Tai lieu tap huan PPGD Tieng Anh

<span class='text_page_counter'>(1)</span>WELCOME ALL TEACHERS JOINING THE TRAINING SESSION.

<span class='text_page_counter'>(2)</span> LET’S LISTEN “YOU RAISE ME UP” (BY CELTIC WOMAN).

<span class='text_page_counter'>(3)</span> 1. FILL IN THE GAPS 2. MAKE QUESTIONS BASED ON THE LYRIC.

<span class='text_page_counter'>(4)</span> * TEACHING A – SKILLLESSON - DISCUSS: 1. HOW MANY SKILLS ARE THERE IN TEACHING ENGLISH? WHAT ARE THEY? 2. WHAT TO TEACH IN EACH LESSON? 3. HOW TO TEACH THEM?.

<span class='text_page_counter'>(5)</span> A. TEACHING: LISTENING - GROUPWORK: MAKE AN OUTLINE OF THE LESSON “ LISTENING” UNIT 4 , ENGLISH 8.

<span class='text_page_counter'>(6)</span> FORM OF A LISTENING LESSON (COMMUNICATIVE APPROACH) 1. PRE – LISTENING A, VOCABULARY: TEACH THE ACTIVE VACOBULARY THAT NECESSARY TO TEACH THE LESSON. B. OTHER EXERCISES BEFORE LISTENING 1. TRUE/FALSE STATEMENT 2. OPEN-PREDICTIONS 3. PRE-QUESTIONS 4. ORDERING 2. WHILE LISTENING. A, PLAY THE TAPE AND GET STS TO CHECK AND CORRECT THE BEFORE - LISTENING ACTIVITY B. DO THE EXERCISES IN THE BOOK IF AVAILABLE.

<span class='text_page_counter'>(7)</span> 3. POST – LISTENING * TEACHER CAN CREATE ANY KIND OF EXERCISES FOR STS TO DO. THE EXERCISES MUST RELATE TO THE LESSON. “HOW FREE” IS UP TO THE LEVEL OF STS FOR EXAMPLE: RECALL THE STORY, WRITE IT UP, ROLE PLAY, ..... * VERY OFTEN, WE CAN USE EXECISES IN THE LANGUAGE FOCUS PART TO DO AS A FURTHER PRACTICE..

<span class='text_page_counter'>(8)</span> B. TEACHING: SPEAKING - WORK IN GROUP : DISCUSS “ WHAT IS THE MOST DIFFICULT THING FOR TEACHERS TO TEACH SPEAKING IN OUR SCHOOL ?” AND “ WHAT ARE THE SOLUTIONS?”.

<span class='text_page_counter'>(9)</span> * FORM OF A SPEAKING PLAN 1. PRE SPEAKING A. VOCABULARY: TEACHER MUST PRESENT BRIEFLY THE WORD WHICH IS NECESSARY TO TEACH “ SPEAK” B. SET THE SCENE: TEACHER INTRODUCE THE SITUATION IN AN EASY –TO - UNDERSTAND LANGUAGE. 2. WHILE SPEAKING * A SUB SKILL THAT WE OFTEN USE TO EXPLOITE IN SPEAKING LESSON IS “DRILL” - MODEL: T-S - MODEL: S-S THEN CLOSE PAIR – PUBLIC PAIR - CHECK 3.POST SPEAKING - TEACHER CAN USE THE TASK IN THE TEXT BOOK , UP TO THE LEVEL OF STS , TEACHER CREATE THE FREER ACTIVITIES BY MAKE THEM MORE REAL (TEACHER MAY GIVE THE.

<span class='text_page_counter'>(10)</span> C. TEACHING: READING LIKE OTHER LESSON, READING LESSON HAS THE FOLOWING STEPS. 1. PRE READING - A, VOCABULRY - B, PRE TASK: TEACHER CAN MAKE EXERCISE FOR STS TO DO BEFORE READING SUCH AS: PREDICTION/ORDERING PICRURE/MULTIPLE CHOICE/ GAP FILLING/ PRE QUESTION/MATCHING ..... 2. WHILE READING - GETS STS TO READ THE TEXT - CHECK PRE TASK THEN CORRECT - DO EXERCISES PROMPTED IN THE TEXTBOOK 3. POST READING.

<span class='text_page_counter'>(11)</span> D. TEACHING WRITING HERE IS THE A TYPICAL LESSON OF WRITING 1. PRE WRITING - PRE TEACH VOCABULARY - SET THE SCENE: TEACHER NEEDS TO EXPLAIN WHAT IS GOING TO BE WRITEN AND MAKE SURE STS DEEPLY UNDERSTAND WHAT THEY ARE GOING TO DO. - SETS SOME EXERCISES FOR STS TO MAKE THEM TO GET FAMILIAR TO THE WRITING TASK SUCH AS: COMPREHENSON QUESTIONS/ MATCHING / BRAINSTORMING... 2. WHILE WRITING - TRANSFORMATION WRTING (CONTROLED WRTING): STS DO THE TASK OF WRITING AS SET IN THE BOOK WITH TEACHER’S PROMPT OR CUE * NOTE: IF STS LEVEL IS LOW , TEACHER CAN CHANGE THE TASK IN THE BOOK INTO AN.

<span class='text_page_counter'>(12)</span> 3. POST WRITING: EXHIBITION - SHOW THE STS’ PRODUCT OF WRITING - CORRECTION (SHOULD BE DONE BY STS) (IF THE TASK IS TOO LONG FOR STS TO WRTE , IT IS POSSIBLE TO DEVIDE INTO SMALLER ONES AND EACH GROUP WRITE ONE PART THEN COMBINE TO MAKE A FULFIL TASK ).

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