability to make guesses.
- Technique of eliciting
Pausing after asking, to give students time to think
Varing questioning technique according to the
diffculty of the question
Eliciting onto the blackboard, building up a set of
examples as students’ respond
4. Getting students to imagine: 2 kinds of question
- The questions are about things that are quite clear.
Each question either has a single correct answer or
a small range of possible answers. Question like
these would be to elicit key vocabulary or
structures, or to establish a situation or topic
- The question requires quite a different kind of
answer. They require students ti interpret or to
imagine. There are no single ‘right’ answers to
these questions but a wide range of possible
answers: students are encouraged to experess their
own ideas and feeling. Questions like these is to
involve the class in discussion and stimlate freer
use of language

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->Two kind of question are impotant in a language
class. Questions of this kind can of course be asked
not only about pictures, but also about texts and
dialogues, and are particularly useful in the study
of literary texts
Reading activities
1. Aims
To the importantce of making students want to
read a text
To show increase students motivation in intensive
reading
2. Pre-reading activities
Wanting to read to help them to read, it is
important to give the students some reason for
reading and to give them information they want to
find the answer to
Giving a few questions for students to thinks about
Organising an activity before students read the text,
which arouses their interest
Pre-reading activities: some types of pre-reading
activitiy


Students are given sentenceswhich refer to the text,

and they guess whether they are true or false
Students are given a summary of the text with
gaps, they try to guess what words should go in the
gaps
Students are given the topic of the text, they write
a list of things they know and things they do not
know about the topic
If the text puts forwars an opinion, students discuss
the topic beforehand and give their own point of
view
3. Readinf the text
- Using questions on a text: two main aims
To check comprehension
To help the students read
- Technique
Getting students to work in group and getting them
to write the answers involving the whole class
Groupwork encourages more discussion, and so
make students think more carefully about the text,
it also gives a chance for good students to help
those who are weather. However, getting students


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to write the answers is easier to organise and

control, it also helps students practice writing and
grammar
Completing a table
Main purpose is to help focus students’ attention
on the main points of the text, make it easier for
them to organise the information in their minds
Completing the table does not replace asking
question. Complete the table make the students
more interested in answering the question and
finding out the meaning of unfamiliar words
Eliciting a personal response: value of asking
questions
It makes them more interested in reading the text
They are natural questions to ask about a text
Correcting errors
1. Aims
To be more aware of the singnificance of learners
‘errors’
To develop positive strategies of error correction
Techniques for correcting oral and written errors
2. Correcting spoken errors


- Strategies for correcting errors
Encourage the students, focussing on what they
have got right, not on what they have got wrong
Praise students for correct answers, even for partly
correct answers
Avoid humiliating students
Correct errors quickly

- Helping students to correct themselves: it is a good
idea to give students a chance to correct their own
errors, as long as this can be done easily and
without holding up the class
3. Correcting written wrok
- Introduction: correcting written work is very timeconsuming for the teacher and often seems to have
very litte effect on students’ progress. So it is a
good idea to give writing tasks which are easy and
limited, so that students will not make too many
mistakes and can easily be corrected in class
- Techniques for correcting written work
The teacher could correct only the errors that seem
most important, or only errors of a certain kind


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The teacher could reduce the amount of
underlining and write corrections in the margin to
make the page look less heavily corrected
Common written errors: the basic strucutre, the use
of a capital letter to start a sentence and third
person singular ‘s’ ending
Using English in class
1. Aims
The value of using English in class

To be more aware of the different occasions when
they could speak to their students in English
English expressions which they could use in their
own classes
2. Introduction
Discuss the value of using English in class,
Estanblish these point
Give students practice in listening and responding
to spoken Engilsh, help them ‘pick up’ words and
expressions beyond the language of the textbook
Give an oppor-tunity for real, natural English to be
used


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Give the students the feeling that English is a real
language which is used for communication, not
just a language that belongs to the textbook
Athough there are advantages in usng English
in class, teachers should not feel that they must
use English all the time

3. ‘Social’ language: purpose of chatting
It creates an opportunity for read language practice,
and creates an ‘english language’ atmosphere in
the class
It establishes contact with the class, and helps
students to feel relaxed and ready to learn
4. ‘Organising’ language
Teachers have to say many things simply to
orgsnise the lesson-starting or stopping an activity
getting students to do or not to do things
5. Explanations
Giving simple explanations: give simple and clear
explanations in English will provide very useful
listening practice for the class
English or your own language:


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An explanation in English could be very confusing,
especially if the concept is unfamiliar to students as
well as the word. It would be better to give
example in English, and them to give a translarion
of the word

It is possible to make the difference clear using
using simple English, but it could be
misunderstood
Using the students’ own language, we can give a
clearer and fuller explanation
It is best to give plenty of examples and a chance
for students to practise
Using the students’ own language is that the
situation can be given more quickly and easily,
leaving more time for practice
Using English is that it provides useful listening
practice, and helps students by giving them some
of the some of the words they need
It is best to give the situatation in clear, simple
English, but repeating some parts in the students’
own language.