tieng anh
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Everybody
Everybody
<b>Warmly welcome</b>
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Everybody
Everybody
<b>Warmly welcome</b>
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<b>Revision (Teaching English to </b>
<b>Revision (Teaching English to </b>
<b>Young Learners)</b>
<b>Young Learners)</b>
1. What are three stages in a grammar lesson?
1. What are three stages in a grammar lesson?
2. What do teachers do in Presentation?
2. What do teachers do in Presentation?
3. Name some eliciting techniques for Vocabulary.
3. Name some eliciting techniques for Vocabulary.
4. What are steps in presenting new Vocabulary?
4. What are steps in presenting new Vocabulary?
5. Name some of techniques of checking Vocabulary.
5. Name some of techniques of checking Vocabulary.
6. What do teachers do in Practice stage?
6. What do teachers do in Practice stage?
7
7
<i>. </i>
<i>. </i>
Why do teachers use games as “practice
Why do teachers use games as “practice
activities”?
activities”?
<i>8. </i>
<i>8. </i>
How many stages in a skill lesson?
How many stages in a skill lesson?
9
9
<i>. </i>
<i>. </i>
Why do teachers organize pair work and group
Why do teachers organize pair work and group
work?
work?
10
10
<i>. </i>
<i>. </i>
What do you think a good instruction is?
What do you think a good instruction is?
11.
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<b>Revision (Teaching English </b>
<b>Revision (Teaching English </b>
<b>to Young Learners)</b>
<b>to Young Learners)</b>
1.
1.
What are three stages in a grammar
What are three stages in a grammar
lesson?
lesson?
<i>Presentation- Practice- Production (P-P-P)</i>
<i>Presentation- Practice- Production (P-P-P)</i>
2.
2.
<i> What do teachers do in Presentation?</i>
What do teachers do in Presentation?
<i>- Presenting Vocab.</i>
<i>- Presenting Vocab.</i>
<i>- Presenting the new target language.</i>
<i>- Presenting the new target language.</i>
3. Name some eliciting techniques for Vocabulary.
3. Name some eliciting techniques for Vocabulary.
<i>-Visuals / Realia / Mime / Examples / Situation or Explanation / Synonym, Antonym / Translation.</i>
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<b>Revision (Teaching English </b>
<b>Revision (Teaching English </b>
<b>to Young Learners)</b>
<b>to Young Learners)</b>
4. What are steps in presenting new Vocabulary?
4. What are steps in presenting new Vocabulary?
- <i>ElicitingEliciting</i>
- <i>ModellingModelling</i>
- <i><sub>Repetition (choral & individual)</sub>Repetition (choral & individual)</i>
- <i>Putting the new word on the boardPutting the new word on the board</i>
- <i>Checking the translation-Checking the </i>
translation-- <i>Checking the stressChecking the stress</i>
- <i>Having ss copy the wordHaving ss copy the word</i>
5. Name some of techniques of checking Vocab?
5. Name some of techniques of checking Vocab?
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<b>Revision (Teaching English </b>
<b>Revision (Teaching English </b>
<b>to Young Learners)</b>
<b>to Young Learners)</b>
6. What do teachers do in Practice stage?
6. What do teachers do in Practice stage?
<i>Organize ss to practice the new target language from controlled to less controlled.</i>
<i>Organize ss to practice the new target language from controlled to less controlled.</i>
Why do teachers use games as “practice activities”?
Why do teachers use games as “practice activities”?
-
- <i>To motivate ss = to involve ss into the lesson.To motivate ss = to involve ss into the lesson.</i>
<i>- Games interest ss; they are fun and memorable. </i>
<i>- Games interest ss; they are fun and memorable. </i>
<i>- T can use a variety of work arrangements: Pair work, group work</i>
<i>- T can use a variety of work arrangements: Pair work, group work</i>. .
8. How many stages in a skill lesson?
8. How many stages in a skill lesson?
<i> </i>
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<b>Revision (Teaching English </b>
<b>Revision (Teaching English </b>
<b>to Young Learners)</b>
<b>to Young Learners)</b>
9. Why do teachers organize pair work and group work?
9. Why do teachers organize pair work and group work?
<i>- To give every student a chance to speak.</i>
<i>- To give every student a chance to speak.</i>
-
<i><sub>To create a need for communicating.</sub></i>
<i><sub>To create a need for communicating.</sub></i>
-
<i><sub>To help ss feel more confident...</sub></i>
<i><sub>To help ss feel more confident...</sub></i>
10. What do you think a good instruction is?
10. What do you think a good instruction is?
<i>Clear- Short- Simple- And it is given step by step</i>
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<b>Revision (Teaching English </b>
<b>Revision (Teaching English </b>
<b>to Young Learners)</b>
<b>to Young Learners)</b>
11. What makes a test child- friendly?
11. What makes a test child- friendly?
<i>- </i>
<i>- Simple clearly focussed tasks. Simple clearly focussed tasks. </i>
- <i><sub>Clear instructions. </sub><sub>Clear instructions. </sub></i>
- <i>Low anxiety. Low anxiety. </i>
- <i>Familiar activities. Familiar activities. </i>
- <i>Greater emphasis on oral / aural skills. Greater emphasis on oral / aural skills. </i>
- <i><sub>Little focus on writing. </sub>Little focus on writing. </i>
- <i><sub>Frequent changes of task type. </sub><sub>Frequent changes of task type. </sub></i>
- <i>Tasks are game-like. Tasks are game-like. </i>
- <i>Focus on meaning. Focus on meaning. </i>
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<b>WORK ARRANGEMENTS</b>
<b>WORK ARRANGEMENTS</b>
What are the advantages of using
What are the advantages of using
pairwork and groupwork?
pairwork and groupwork?
What problems might there be?
What problems might there be?
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<b>WORK ARRANGEMENTS</b>
<b>WORK ARRANGEMENTS</b>
<i>Advantages:</i>
<i>Advantages:</i>
<i><sub>- creating natural communication.</sub>- creating natural communication.</i>
<i><sub>Ss can learn from each other/ Ss can help each other.</sub>Ss can learn from each other/ Ss can help each other.</i>
<i>- Ss feel safe/ secured and more confident.- Ss feel safe/ secured and more confident.</i>
<i><sub>- Ss have more language practice.</sub>- Ss have more language practice.</i>
<i><sub>- Ss are involved.</sub>- Ss are involved.</i>
<i><sub>- T gives ss a chance to improve their skills.</sub>- T gives ss a chance to improve their skills.</i>
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<b>WORK ARRANGEMENTS</b>
<b>WORK ARRANGEMENTS</b>
Posible Problems:
Posible Problems:
Ss become noisy
Ss become noisy
Ss can make mistakes
Ss can make mistakes
It's difficult to control the class.
It's difficult to control the class.
Boys and girls don't want to work
Boys and girls don't want to work
together.
together.
Weak groups can't help each other.
Weak groups can't help each other.
Ss don't do the task.
Ss don't do the task.
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<b>Some possible problems </b>
<b>Some possible problems </b>
<b>and solutions</b>
<b>and solutions</b>
Ss become noisy
Ss become noisy
<i>Ask ss to soften/ slow down the level of voice so that it isn't disrupting other classes.<sub>Ask ss to soften/ slow down the level of voice so that it isn't disrupting other classes.</sub></i>
<i>Explain the staff and the principal of the school that is "good" noise.<sub>Explain the staff and the principal of the school that is "good" noise.</sub></i>
Ss can make mistakes
Ss can make mistakes
<i>T takes notes and gives delayed corrections.<sub>T takes notes and gives delayed corrections.</sub></i>
<i>Miss levels in each group.<sub>Miss levels in each group.</sub></i>
It's difficult to control the class.
It's difficult to control the class.
<i>Try to monitor well.<sub>Try to monitor well.</sub></i>
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<b>Some possible problems </b>
<b>Some possible problems </b>
<b>and solutions</b>
<b>and solutions</b>
Boys and girls don't want to work together.
Boys and girls don't want to work together.
<i>Encourage boys and girls to mix.<sub>Encourage boys and girls to mix.</sub></i>
<i>Organise the groups carefully.<sub>Organise the groups carefully.</sub></i>
Weak groups can't help each other
Weak groups can't help each other
<i>Organise mixed-ability groups. <sub>Organise mixed-ability groups. </sub></i>
<i>Organise the groups carefully.<sub>Organise the groups carefully.</sub></i>
Ss don't do the task.
Ss don't do the task.
<i>T can model the instructions or let 2 strong ss model the instructions.<sub>T can model the instructions or let 2 strong ss model the instructions.</sub> </i>
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