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IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH September, 2012 Nguyen Quoc Tuan (MEd/MA) Vietnam National Institute for Educational Sciences Phone : 0912 144 655 Email : 11 Topic 1: TEACHING ENGLISH FOR YOUNG LEARNERS Characteristics of young learners Imaginative (somtime more than adults) Active (physically) Curious Playful Talkative Sensitive Sense of humour/fun Easy to remember/easy to forget Difficult in concentrate/focus for long time Good at immitating (action/pronunciation) Lack of self-motivation 22 Learning styles Visual Learner learns best through seeing Auditory Learner learns best through hearing Kinaesthetic Learner learns best through using the body Group Learner learns best through working with others Individual Learner learns best through working alone Reflective Learner learns best when given time to consider choices Impulsive Learner learns best when able to respond immediately 33 Advice (1) 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, stories Auditory-visual Having fun Making mistakes 44 Advice (2) Change activities/pace/focus reguilarly Stir and settle alternatively Copying and drawing/colouring Organisation and routine/rules Develop study skills Movement – physical tasks Be kind but firm Be encouraging 55 TOPIC 2: CURRICULUM, TEXTBOOKS, TEACHER’S GUIDE, WORKBOOKS, TEACHING-LEARNING AIDS I CURRICULUM Four main approaches Objectives: Communicative approach Contents: Thematic approach Methodology: Learning-centered approach Outcomes: A1 of CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessement) 66 Objectives Spoken (Dicisive) LISTENING LISTENING - SPEAKING (Interactive) SPEAKING Written (Supportive) READING - WRITING Language (Conditional) PHONETICS, VOCABULARY, GRAMMAR 77 Contents Themes: Me and my friends Me and my school Me and my family Me and the world around Topics: topics per theme – unit Core content: Communicative Competences Language elements: Phonics Vocabulary Sentence patterns/grammar 88 Communicative competence involves at least components: - Linguistic competence: the knowledge of the rules of the language and ability to produce correct utterances; - Sociolinguistic: the knowledge and ability to understand and use language appropriately in varied settings; - Discourse: the knowledge and ability to produce and understand a variety of different types of text used for different communicative purposes - Strategic: the ability to maintain communication through using different kinds of strategies 99 Methodology: Learning-centered approach Methods: methods + procedure + techques/activities Methods of teaching-learning (the language skills and language elements) Procedures Techniques/activities Modes: Interactions Interactions between teachers/students, among students (pairs/groups), Interaction with textbooks/materials Learning through playing, singing, chanting 10 10 Tests in the classroom Types Skills Modes Daily tests Spoken interaction Every lesson 15 minute tests Listening or Reading or Writing After each topic / unit 35 minute tests Listening + Reading + Writing After each theme Term tests Spoken interaction + Spoken production + Listening + After two themes Reading + Writing 89 89 Types of tests Spoken interaction, spoken production and listening Skills Direct Indirect Spoken interaction Daily speaking skills Questions/answers Role-play Debate Conversations Reading aloud Recitation Reading a prepared dialogues aloud Spoken production Talking about topics Listening Daily listening skills True/false test based Comprehension of on a taped recording, radio, songs, dialogues/monologue stories 90 90 Reading, Writing Skills Direct Reading Reading comprehension from lealistic texts Writing Filling forms, tables, grids Composition and reports Letter writing Indirect Read a composition Read an inauthentic texts Grammar true/false test Short answer tests Fill in grammar tests Multiple choice tests 91 91 Matrix of testing and assessment Skills Structures Marking Spoken interaction/ production Individual (2-3 mts) Pairs / groups (4-6 nts) Combined with formative tests Listening listening tests (3 tests x 15 points items/test x point/item) Reading tests (2 tests x items/test x 10 points point/item) Writing test (2 test x item/test) Total: 15 points Timing Time appropriate period 10 points 50 points : = 10 points 92 92 Matrix of testing and assessment levels Levels Speaking Listening Reading Writing Language focus Knowledge Comprehension Application 93 Tips: Making questions for speaking tests Making dialogues/conversation with peers/partners/friends about related topics Discussing with teachers about related topics Talking about related topics 94 94 Making questions for objective tests (listening + reading + language focus) Matching items (Dạng câu ghép đôi) Tick True/False picture/statements (Tranh/câu đúng/sai) Number (picture, statements) Supply items (Dạng điền khuyết) Short answers (Dạng câu trả lời ngắn) Fill in/ Complete the sentence /passage /table /form (điền thông tin vào phiếu, biểu bảng) Multiple Choice questions (MCQs) (Dạng câu hỏi đa lựa chọn) 95 95 Making questions for writing tests Writing a letter, paragraph on related topics, using suggested picture/ word/ structure cues guidelines /ideas Writing a passage on related topics, using suggested both word/structure cues or guideline (frame) Filling in a table, chart, graph Free writing on related topics to meet the communicative needs 96 96 TOPIC 10: PROFESSIONAL PROFICIENCY Professional proficiency = Language competences + Teaching competences (PP = LC + TC) Language competences = B2 Teaching competences: Understading & using the curriculum + textbooks + teaching aids Understading the language & how to teaching Understading learners and how to teach them Understading and using methodologies Life-long learning 97 97 B2 in the CEFR C2: Thành thạo hầu hết tình (Thuần thục) C1: Thành thạo nhiều tình Thành thạo) B B2: Giao tiếp độc lập tình quen (Sử dụng độc thuộc (Nâng cao) lập) B1: Giao tiếp độc lập tình hạn chế (Kiến thức – Ngưỡng) A A 2: Chập chững (Waystage) – (Làm quen) (Sử dụng A 1: Xuất phát (Breathrough) – (Bắt đầu) C (Sử dụng thành thạo) bản) 98 98 B2: OUTCOMES Có thể hiểu ý văn phức tạp chủ đề cụ thể trừu tượng, kể thảo luận mang tính kỹ thuật lãnh vực chun mơn Có thể tương tác cách tương đối trôi chảy tự nhiên để giao tiếp thường xuyên với người ngữ mà khơng gây khó khăn cho bên Có thể tạo văn rõ ràng, chi tiết nhiều chủ đề khác trình bày quan điểm chủ đề nêu điểm thuận lợi trở ngại lựa chọn khác 99 99 B2: EXAMPLE Có thể xử lý chuyến viếng thăm bất ngờ Giới thiệu cách tự nhiên đồng nghiệp Giới thiệu nơi làm việc mình, quan Hướng dẫn khách tham quan tồn văn phòng làm việc Timing: 500 – 600 hours 100 100 B2: Five skills and four domains skills: Spoken interaction Spoken production Listening Reading Wriitng domains: Personal Occupational Public Educational 101 101 B2: EXAMINATIONS General language examlination: EFC: First Certificate in English Academic language examinations: IELTS: International English Language Testing System TOEFL: Test of English as a Foreign Language 102 102 103 103 ... Learner learns best through seeing Auditory Learner learns best through hearing Kinaesthetic Learner learns best through using the body Group Learner learns best through working with others Individual... •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... clear context and the purpose for dialogues should be easy to work out Turn the dialogue into role-plays Demonstrate the activity the first time you use it Have the students the role-play in pairs
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