Tai lieu boi duong Lets learn EnglishBook 1

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<b>Overview book</b>

Training workshop On teaching

“Let’s Learn English” – Book 1

<i><b>Written by:</b></i>

Phan Ha

Do Thi Ngoc Hien

Dao Ngoc Loc

Nguyen Quoc Tuan

Wong Mei Lin

<b>JULY - 2006</b>

<b>Date: 3-7 July 2006 in Hanoi</b>

<b>Objectives:</b>

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To train teachers on new methodology (communicative approach with good
grammar foundation) and the use of teaching aids

To train teachers to teach effectively using Let’s Learn English – Book 1
(student’s book, teacher guide and workbook)

<b>Materials:</b>

Overview Book
Student’s book

Teacher’s guide
Workbook

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<b> PART 1 </b>

<b>Teaching Young Learners</b>

1 Basic Principles behind Learning
1.1 Active Involvement

a) Learning at school requires students
to pay attention,

to observe,
to memorise,
to understand,
to set goals,

to assume responsibility for their own learning.

b) Teachers must help students to become active and goal-oriented

by encouraging them:

to explore,

to understand new things,
to master them.

Avoid passive listening for long periods of time.

Provide hands-on activities.

Encourage participation in class discussion and group work.
1.2 Social participation

Children learn the activities, habits, vocabulary and ideas from
others they grow up with.

Teacher can assign students to working groups and guide the groups.
Teacher can model and coach students how to co-operate with each

other.
1.3 Meaningful Activities

Many school activities are not meaningful since students do not
understand why they are doing them.

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1.4 Relating new information to prior knowledge
Teachers can

discuss the content of the lesson before finding out what students
already know,

find out students’ prior knowledge to identify misconceptions,
ask questions to help students relate what they are reading and

what they already know.
Being Strategic

Strategies help students understand and solve problems.

Strategies can improve learning and make it faster.
Teachers can give students a task and ask key questions.
Engaging in self-regulation and being reflective

‘Self-regulation’ refers to students’ ability:
to monitor their own learning,

to understand when they are making errors, and
to know how to correct them

Restructuring prior knowledge

Students have prior beliefs and incomplete understanding that can
conflict with what is being taught at school.

Teachers need to build on the existing ideas of students and slowly
lead them to more mature understanding.

Aiming towards understanding rather than memorization

a) To understand what they are being taught, students must be
given the opportunity:

to think about what they are doing,

to talk about it with other students and with teachers,
to clarify it, and

to understand how it applies in many situations.

Teachers can promote understanding of the material that has been
taught by:

Asking students to explain a concept in their own words,
Showing students how to provide examples to show how

something works,

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1.9 Helping students learn to use what they have learned

Teachers can help students to apply what they have learned at school
by

Insisting on them learning the subject matter,

Helping them see how they have applied what they have learned,
Helping students learn how to seek and use feedback about their

progress
1.10 Taking time to practise

Teachers can help students spend more time on learning tasks by
Giving students learning tasks that are consistent with what they

already know,

Giving students time to understand the new information,

Helping students engage in active thinking and monitoring their own
learning.

1.11 Developmental & individual differences

Teachers can create the best environments for developing children
while recognising their individual differences

Assess children’s knowledge, strategies and modes of learning
adequately

Introduce children to a wide range of materials, activities and
learning tasks

Identify students’ areas of strength in different kinds of activities
1.12 Creating motivated learners

Teachers must use encouraging words that reflect learners’
performance:

Recognise what students have done,

Attribute students achievement to their own ability e.g. you have
good ideas,

Help students believe in themselves,

Provide feedback to children about the strategies they use and
instructions as to how to improve them,

Help learners set realistic goals.

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2.1 What constraints do you face in teaching?

a) Large classes (over 40 students and sometimes as many as a
100),

b) limited resources (only a course book that may be culturally
inappropriate or too difficult),

cramped classrooms and mixed ability students

lack of resources in schools to carry out creative methods
2.2 Classroom Constraints:

There is very little room for children to get up or for the teacher to
move around the class and students must work on their own.
The class is dominated by the teacher (who works very hard).
Students are very passive and probably restless too.

Teachers are concerned that students will be noisy or silly when
desks are moved.

2.3 Dealing with Classroom constraints
a) By using pair-work

Students can easily work together, sharing ideas and peer
teaching.

This is very useful when your students are mixed ability as
stronger ones can help those with problems.

They can help explain what they think the correct answers are
and share ideas about the language.

They will have more chance of success and the teacher can
spend time monitoring and helping students rather than
trying to help all those with problems or keeping them
quiet.

By using group work

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<b>3. Activities to overcome classroom constraints using pair work</b>

3.1 Dialogue reading:

a) Many course books introduce language items with dialogues
that children either read or listen to on a tape.

Get students to read the dialogues together, taking a part each.
<b>3.2 Writing: is a difficult skill. </b>

Get children to work together to produce a piece of writing
they have the chance to try out structures and vocabulary
they tend to draft (rewrite and improve) much more than

when they write on their own.

It is also more fun working with another student and easier to sustain
energy and interest in the task.

For example, your students have been learning vocabulary to

describe people.

Choose a character appropriate for the age of your students.
First ask the students to shut their eyes and imagine this

character.

Then they tell each other what this character looked like in
their mind’s eye.

3.3 Pair dictations:

Students of all ages all like doing picture dictations, which are very
easy and get lots of language practice.

First the teacher describes a picture and students must draw what
they hear.

Get students to draw their own pictures without showing them to
their partners.

Then take turns describing their picture to their partner who must
draw the picture.

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<b>4. Activities to overcome classroom constraints using group work</b>

4.1 Brainstorming:

a) Before reading or writing about a particular topic e.g. my
friends, get the students in their groups to think up all the

words and/or ideas they know and

Write them onto one piece of paper
4.2 Discussion:

a) This is also good before students read or write about a topic.
b) It can also be used to recycle language they have learned.

Students have an opportunity to exchange ideas and practise their
English in a relatively unstructured but meaningful way.
4.3 Role play:

a) Children of all ages like role plays.

b) They can be used words that have learnt and to practise real
life communications in English.

c) Children all love to get up and move around. It gives them a
chance to use up spare energy, and to get actively involved in
their learning.

4.4 A – Z: can be used with large classes without getting up
Choose a lexical set like sports.

The student at the front of each line must run to the board and write
a sport beginning with A, hand the chalk to the student behind
her and then go to the back of the line.

The next student goes to the board and writes a sport beginning with
B, hands the chalk to the next student and goes to the back of

the line and this continues until students reach Z.

Other students in a team can help the person writing if they cannot
think of a sport.

If nobody can think of one they go on to the next letter in the
alphabet.

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<b>5. Other Ideas</b>

5.1 Label the room:

Use the classroom and everything in it as a learning resource.

On strips of paper write: door, window, teacher’s desk, board rubber
etc.

Hand out the strips of paper to different students and ask them to fix
the paper on the objects

5.2 Create your own poster:

Students can create useful and decorative English posters for their
own classroom.

All you need are some large sheets of paper – the back of wallpaper
or wrapping paper can be used

Younger classes can create alphabet posters:

Give a letter of the alphabet to all the children (you can just
tell them what letter they have). It’s not a problem if there
are more than 26 children, you can double up on letters.
Each child must think of words that begin with the letter they

have and on a piece of paper write their letter big and
draw the things beginning with that letter.

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<b>PART 2</b>

<b>Curriculum AND seT of let’s learn English – book 1</b>

<b>1. Curriculum</b>

1. 1 Background

English is taught at primary level from grade 3 to grade 5 as an optional subject
New National Curriculum and sets of textbooks (Let’s learn English – Book 1
– Student book, Let’s learn English – Book 1 – Workbook. Let’s learn
English – Book 1 – Teacher Guide) will officially be started from the
school year 2006-2007

The setting of time for teaching: 2 periods (of 35-40 minutes) per week x 35
weeks per year = 70 periods/year

1. 2 Aims

Develop the student’s four fundamental and simple communication skills:
listening, speaking, reading and writing, among them listening and
speaking are focused

Provide for students a number of basic and simple knowledge of English as a
means of developing communication skills, including phonics, vocabulary
and grammar

Help students to deal with the people, countries and cultures of nations in
which English is used as a native or second language

1. 3 Content

The optional curriculum of English is developed following communicative
approach: listening, speaking, reading and writing

Themes are basic factors to write the teaching content. The four themes are:
You and Me, My School, My Family and The World Around Us

Under themes are topics which may be considered as units.

Through the 12 units, students will be able to practice communicative
competences or tasks within approximately 120 words

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1.4 Content of grade three curriculum

<b>Themes/Topics</b> <b>Competences*</b> <b>Language focus**</b>
<b>1. You and Me</b>

First meetings
Names of friends

Introduce oneself and others

Ask and spell someone’s names
Greet/ say goodbye

<i>Present Simple: be, </i>
<i>have</i>

<i>This is/That is/Let's, </i>
<i>Wh-question: what, </i>
<i>how </i>

<i>Yes/No question: Is it</i>
<i>...? Is there...? Are </i>
<i>there ...?</i>
Imperatives
<i>Modal: may</i>
Personal/impersonal
pronouns
Possessive adj/pron
<i>Nouns, numbers </i>
<i>(1-10)</i>

<i>Adjectives: big, </i>
<i>small.</i>

<i>Conjunction: and</i>
<i>Articles: a, an, the</i>
Prepositions of place:
<i>in, on,...</i>

<b>2. My school</b>

Friends and teachers
School objects
Classroom activities

Identify school objects
Describe school objects

Express classroom commands
and permissions

<b>3. My family</b>

Family members
Age of family
members
My house

Talk about family members
Count

Ask for and tell the age
Name and describe rooms
Talk about location of house
things

<b>4. The world </b>
<b>around us</b>

Weather

Pets
Toys

Talk about weather

Name and identify pets and toys
Talk about possession

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1. 5 Teaching and Learning Conditions

Ensuring the setting of time (70 periods, each period lasts between 35-40
minutes) for grade 3

Having enough teachers meeting the requirements of enthusiasm, job loyalty,
good qualification and be trained and educated regularly the new
curriculum and teaching methodology

Making sure that there are enough textbooks, workbooks for students, guiding
books, reference materials for teachers and audio-visual teaching/learning
aids for teachers and students

Testing and evaluating must follow closely the targets and contents of the
curriculum and the standard level of knowledge of the subject

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<b>2. Let’s Learn English - Book 1 – Student’s Book</b>

2. 1 Principles

Follow closely to the curriculum (objectives, themes, topics, competences and
language focus)

The four communicative skills (listening, speaking, reading, writing) should be
practiced combiningly. Language factors (phonics, grammar, vocabulary)
are tools to build up those four skills

The content of language should ensure the reality, accuracy, contextualization
Types of lesson, tasks, activities should have a harmonious combination

between texts, pictures, sounds, between communicative skills and
language components, between presentation, practice and application

Learners should be considered as center of the teaching-learning process
Be suitable to student’s age, demand, experience and knowledge

2. 2 Content

Book map: introducing the whole picture of the SB (including themes, units,
tasks, language focus)

The SB consists of 4 themes, each theme has 3 units, each unit has two
sections (section A and section B) and lasts 4 periods

After each theme, there is a self-check that help students check themselves
what they have learned within the theme

Vocabulary is by the end of SB
2. 3 Unit structure

<i><b>Section A</b></i>

Look, listen and repeat
Look and say

Let’s talk

Listen and check
Say it right
Listen and write
Read aloud
<i><b>Section B</b></i>

Listen and repeat
Let’s talk

Listen and number
Read and match
Let’s write
Let’s play
Summary

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Each units has 9-10 exercises covering the following:
Circle the odd one out

Complete and read
Let’s match

Read and match
Complete and read

Reorder the letters to make words

Reorder the words to make sentences
Reorder the sentences to make a dialogue
Complete the dialogue

Complete the sentences
Writing

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<b>4. Let’s Learn English – Book 1 – Teacher’s Guide</b>

4.1 Teaching points

2. Competencies
3. Language focus

Phonics
Grammar
Vocabulary
4. Time allocation
5. Teaching aids
4. 2 Teaching guide

G-I-P-O is used in guiding the teaching. They are: Goal – Input – Procedure –
Output

Goal: the goal of the task that student should be able to achieve

Input: the activities/task (in the textbook) and/or exercise (in the workbook)
that students should use to practice

Procedure: the steps that teacher may follow to help students achieve the goal

Output (Key answer): The outcome the students should achieve

There are other components that are related to G-I-P-O. They are:
Notes: to explain the uses of phonics, vocabulary or grammar
Tapescript

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<b>PART 3</b>

<b>How Children Learn</b>

<b>How Children Learn</b>
<b>1. Learning Styles & Teaching</b>

Students learn better and more quickly if the teaching methods used match their
learning styles.

As learning improves, so too does self-esteem.

Students who have become bored with learning may become interested once
again.

The student-teacher relationship can improve because the student is more
successful and is more interested in learning

<b>2. What is your learning style?</b>

What comes to your mind when you hear the word “dog”?

Do you see a picture of an animal, hear a bark, or visualise the animal?

<b>3. Learning Styles</b>

3.1 Auditory learners

love to play with words and their sounds;
do well with talking things through;
listen to what others have to say;
enjoy storytelling and listening games.
Logical learners

are problem-solvers and rational,
numbers-oriented learners

Try turning English alphabet into a numerical code e.g. 1=A,
2=B, 3=C, 4=D, 5=E

What does 4-1-4 stand for?

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Visual learners

love to sit up in the front of the class,

need to “see” what the teacher is talking about,
make meaning through pictures,

Dictate words or phrases.

Get students to draw pictures to illustrate the meaning.
Kinesthetic learners

are explorers,

like to get up, move around and touch things,

enjoy activities such as charades, or pantomiming games.
Musical learners

love to explore sounds and how they go together in songs and
chants,

motivated by songs and chants.
3.6 Interpersonal learners

love to get up and interact with others,

love to do cooperative activities that give opportunities to work and
learn from fellow students such as pair work, interviews, group
projects, survey.

Intrapersonal learners

are self-motivated and prefer to work on their own,

are shy but have a good sense of self and are quite secure,
enjoy personalization activities:

drawing, writing and talking about one’s own family, house or
school

Left-brain dominated

are intellectual,

process information in a linear way,
tend to be objective (unbiased, fair),
prefer established, certain information,

rely on language in thinking and remembering.
Helping the Left-brain dominated by:

Giving verbal instructions and explanations

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Right-brain dominated
are intuitive,

process information in a holistic way,

tend to be subjective (give personal opinions)
prefer elusive, uncertain information,

rely on drawing and manipulating to help them to think and learn.
Helping Right-brain dominated

Write instructions as well as giving them verbally.
Show students what you would like them to do.
Give students clear guidelines.

Set some open-ended tasks for which there is no “right” answer.
Use real objects that students can manipulate while learning.
Sometimes allow students to respond by drawing.

<b>4. Planning for preferred learning styles</b>

4.1 Stage 1: Activities that help students connect with the lesson
Example

Students discuss what they know about the topic of the lesson as a
whole class or in small group;

Students predict what a reading passage/story will be about from the
title.

4.2 Stage 2: Activities that give students new information
Example

Students listen to a presentation of the new information;
Students read a text;

Students watch a video which presents the new information.

4.3 Stage 3: Activities that give students a chance to practise the new information
Example

Students discuss questions based on the new information;
Students use the new information to create a poster;

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4.4 Stage 4: Activities that give students a chance to extend their ideas
Example:

•

Students try the new language which they have learnt outside the
classroom;

•

Students try the reading strategy which they were taught in other
subjects.

<b>5</b> <b>Learner-centered Teaching</b>

5.1 Starting class

Get students interested in what they are going to learn:

show students photos, real objects, music or fun activity related to the
new material;

present a simple question that they will be able to answer by the end of
class with what they have learned;

tell students what they are going to learn and what kinds of activities
they will do during class.

5.2 Organising classroom equipment and materials:

•

Make sure you have all the materials you need;

•

Make sure that everything actually works and everyone can
see/hear it;

•

Get the visual aids ready in the order that you plan to use them;

•

Sort out worksheets for quick and easy distribution.

5.3 Using presentation techniques:

•

Speak clearly and use facial expressions and body language to
make your meaning clear;

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5.4 Grouping students for activities

Vary the methods you use to organize students into pairs or groups:
- by seating arrangement,

- by randomly distributing number cards,
- by birth months.

Consider the activity to see if is effective to groups of different ability
levels;

Make sure that each student in the group has a role to play;
Monitor groups to ensure participation.

5.5 Checking for understanding

•

Watch your students. Are they doing what you’re expecting or do
they look confused?

•

After you have given instructions, ask one or two students to
demonstrate the activity.

•

When you ask questions:

- pose the question first so that everyone pays attention and
prepares to answer,

- name an individual student to answer.
5.6 Closing class

•

Always wrap up the lesson. Do not simply stop in the middle of an
activity.

•

Take a few minutes to review what students have learnt. Ask them
to tell you what they’ve learnt.

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<b>PART 4</b>

Teaching Listening and Speaking Skills

<b>1</b> <b>Listening</b>

1.1 Listening is the language skill which learners usually find the most difficult.
This often is because they feel under unnecessary pressure to understand every
word.

1.2 To achieve the aims related to this skill, the teacher plays an important role:
a) <b>It is important to help pupils prepare for the listening task </b>

well before they hear the text itself.
First of all, the teacher must ensure that:

the pupils understand the language they need to
complete the task;

they are fully aware of exactly what is expected of

them;

they are reassured that they do not need to understand
every word they hear.

b) <b>The next important step is to encourage pupils to anticipate </b>
what they are going to hear:

Present the listening activity within the context of the topic of
a teaching unit.

This will help pupils to predict what the answers might be.
The teacher can help them further:

by asking questions; and

using the pictures to encourage pupils to guess the
answers even before they hear the text.

c) During the listening the pupils should be able to

<b>concentrate on understanding the message so make sure they</b>

are not trying to read, draw, and write at the same time.
Always give a second chance to listen to the text to provide a

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d) Finally, when pupils have completed the activity, invite
answers from the whole class.

Try not to put individual pupils under undue pressure.

Confirm whether an answer is correct or not by playing the

cassette again and allow pupils to listen again.

List all the answers on the board and play the text again so
that the class can listen and choose the correct one.
Even if the pupils all appear to have completed the task

successfully, always encourage them to listen to the text
once more and check their answers for themselves.

<b>2. Speaking</b>

Two main types of speaking activities are used:

<b>Songs, chants, and poems</b>

encourage pupils to mimic the model they hear on the
cassette;

help pupils to master the sounds, rhythms, and intonation of
the English language.

b) <b>Games and pair work activities </b>

encourage pupils to begin to manipulate the language by
presenting them with a certain amount of choice, within a
fairly controlled situation.

In order for any speaking activity to be successful, children need to know

the reason for speaking, whether this is to play a game or to find out
real information about friends in the class.

Once the activity begins:

Make sure that the children are speaking as much English as possible
without interfering to correct the mistakes that they will probably
make;

Try to treat errors casually by praising what they say and simply
repeating it correctly without pointing out the errors;

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<b>3</b> <b>Ways to help your pupils learn to listen</b>

3.1 Teach rules for listening.

Children who haven’t learned to listen naturally need help in
understanding what listening actually involves.

Many are unable to concentrate on what a speaker is saying because
they’re too easily distracted by other things that are going on
around them.

They simply aren’t aware that listening means cutting oneself off
from those distractions.

Make a poster listing the main rules and teach them explicitly as part
of English.

A good listener

looks at the speaker
tries to keep still

concentrates on what the speaker is saying
thinks about what the speaker is saying
asks questions if they don’t understand
values what the speaker has to say

tries to remember what the speaker has said

Focus on one rule at a time. Discuss what it means and why it’s
important.

Put it into practice immediately by giving a paired task (for example:
“Take turns to ask your partner what she or he did last weekend”)
and asking some children to report back to the class.

3.2 Model how to be a good listener.
3.3 Play listening games.

3.4 Read to children.

 Avoid reading just from picture books. Children need

opportunities to “make the picture in their heads”, while listening
to a poem or verbal narrative.

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3.5 Use music and song.

 Music trains the brain to patterns and the ear to qualities of
sound.

 Songs are particularly useful, because the melody helps children
memorise words.

 Action songs help develop memory and are especially
memorable.

Train auditory memory.

All learning relies on auditory memory, so the more we practise this
particular mental muscle, the better the results.

Encourage children to learn the words of songs, rhymes and poems.
Organise a recitation competition.

3.7 Use tapes and CDs.

Using tapes and CDs brings other voices into the classroom,

Try sometimes telling the class beforehand that you are not going to
rewind the tape.

In a “rewind culture”, many children don’t bother attending carefully
the first time.

3.8 Use dictation.

Dictation helps in teaching and assessing phonics, spelling and

handwriting.

It allows children to focus purely on hearing the words and
transforming them into symbols on the page.

Dictations should be short, occasional and delivered with an
established routine:

The teacher reads the whole piece.

The teacher re-reads in short clear chunks.

Get pupils to write, then read the whole piece again at the end for
checking.

3.9 Make lessons worth listening to.

With so much exposure to the same voice, pupils sometimes switch
off.

Using audio resources encourage children’s contributions to lessons
and using the voices of other adults who may be around.

Look also for ways of substituting other modes of communication
wherever possible:

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train pupils to respond by sitting quietly and signalling
back to you.

<b>4. Developing and expanding children’s listening and speaking skills</b>

4.1 Engage children in conversation throughout the day.
When reading aloud to the children, encourage them:

to predict what will happen in the story,
to comment on the story, and

to make connections between the story and their personal
experiences.

Play games that will focus children’s attention on the importance of
listening carefully, e.g.:

Put your heads down and close your eyes.
Listen very carefully.

Can you hear the lawn mower outside?
Can you hear water dripping in the sink?
What else do you hear?

Gently reinforce the rules of good listening and speaking
throughout the day.

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<b>Teaching Reading and Writing Skills</b>
<b>1. Reading</b>

In order to make reading an interesting challenge, it is important that pupils
do not labour over every word.

<b> Choose materials that will interest or humour so that children will want to </b>
read, to be entertained or to find out something they do not already
know.

<b> Spend time preparing for the task by using:</b>

the illustrations (a usual feature in reading activities for children),
pupils’ own knowledge about the subject matter, and

key vocabulary to help the pupils to predict the general content of
the text.

Discuss the subject and ask questions to elicit language and to stimulate the
pupils’ interest in the text before they begin reading.

Make sure that the pupils understand the vocabulary they need to complete
the task before they begin to read.

While the children are reading the text, move around the class providing

<b>support if pupils need it. </b>

Encourage pupils to work out the meaning of vocabulary as they come
across it, using the context and the supporting illustrations.

<b>2. Writing</b>

Students should progress from writing isolated words and phrases, to short
paragraphs about themselves or about very familiar topics.

Provide them with a model on which they can then base their own efforts.
Base the writing activities on an example and guide the pupils, using

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At this stage, the pupils’ work will contain mistakes:

The teacher should try to be sensitive in his/her correction and not
necessarily insist on every error being highlighted.

A piece of written work covered in red pen is demoralizing and
generally counter-productive.

Encourage pupils to correct their own mistakes as they work.
Encourage pupils to decorate their written work and where feasible

display their efforts in the class.

<b>3. Relating Reading and Writing</b>

As children gain listening and speaking skills, they are learning about
reading and writing.

Children listen to favourite stories and retell them on their own, play
with alphabet blocks, watch adults read and write, etc.

Children discover language as they play, explore and interact with
others.

Make a pattern with objects

By putting things in a certain order, children gain an understanding
of sequence.

This will help them discover that the letters in words must go in a
certain order.

3.2 Listen to a story

Children enjoy read-aloud sessions.

Listening and talking help children to build their vocabularies.
They have fun while learning basic literacy concepts.

3.3 Play a matching game.

Seeing that some things are exactly the same leads children to the
understanding that the letters in words must be written in the
same order every time to carry meaning.

3.4 Move to music while following directions.

Children gain an understanding of concepts such as up/down,
front/back, and left/right, and add these words to their
vocabularies.

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3.5 Recite rhyming poems

Children become aware of phonemes – the smallest units of sounds
that make up words.

This awareness leads to reading and writing success.
3.6 Make signs for a pretend grocery store.

 Children practise using print to provide information e.g. the price
of different foods.

3.7 Retell a favourite story to another person.

Children gain confidence in their ability to learn to read

They practise telling the story in the order that it was read to them

<b>4. The sequence in learning to read</b>

4.1 Become familiar with written words in the environment and in written
materials.

Label equipment in the classroom.
Have a well-stocked library.

Write with the children and keep these books on the shelves.
4.2 Develop a love for books through being read to and seeing others read.

Encourage parents to read to their children each day and to let the
children see them reading other material (books for pleasure,
cookbooks, etc.).

Read to the children each day in school.

4.3 Become familiar with the rhythm of the language. This will help them read

with some animation in their voice instead of just a monotone. It also helps them
develop rhyming skills.

Use nursery rhymes in the classroom.

Share music with strong rhythms and songs with rhyming lines.
Play a variety of music during free choice time.

4.4 Develop comprehension skills:

Discuss a story before you read it (prediction) and then after you
read it.

Ask questions about a short paragraph to the child to see if they
understood.

Ask riddles.

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Do word problems with a small group and have them act out the
problem.

Encourage finding many ways to accomplish a task.
Use puzzles at many levels of difficulty.

4.6 Reasoning skills must also be developed.

Use mazes, puzzles, block building and simple board or card games.
Ask open-ended questions.

Use recall activities like sequencing the events in a day.

Explain what you are doing and why things happen the way they do.
4.7 Become ready to read.

Talk to and listen to each child often.
Introduce new words and play word games.

Explain what you are doing and why things happen the way they do
(broaden their knowledge through language).

4.8 Begin to recognize letters.

Label all materials in the room.

Talk about the letters in the child’s name.
Look for the letter in words in a book.
Look for the letter around the room.

Do pattern poems with words using that letter.
4.9 Hear a sound and connect it with the appropriate letter.

Look for the letter in the words of a story and say those words
together.

Encourage them to make the sound of the letter.

Post a paper with the letter written at the top and that day record all
of the spoken words in which you hear the sound.

4.10 Realize letters form words.

Point out individual words and repeating words.
Find repeating phrases in predictable books.
Match word cards.

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4.11 Realize sounds combine to make words.

Use pattern poems (the same word repeats in every line) and sound
out the letters in the repeating word.

Use books with only one word to a picture and sound out the word.
Use word cards so the child can use the picture to make the sounds

of the letters.

4.12 Realize a word says the same thing each time you see it.
Re-read favorite stories.

Re-read posted dictation.

Re-read the child’s dictated stories.

Look for the same word in another sentence and read that sentence
aloud – the child will pick out the matching words.

4.13 Realize words go together to form sentences.

Read to each child individually, letting them see you track the
sentences and pausing between sentences.

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<b>Teaching the Language</b>
<b>1. Teaching the sound system of English</b>

1.1 Make meaningful links.

 Begin by teaching children to recognise, understand and produce

the spoken word through games, songs and stories.

 Allow them to hear plenty of English from you, so try to

maximise your English and minimise Mother Tongue in the
classroom (you can also use videos, tapes, songs, etc.) so they
become accustomed to the sounds of English.

 Encourage them to speak English by repeating after you, joining

in chants and songs and responding to simple questions.

 Young children will quickly learn English words if you introduce

them with a picture that clearly shows the meaning or you can
point to the object in the classroom e.g. chair, door, window.
1.2 A Sample Lesson

<b>(a)Warmer – an action game</b>

Getting children to move around in the lesson helps them to

use up the energy

<i>Call out action words like swim, jump and hop while doing </i>
the actions and get the children to copy the actions
moving around the classroom as they are listening to the
words.

Children do pick up new words quickly, but they also forget
quickly, so it’s a good idea to keep revising and recycling
vocabulary.

When they are able to remember the words, they will feel a
sense of success and be motivated to learn more.

<b>Introduce 7 letters phonically</b>

<b>A phonic approach is far more useful initially than learning </b>
the names of the letters.

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<b> (c) Introducing the letters</b>

Prepare 26 flash cards, each one with a letter of the alphabet
in lower case

Show the letters one at a time (not all at once, introduce
around 7 each time) and say the sound the letter makes.
For the letter ‘c’ use the ‘k’ sound as this will be more useful

initially.

Let the children hear the sound and encourage them to repeat
it.

<b>(d) Internalising the letters</b>

Especially if the children’s own language has a different
alphabet it is important that they become familiar with the
shapes of letters and can begin manipulating them.

Activities help to give children a strong imprint of the shape
of letters in their mind’s eye.

<b>(e) Tracing letters</b>

Ask students to shut their eyes and with your finger trace a
letter on their hand or back.

They must tell you what this is.
They can play the game in pairs.

There may be giggles from the ticklish in the class, but the
activity requires them to ‘see’ the letter in their mind’s eye
and it’s great fun, too.

<b>(f) Recognition games</b>

Pin up the letters that you have introduced to the class so far
on the walls around the classroom at a height the children
can reach.

<i>Nominate one student and say ‘Run and point to /s/’.</i>

The child must look around and find the correct letter and run
up to it and touch it or point to it.

<b> (g) Introducing words</b>

Show pictures and words together and sound out the phonics.
e.g. /c/ /a/ /t/ = cat

Move you finger under each letter as you sound it. Remember
not all languages are written in the same direction.

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<b>(h) Word building</b>

Word tiles – get the children to make 26 letter tiles by simply
cutting out small squares and writing each letter on them.
Each child has their letters spread out in front of them.
<i>Call out a word they have learnt e.g. cat and the first one to </i>

find the right tiles and put them in order must put their
hand up.

This encourages quick eye movement over the letters,
recognition and letter combining.

For fun, you could challenge the children working in pairs or
threes (to encourage co-operation and peer teaching) to
make as many words as possible in a specified time
.

<b>(i) Word searches</b>

These are good for children to recognise words within a
jumble of other words

It makes them concentrate and ‘see’ words on the page.
Children have to circle or colour the ten key words in the

grid.

You can either give them the ten words at the bottom to help
them look.

<b>(j)</b> <b>Crosswords</b>

Children look at the picture, remember the English word and
then write the word – spelling correctly – to fit it into the
crossword.

<b>2. Teaching Vocabulary</b>

Vocabulary games

bring real world context into the classroom;

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Fun Ways to Learn

<b>(a)</b> <b>Whisper down the lane</b>

 Divide students into equal teams.

 Get each team to face the front of the room

 Go to the student at the front of each line and whisper a
word or sentence.

 When the teacher say “Go” the student at the front of each
row turns round and whisper the word/sentence to the next
person in line

 That person passes the word on to the next and so on.
 The last person runs to the front to repeat the word to the

teacher

 The first team to finish wins!

<b>(b)</b> <b>Air drawing</b>

Draw an object in the air with your index finger.

Ask students to watch carefully and try to guess what it is e.g.
<i>‘Is it a (ball)?’</i>

The first student to guess correctly then takes a turn at the
front to draw an object for the other students to guess.

Choose several words or sentences and review them with
your students.

Mouth one of the words or sentences without sound.
<i>Ask the students: ‘What am I saying?’</i>

Students try to guess the word/sentence.

Get students to take turns to stand at the front and
mouth words or sentences for the rest to guess.
2.2 Using songs, rhymes, and chants

Songs contain words and expressions often used and repeated.
Singing helps to acquire a sense of rhythm.

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<b>An Example</b>

(a) The words:

Miss Lucy had a baby,
His name was Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap,
He tried to eat the bathtub,

But it wouldn’t go down his throat.

Miss Lucy called the doctor,

Miss Lucy called the nurse,
Miss Lucy called the lady
With the alligator purse.

(b) Listen to the song and fill in the blanks. (One may leave out,
say, all the verbs.)

Miss Lucy ... a baby,
His name ... Tiny Tim,
She ... him in the bathtub
To ... if he could ...…
He ... up all the water,
He ... up all the soap,
He ... to eat the bathtub,

But it ... ... down his throat.
Miss Lucy ... the doctor,

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He ate up all the soap,
With the alligator purse.
He drank up all the water,
Miss Lucy called the doctor,
Miss Lucy had a baby,
He tried to eat the bathtub,
She put him in the bath tub

Miss Lucy called the nurse,
To see if he could swim.

But it wouldn’t go down his throat.
Miss Lucy called the lady,

<b>3. Teaching Grammar </b>

3.1 Children must study grammar in order to write correctly and to help them
make full use of all the parts of speech in composition.

3.2 They need to study grammar in order to read with appreciation.

3.3 The study of grammar helps children to be aware of words and to read with
understanding.

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3.5 An Example on teaching the Noun
(a) Presentation:

A group game with a whole class. It must be played in a very
lively manner, half as a joke.

The teacher asks various children to bring her things in turn,
e.g., “Mai, bring me a book. Nam, bring me an eraser.”
After doing this a few times, she suddenly asks for

something, leaving out the noun. "Bring me _________."
The children usually start guessing and bringing all sorts of

things but the teacher refuses each, “No, I did not want a

flower.”, etc.

At last, she tells them what she wanted, “Bring me a bead.”
(b) Purpose:

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<b>LESSON PLANS GUIDELINES </b>

Writing Lesson Plans is a preliminary and essential stage that helps increase the
success-rate of anything you are teaching. A well-planned lesson or unit is much
less likely to flop! While districts, school boards, administrators and principals
may have differing opinions of the importance of Lesson Plans, the vast majority
of teachers are required to use them to varying degrees. Here are some helpful
resources to guide you through the process.

<b>To begin a lesson plan, ask yourself three basic questions:</b>

Where are your students going?
How are they going to get there?

How will you know when they've arrived?

Then begin to think about each of the following categories which form the
organization of the plan. While planning, use the questions below to guide you
during each stage.

<b>1. Goals </b>

Goals determine purpose, aim, and rationale for what you and your students will

engage in during class time. Use this section to express the intermediate lesson
goals that draw upon previous plans and activities and set the stage by preparing
students for future activities and further knowledge acquisition. The goals are
typically written as broad educational or unit goals adhering to State or National
curriculum standards.

What are the broader objectives, aims, or goals of the unit plan /urriculum?
What are your goals for this unit?

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<b>2. Objectives </b>

This section focuses on what your students will do to acquire further knowledge
and skills. The objectives for the daily lesson plan are drawn from the broader
aims of the unit plan but are achieved over a well defined time period.

What will students be able to do during this lesson?

Under what conditions will students' performance be accomplished?

What is the degree or criterion on the basis of which satisfactory attainment of
the objectives will be judged?

How will students demonstrate that they have learned and understood the
objectives of the lesson?

<b>3. Prerequisites </b>

Prerequisites can be useful when considering the readiness state of your students.
Prerequisites allow you, and other teachers replicating your lesson plan, to factor
in necessary prep activities to make sure that students can meet the lesson

objectives.

What must students already be able to do before this lesson?

What concepts have to be mastered in advance to accomplish the lesson
objectives?

<b>4. Materials </b>

This section has two functions: it helps other teachers quickly determine a) how
much preparation time, resources, and management will be involved in carrying
out this plan and b) what materials, books, equipment, and resources they will
need to have ready. A complete list of materials, including full citations of
textbooks or story books used, worksheets, and any other special considerations
are most useful.

What materials will be needed?

What textbooks or story books are needed? (please include full
bibliographic citations)

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<b>5. Lesson Description </b>

This section provides an opportunity for the author of the lesson to share some
thoughts, experience, and advice with other teachers. It also provides a general
overview of the lesson in terms of topic focus, activities, and purpose.

What is unique about this lesson?
How did your students like it?

What level of learning is covered by this lesson plan? (Think of Bloom's
Taxonomy: knowledge, comprehension, application, analysis, synthesis, or
evaluation.)

<b>6. Lesson Procedure </b>

This section provides a detailed, step-by-step description of how to replicate the
lesson and achieve lesson plan objectives. This is usually intended for the teacher
and provides suggestions on how to proceed with implementation of the lesson
plan. It also focuses on what the teacher should have students do during the
lesson. This section is basically divided into several components: an introduction,
a main activity, and closure. There are several elaborations on this.

6. 1 Introduction

How will you introduce the ideas and objectives of this lesson?

How will you get students' attention and motivate them in order to hold their
attention?

How can you tie lesson objectives with student interests and past classroom
activities?

What will be expected of students?
6. 2. Main activity

What is the focus of the lesson?

How would you describe the flow of the lesson to another teacher who will
replicate it?

What does the teacher do to facilitate learning and manage the various
activities?

What are some good and bad examples to illustrate what you are presenting to
students?

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<b>7. General rule of thumb </b>

Your plan should be detailed and complete enough so that another teacher
knowledgeable in your subject matter could deliver the lesson without needing to
contact you for further clarifications.

7. 1. Rule of thumb # 1

Take into consideration what students are learning (a new skill, a rule or formula,
a concept/fact/idea, an attitude, or a value).

Choose one of the following techniques to plan the lesson content based on what
your objectives are:

Demonstration ==> list in detail and sequence of the steps to be performed
Explanation ==> outline the information to be explained

Discussion ==> list of key questions to guide the discussion
Closure/conclusion

What will you use to draw the ideas together for students at the end?

How will you provide feedback to students to correct their misunderstandings

and reinforce their learning?

<b>Follow up lessons/activities </b>

What activities might you suggest for enrichment and remediation?
What lessons might follow as a result of this lesson?

<b>Assessment/evaluation </b>

This section focuses on ensuring that your students have arrived at their intended
destination. You will need to gather some evidence that they did. This usually is
done by gathering students' work and assessing this work using some kind of
grading rubric that is based on lesson objectives. You could also replicate some of
the activities practiced as part of the lesson, without providing the same level of
guidance as during the lesson. You could always quiz students on various
concepts and problems as well.

How will you evaluate the objectives that were identified?

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7. 2 Rule of thumb # 2

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<b>CLASSROOM TESTS FOR PRIMARY ENGLISH TEACHERS</b>
<b>1. Specifications for test design</b>

1.1 Types of test

<b>Oral Tests </b>

focus on speaking (pairs of students involved in conversations; individuals
talking about the topics they’ve learned)

used during each lesson

<b>15-minute Tests </b>

focus on one of the three skills (listening, reading, writing)
used after one or two units

<b>40-minute Tests </b>

assess three skills (listening, reading, writing) and language knowledge
(grammar, phonics and vocabulary)

used after one or two themes, and at the end of each term or school year
1.2 General principles

Reflect objectives and content of the course book

Include various types of test items (multiple choice, gap-filling, answering
questions, completing dialogues, numbering, matching, reordering words to
make up sentences etc.)

Practicality

- Easy to mark
- Easy to prepare

- Relevant to students’ level. 60% pass

Construct Validity

- Familiar format to students
- Familiar question types.
Content Validity

- Match the course/ syllabus (curriculum)
Reliability

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<b>2. Guidelines for test design</b>

For the whole test:

Test what you teach (language knowledge and communicative skills) within
themes, topics and task types.

Do not copy the test texts straight from the book, not even the examples. They
should be “parallel”.

Copy the instructions from the book. Do not use instructions in English that
students have never seen before.

Make sure the test 'covers' the curriculum.

Make the level of difficulty suitable for average students. Be careful not to
make beginner's tests too hard. The lower the level of the test, the harder it
is to write.

Make sure all the test texts are grammatically correct.
Make sure the task design does not induce errors.

Always get someone to be a moderator and 'try out' your test items before
putting them in the test.

Allow enough time to develop the test. It cannot be done quickly.

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<b>3. Format of a 40 minute test</b>

3.1 Suggested Format

<b>Ex.</b> <b>Skills/</b>
<b>language</b>

<b>focus</b>

<b>Input</b> <b>Item type</b> <b>No. of</b>
<b>items</b>
<b>No. of</b>
<b>marks</b>
<b>or</b>
<b>points</b>
1.

2. Phonics and listening Separate words or sentences - Multiple choice (check one of two
words/ sentences)
- Numbering

5 55

3.
4.

Vocabulary Incomplete
words/ sentences

- Gap filling

- Multiple choice (odd
one out)
5
5
5
5
5. Grammar/
Competencies
(use of
language)
- Incomplete
sentences
- Questions and
answers or
statements and
responses

Multiple choice (circle
the correct answer A,B
or C/ responses)

5 5

6. Reading/
Controlled
writing (not
essays)
-
Open-dialogues
(incomplete
dialogues) or a
short passage
(about 40 -50
words)

-Completing the table.
- Filling the gaps with
the words given to
complete the passage
- Writing the answers
to the questions

5 5

<b>Total:</b>

<b>30</b> <b>Total:30</b>

3.2 Marking

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tai lieu boi duong hs khoi 8 hot !!!