IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH Nguyen Quoc Tuan (MEd/MA)

IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH

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

IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH

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

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TOPIC 1: THE BACKGROUND

1. Characteristics of young learners

Imaginative (somtime more than adults)Active (physically)CuriousPlayfulTalkativeSensitiveSense of humour/funEasy to remember/easy to forgetDifficult in concentrate/focus for long timeGood at immitating (action/pronunciation)Lack of self-motivation

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2. Learning styles2. Learning styles

VisualVisual Learner learns best through seeing.Learner learns best through seeing.

AuditoryAuditory Learner learns best through hearingLearner learns best through hearing

KinaestheticKinaesthetic Learner learns best through using the bodyLearner learns best through using the body

GroupGroup Learner learns best through working with othersLearner learns best through working with others

IndividualIndividual Learner learns best through working aloneLearner learns best through working alone

ReflectiveReflective Learner learns best when given time to consider Learner learns best when given time to consider choiceschoices

ImpulsiveImpulsive Learner learns best when able to respond Learner learns best when able to respond immediatelyimmediately

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3. Advice

Pick up the language naturally (by chance)Be interested in meaning, not grammar/words Chunks/phrases (How are you? Fine, thank you. And you?, shut up, point to the door)Learn effectively through chants, songs, activities, games, storiesAuditory-visualHaving funMaking mistakes

3. Advice

Pick up the language naturally (by chance)Be interested in meaning, not grammar/words Chunks/phrases (How are you? Fine, thank you. And you?, shut up, point to the door)Learn effectively through chants, songs, activities, games, storiesAuditory-visualHaving funMaking mistakes

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Change activities/pace/focus reguilarly

Stir and settle alternatively

Copying and drawing/colouring

Organisation and routine/rules

Develop study skills

Movement – physical tasks (TPR)

Be kind but firm

Be encouraging/challenging

Change activities/pace/focus reguilarly

Stir and settle alternatively

Copying and drawing/colouring

Organisation and routine/rules

Develop study skills

Movement – physical tasks (TPR)

Be kind but firm

Be encouraging/challenging

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TOPIC 2: THE OBJECTIVES

LISTENINGLISTENING - SPEAKING

(Interactive)SPEAKING

Spoken(Dicisive)

Written(Supportive)

PHONETICS, VOCABULARY, GRAMMARLanguage

(Conditional)

READING WRITING

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TOPIC 3: THE CONTENTS

1. The units

Lesson 1 Lesson 2 Lesson 3

Language competence 1 Phonics + listening Language competence 2

1. Look, listen & repeat 1. Listen and repeat 1. Listen and repeat

2. Look and say 2. Listen and … 2. Look and say

3. Talk 3. Read and … 3. Write

4. Chant/Song/Game 4. Chant/Song/Game 4. Chant/Song/Game

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UNIT:Lesson 1: Period 1 1. Look, listen and repeat

2. Look and say Period 2 3. Talk

4. Chant or Song or GameLesson 2: Period 3 1. Listen and repeat

2. Listen and …(complete/ tick/ match, answer, ..) Period 4 3. Read and …. (complete/ tick/ match, answer, ..)

4. Game or Song or ChantLesson 3: Period 5 1. Listen and repeat

2. Look and say Period 6 3. Write

4. Game or Song or Chant

The teaching plan

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2. The teacher’s guide

PART I: SKILLS and LANGUAGE TEACHING

Teaching listening/ Teaching speaking/ Teaching reading/ Teaching writing/ Teaching pronunciation/ Teaching voicabulary/ Teaching grammar/ Optional activities (TPR, chants, rhymes, songs, pair/groupwork)

PART II: TEACHING INDIVIDUAL UNITS

General viewProcedure

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A. PHONICS 1. Sounds in words 2. Words with sounds in sentences

B. VOCABULARY 1. Words 2. 2. Words in sentences

C. SENTENEC PATTERN

1. Functions 2. 2. Functions in contexts

D. READING 1. Dialogue 2. 2. Passage

E. WRITING Writing about topics with guidence/ suggestions

3. The workbook

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TOPIC 4: THE METHODOLOGY

Approach: Learning-centered approach

Methods: methods + procedure + techniques/activitiesMethods of teaching-learning (language skills & language elements) Procedures Techniques/activitiesModes: InteractionsBetween teachers/students, among students (pairs/groups), Interaction with textbooks/materials Learning through playing, singing, chantingLearning strategies

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5 METHODS OF TEACHING-LEARNING LANGUAGUE SKILLS

1.Method of teaching-learning spoken interaction 2.Method of teaching-learning spoken production3.Method of teaching-learning listening4.Method of teaching-learning reading5.Method of teaching-learning writing

Or 3 groups:

1.Method of teaching-learning spoken interaction 2.Method of teaching-learning listening / reading3.Method of teaching-learning spoken production / writing

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I. Spoken interaction

1. Characteristics

Spoken interaction means conversations or dialogues: direct exchanges of information between speakers & listeners

The quality of spoken interactions depends on:• How to start, sustain and end the conversations / dialogues• The number of exchanges• The quality of questions and answers

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2. Procedure:

Initiation → Core activity → Follow-up (I.C.F)

Procedures Tasks

Initiation: Introducing the topic (who, what, where, when, ..) Explaining the competence (sentence patternces/

language function) Listen to the dialogue

Core Activity: Listen and repeat the dialogue Practicing the dialogue (sentence patterns, new

words) Follow-up: Applyiing the sentences patterns/new words in

different contexts/ situations

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3. Examples: Lesson 1, Unit 11, English 4/Part 2

Initiation: Whole class•Pupils look at the picture (P6). Help them to identify that Peter and his father are at home, talking about the time. •Explain the phrase go for a walk.•Pupils listen through the recording once of twice

Core activities: Whole class•Pupils repeat the recording, line by line•Pupils listen to the recording and repeat the dialogue. •Divide class into pairs/groups. Pupils repeat Peter’s and the dad’s parts.

Follow-up: Pair/goupswork•Repeat the step, but swap the roles.•Check to make sure pupils can repeat and understand the dialogue.

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4. Tips for teaching

Introduce some humour into dialoguesKeep dialogues simple. Shorten long sentences.Create clear context and the purpose for dialogues should be easy to work outTurn the dialogue into role-playsDemonstrate the activity the first time you use itHave the students do the role-play in pairs /small groups firstRole-play in front of the classCreate a non-threatening climateSubstitute key wordsGet the students to make the dialogue longer by adding two or more lines.

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II. Listening/reading

1. Characteristics

Short attention spanThey need timeIndividual words are not clearCan’t remember and recall everything`Unfamiliar vocabularyNo visual contextNo lips/ face to help understandingChildren are active

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2. Procedure:

Pre-task Task cycle Language analysis (P.T.L)

Procedure Way/Mode Tasks

Pre-task: Whole class Introducing the topic (who, what, where, when, ..)

Setting the task (what to do) Task cycle: Individually

Pair/ group work

Doing the task (first round) Planning report (second round)

Language focus:

Whole class Reporting the task Analyzing the language (if necessary)

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3. Example: Unit 11, Lesson 2, Part 3, Page 18 3. Example: Unit 11, Lesson 2, Part 3, Page 18

Pre-task: Whole class • Elicit pupils to identify the relationship of the people in the picture. • Pupils read the text about a family and complete the missing words.

Task cycle: Individually: Pupils read the text silently and do the task. Pair/ Groupwork: Have pupils trade their answers in pairs/groups.

Language focus: Whole class • Call on some pupils to report the answers. The rest of the class observe and

give comments. • Ask pupils some questions to check their comprehension. • Explain the language if necessary.

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4. Tips for teaching4. Tips for teaching

Always set a task – listening with a purposeAlways tap into students’ background knowledgeProvide contextual ‘support’Practice detailed listening and general listeningLet students compare answers in pairs before group feedback to increase confidenceEnsure learners give diagnostic feedbackPraise the students for their effortsBalance the level of support and challenge

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1. Characteristics:

Active use of vocabulary and structuresActive in using discourses Can use body language

Be shy in expressing ideasBe afraid of making mistakesDifficult in concentrate/focusLack of self-motivation

III. Spoken production/writing

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2. Procedure:

Pre-stage Through/While-stage Post- stage (P.T.P)

Procedure Way/Mode TasksPre-stage: Whole class Introducing the topic (who, what,

where, when, ..) Introducing the new language Setting the task (what to do)

Through/While-stage:

IndividuallyPair/Groupwork

Doing the task Exchanging the task →

Post-stage: Whole class Reporting the task Applying the language in new

situations (If necessary)

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3. Example of writing as a procedure Unit 11, Lesson 3, Part 3, Page 19, T’G3. Example of writing as a procedure Unit 11, Lesson 3, Part 3, Page 19, T’G

Pre-stage: Whole classGet pupils identify the characters in the picture and their relationship. Tell pupils to get the information to complete the missing word(s). Explain the words: Mr and Mrs If necessary.

Through/While stage:Individually: Pupils read and complete the sentences. Pairwork / Groupwork: Pupils trade their answers within pairs/groups.

Post-stage:Whole class: Ask some pupils to read their corrected work to the class. Other pupils give comments. Ask a few questions to check pupils’ comprehension.

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4. Tips for spoken production4. Tips for spoken production

• Speak as much English as possible• Don’t interfere into speaking / not correct mistakes • Need instructions and models to follow• Respond to music / rhythm• Done in pairs / groups (everyone is included)• Need to have an end-product• Need to build-up to longer chunks• More able to adapt language when older• Check understanding often• Visual stimulus• Silly and fun

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5. Tips for writing5. Tips for writing

Know the aim – why they are writingKnow the audience – who they are writing toKnow the genre – what type of text they are writingHave enough time for

- thinking about the topic - thinking of the guidence/cues/suggestions

- brainstorming ideas- drafting as many times as they can

Have constant feedback from teachers / partners during the writing process

Provide more support for writing tasks

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Procedure Way/Mode Tasks

Presentation: Whole class Introducing the topic (what,

where, ..) Introducing new language

Practice: Individually

Pairwork/groupwork

Controlled practice Freer practice

Production: Whole class Applying new language

3 METHODS OF TEACHING-LEARNING LANGUAGE ELEMENTS

Phonics + Vocabulary + Grammar/Structures

Presentation Practice Production/Performance (P.P.P)

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TOPIC 5: THE TECHNIQUES TOPIC 5: THE TECHNIQUES

Steps What the teachers do What the learners do

1. Say the text or play the CDDemonstrate the actions associated with the text

Watch and listen only

2. Repeat Step 1 above Copy your actions. Do not peak/repeat the text

3. Say the text. Do not demonstrate the actions

Do the actions in response to the spoken text.May speak/repeat the textCorrect or accurate language is not priority

1. TPR (Total Physical Response)

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Example:Example:

Type Speaking Action

Câu mệnh lệnh dùng trong giờ học

Stand up.Sit down.Open/Close the books.Put up your hands.

Đứng dậy.Ngồi xuống.Mở/đóng sách.Giơ tay.

Cơ thể Head and shoulderKnee and toes.Put your hand on your head.Touch your nose.Hold up seven fingers.

Đặt tay lên đầu.Chạm tay vào mũi.Xòe 7 ngón tay.

Động từ thường dùng

Eat an orange.Drink the milk.Swim in the swimming pool.

Làm động tác ăn.Làm động tác uống.Làm động tác bơi.

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Example:Example:

Chỉ khả năng If you can swim, clap one.Ij you can play football, stand up.If you can sing, sit down.

Vỗ tay một cái.Đứng dậy.Ngồi xuống.

Giới từ Put you pen on the table.Put your pen under the chair.

Để bút lên bàn.Đặt bút chì dưới ghế.

Thích/không thích

If you like banana, put up your hand.If you don’t like ice-cream, make a face.

Giơ tay lên.Nhăn mặt.

Kiến thức thường thức

If London is the capital of England, nod your head.If a dog has five legs, shake your head.

Gật đầu.Lắc đầu.

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2. Songs

English song

2. Songs

English song

This is the way we go to schoolGo to school, go to school.This is the way we go to schoolGo to school every morning.

This is the way we ____________________, ___________.This is the way we ______________________________.

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Vietnamese songsVietnamese songs

One and one is twoTwo and two is fourFour and one is fiveFive and five is ten.

There comes, there comes a frogWith round and round small eyes.Has dome homework alreadyHe jogs around the pond.Singing lovely songsDancing with his friendsCome around about all little animals.

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MonkeyFunnySwingsSlowly

NounAdjectiveVerbAdverb

Big lion Hungry lion Run.

Adjective - noun Adjective – noun Verb

Elephant Heavy and noisy Walks slowly.

Noun Adjective and adjective Verb and adverb

3. Chants

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I can see the sea and the skyI can hear the wind and the wavesI can smell the seaI can taste the saltI can touch the sand.

I can see the blue sea and the grey skyI can hear the strong wind and the high wavesI can smell the sweet seaI can taste the bitter salt I can touch the soft and yellow sand.

AT THE SEASIDEAT THE SEASIDE

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A PEACH A peachFrom a treeIn AutumnOn the groundRound and greenSoft and shinyThe winter is comingI feel cold and sad.

What is it?Where is it?When do you find it?

What size/shape/colour is it?

How does it feel when you touch it?What do you think of it?What does it make you feel?

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4. games4. games

ACROSS1. My school is __________. 2. I read books in the school __________ in the afternoon.DOWN3. Thang Long is a ________ primary school in Hanoi. 4. She is in the ________ now.

1 MY 4SCHOO 3

2 L

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5. Quiz5. Quiz

You can see me.You can hear me.You can touch me.What am I?

I am big and strong.I have a long trunk.I have two tusks.What am I?

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TOPIC 6: THE LESSON PLANS

Overview

TOPIC 6: THE LESSON PLANS

Overview

1. Objectives:Students will be able to:Do (what skill), about (what topic), in order to do (what task)

2. Incomes (language focus):FunctionsPhonicsVocabularySentence patterns

3. Resources:Books/materialsAudio-visual aids

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Lesson plan 1: LESSON 1 – PERIOD 1

1. LOOK, LISTEN AND REPEAT2. LOOK AND SAY

Objectives: Ss will be able to: ….. (identify family members)

Language focus: Sentence patterns:

Vocabulary:

Resources: Student’s book, recording, fresh cards, posters, puppets,

…

PROCEDURES 1. Warm-up

2. Look, listen and repeat

3. Look and say

4. Reinforcement

5. Homelink

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3. TALK4. CHANT / SONG / GAME

Objectives: Ss will be able to: …

Language focus: Sentence patterns:

Vocabulary:

Resources: Student’s book, recording, fresh cards, puppets, posters,

….

PROCEDUES 1. Warm-up

2. Talk

3. Chant/ song/ game

4. Reinforcement

5. Homelink

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1. LISTEN AND REPEAT2. LISTEN AND …..

Objectives: Ss will be able to: …

Language focus: Phonics:Sentence patterns:Vocabulary:

Resources: Student’s book, recording, fresh cards, puppets, posters, ….

PROCEDURES 1. Warm-up2. Listen and repeat3. Listen and .. (complete/ tick/ match, ..)4. Reinforcement5. Homelink

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3. READ AND …..4. SONG / CHANT / GAME

Objectives: Ss will be able to: … Language focus: Sentence patterns:

Vocabulary:Resources: Student’s book, recording, fresh cards, puppets, posters,

….PROCEDURES 1. Warm-up

2. Read and …. (complete/ tick/ answer, ..)3. Game/ song/ chant4. Reinforcement5. Homelink

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Example:

Aims/ObjectivesAt the end of the period, pupils will be able to:Read about … and …

Language focus:Structure: …Vocabulary: …

Resources: Posters, flashcards, puppets, ….

PROCEDURE

Warm-up:Song/ Chant/ Game/ Activity (that is learnt and suitable to the reading)

Whole class

Pre-task: Introducing the topic (who, what, where, when, ..) Setting the task (what to do)

Whole class

Task cycle: Doing the task (read and ….. /first round) Planning report (second round)

IndividuallyPair/groupwork

Language focus: Reporting the task Analyzing the language (if necessary)

Whole class

Follow-up: Song/ Chant/ Game/ Activity (Part 4, Lesson 2) Whole class

Homelink: Follow-up activity at home Individually

COMMENTS Teacher(s)

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1. LISTEN AND REPEAT2. LOOK AND SAY


Vocabulary:

Resources: Student’s book, recording, fresh cards, puppets, posters, ….

PROCEDURES 1. Warm-up2. Listen and repeat3. Look and say4. Reinforcement5. Homelink

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3. WRITE4. SONG / CHANT / GAME


Vocabulary:Resources: Student’s book, recording, fresh cards, puppets, posters,

….PROCEDURES 1. Warm-up

2. Write3. Game/ song/ chant4. Reinforcement5. Homelink

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Example:

Aims/Objectives At the end of the period, pupils will be able to: Write about ….

Language focus:Structure: …Vocabulary: …

Teaching aids: Posters, flashcards, puppets, ….

PROCEDURE

Warm-up:Song/ Chant/ Game/ Activity (that is learnt and suitable to the writing)

Whole class

Pre-stage: Introducing the topic (who, what, where, when..) Explaining the language (function/focus/usage) Setting the task (what to do)

Whole class

Through/ While-stage:

Doing the task (Write/complete, …)IndividuallyPair/Groupwork

Post- stage: Reporting the task Applying the language in new situations

Whole class

Follow-up: Song/ Chant/ Game/ Activity (Part 4, Lesson 3) Whole class

Homelink: Follow-up activity at home Individually

COMMENTS Teacher(s)

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TOPIC 7: THE CLASSROOM MANAGEMENT

1. The innovation

TOPIC 7: THE CLASSROOM MANAGEMENT

1. The innovation

Old methodsOld methods InnovationInnovation

GoalsGoals •TeachingTeaching

•Language knowledgeLanguage knowledge

•Whole classWhole class

•LearningLearning

•Skills developmentSkills development

•PersonalisationPersonalisation

Lesson Lesson planplan

•Teacher’s activitiesTeacher’s activities

•Teaching Teaching Learning Learning

•Teacher Teacher Student Student

•Students’ activitiesStudents’ activities

•Learning Learning Teaching Teaching

•Teacher Teacher STS/STS STS/STS STS STS

ActivitiesActivities •Teacher’s Teacher’s

•Instruction, monologeInstruction, monologe

•Students: PassiveStudents: Passive

•Studentss Studentss

•Interaction (in pairs/ groups)Interaction (in pairs/ groups)

•Students: Active, creativeStudents: Active, creative

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2. The classroom

Row: Whole class activities (introducing new topic/materials, choral work, class pair/group/whole class work on the same task)U-shape:Role play, game playing, facilitating communicative activities (flexible student to student interaction)Circle:Teacher as part of the circleWhole class discussion, informal discussion of an activityGroups around desks:Collaborative learning and social interaction, practical tasks where peer support is needed

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3. The procedures & modes

Whole class Individual pair group whole class

3. The procedures & modes

Whole class Individual pair group whole class

Whole class:(1st round)

Teach what children need to learn. Demonstrates the activities/tasks

Individual work:(2nd round)

Children do the tasks/activities individually

Pairwork:(3rd round)

Children do the tasks/activities in pairs

Groupwork: (4th round)

Some pairs work in groups to demonstrate their tasks in the groups.

Whole class:(5th round)

Some pairs/groups perform the task/activity for the whole class to observe and give comments.

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4. THE MANAGEMENT OF ACTIVITIES4. THE MANAGEMENT OF ACTIVITIES

Stage Interaction Procedure Timing

Pre-taskWhole class

T → C T introduces activities, sets purposes and timeT modelling

2'

Through-task C, C, C Individual imitation/work 3'

Individual work C → C (PW) In pairs, SS do activities 5'

PairworkGroupwork

CC → CC (GW)

Pairs join with pairsNew groups discussion

5'

Post-taskWhole class

T → GG Pair/Groups report and compare their workWhole class listen and comment

3'

T → C T comments and summarises. 2'

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5. The pair & group work 5. The pair & group work

Characteristics

Learner responsibilityEncouragement of peer supportLearner engagement; teacher as facilitator, motivator (80/20%)Communication, negotiation, socialization (listening

comprehension/talking)Meaningful contexts for language use

Benefits

Increase the use of English for poorly motivated studentsIncrease interaction between teacher & students, among students Provide instruction in accordance with different language abilitiesCreate a better environment for students to use English

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6. The teachers

The rolesPerformer, controller, organiser, assesser, prompter, participant, resource, observer, teaching aid, singer, dancer, player, storyteller

The characteristicsChange activities/pace/focus reguilarlyStir and settle alternativelyBe kind but firmBe encouraging & challenging

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The relationship

The teacher-centered orThe learner-centered or The learning-centered?

The language

Good pronuncitaionNatural rhythmNatural speedNatural intonation

IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH Nguyen Quoc Tuan (MEd/MA)

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Transcript of IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH Nguyen Quoc Tuan (MEd/MA)