Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 6 - Phan Thị Thu Nga

Chapter 6 presents about how to teach language. The main contents in this chapter includes: Language study, how to expose Ss to language? How to help Ss to understand meaning? How to help Ss to understand language form?...
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Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 6 - Phan Thị Thu Nga Chapter 6: How to teach language Harmer, J.(1998). How to teach English. Longman 1.Language study consist of… Whatever level of Ss & however language organized in ESA sequences 4 things Ss need to do with ‘new language’  Be exposed to it  Understand its meaning  Understand its form (how it is constructed)  Practice it 2. How to expose Ss to language? At any level, Ss opportunities:  to see it  to hear it before asking them to produce it a. Complete beginners  Ss require language by hearing it first exposed to the spoken form first E.g. The teacher holds up a pen, points to it and says ‘pen…. look….pen…. pen’  offering them a chance to hear the word Later, T holds up the pen & say ‘Listen…. It’s a pen……. It’s a pen…….. It’s a pen. Later, still T starts asking ‘What is it?’ hearing what the question sounds like  Ss need the reassurance of the written word b. Elementary  Letting Ss have a chance to hear a dialogue (playing the cassette player, or CD player)  Showing Ss a written version c. Low intermediate  Reading a text in which many examples of comparative adjectives used in a fairly realistic way d. Upper intermediate  Ss read the printout from a computer in which many examples of ‘the word’ being used  These examples are taken from a variety of sources (books, newspapers, ads….) 3. How to help Ss to understand meaning?  Real objects, pictures and drawings  Teacher’s mime, gesture & expression  Listing, synonym/antonym, timelines & explanation (structures)  Check questions to make sure Ss understand concepts Harmer’s techniques (1991) Vocabulary  Visual aids  Providing rich context  Giving many examples  Listing related words (synonym/antonym)  Discovery techniques  Numeration (general  specific or vice versa) Harmer’s techniques (1991) Grammar structures  visually (Teacher’s performance)  through a situation  discovery techniques/ problem- solving approach  providing rich contexts, situations  using students’ context (family/friend)  Inductive and deductive approach 4. How to help Ss to understand language form? Two basic and important ways:  Giving a clear model and asking students to listen and repeat 2 or 3 times  Writing the word/ structure clearly on the board and getting students to tell you (the teacher) what to write Complete beginners  explaining the sound construction of the word  writing the word on the board & indicating which syllable is stressed  using voice & gesture to demonstrate intonation Elementary learners  writing tables on the board making construction clear Lower intermediate learners Asking Ss to discover the construction for themselves (using their own questions & procedure) Telling Ss if they’ve worked out rules correctly Upper intermediate learners Encouraging Ss to use dictionaries Individual work or group work to answer T’s questions 5. How to practice the language?  Oral practice  Written practice Oral practice Oral drill i) Four –phase drills (Q-A-Q-A) ii) Mixed question and answer drills (Teacher elicits questions) iii) talking about frequency of activities iv) Chain drills Information gap activities Games Personalization / localization Students use the language they have recently learned to talk about themselves  Oral Interactions e.g. find someone who…… Likes/Dislikes Agree/Disagree Questionnaires Written practice 1. Sentence writing: (a) The fill-in: writing a post card (b) What are they doing? describing what the people in the picture are doing. (c) Christmas: Students use personalization to write sentences using time clauses (when, while, after, before) 2. Parallel writing (a) hotels: looking at a hotel guide book, especially key symbols and writing hotel instructions (b) sentence - ordering task: (looking at someone’s picture and arranging given sentences about this person’s life into a correct order) 3. Cohesion  combing sentences by using coordinators (and, but, or, so) or concession (although, in spite of) 4. Oral composition visual or aural stimuli showing Ss a series of pictures, mine a story, or playing them a tape with a series of sounds useful for the teaching of narrative style and the use of various past tenses 5. Dictation