the teaching of skill

Learners are more analytic and systematic, with a mathematical processing of information; they rely on language in thinking and Tolerance of ambiguity.. Learners learn best through inte

THE TEACHING OF LANGUAGE SKILLS

Đặng Hiệp Giang Secondary Education Dept.

MOET Jan, 2010

Learning Styles and

Strategies

 Learning styles are innate (something you are born with) preferences, or styles for ways of

learning concepts, language, or anything else.

 Learning strategies are techniques which a student consciously uses when learning A

strategy is the way a student learns vocabulary, reads a story, or studies for a test

 For example, some students memorize vocabulary

Left-brain dominance

Learners are more analytic

and systematic, with a

mathematical processing of

information; they rely on

language in thinking and

Tolerance of ambiguity

Learners tolerate and accept

ambiguous, or incomplete and

contradictory, information

Intolerance of ambiguity

Learners have difficulties resolving ambiguities

Group Learners learn best

through interaction and

working with others

Individual Learners learn

best working alone

Reflective Learners take a

relatively long time to think

and consider choices before

making a decision or solving a

problem; they need to be

certain of the right answer

before trying it out

Impulsive Learners respond

immediately and make quick decisions; they often enjoy guessing and are willing to be wrong sometimes

Visual Learners learn best through seeing They study photos

and pictures, and may be good at using charts and graphs

Auditory Learners learn best through hearing They listen to

tapes, videos, or music, and associate a particular lesson to the associated sounds

Kinesthetic Learners learn best through using their body

They move around and perform activities where they explore

Left-brain dominance

Learners are more analytic

and systematic, with a

mathematical processing of

information; they rely on

language in thinking and

Tolerance of ambiguity

Learners tolerate and accept

ambiguous, or incomplete and

contradictory, information

Intolerance of ambiguity.

Learners have difficulties resolving ambiguities

Group Learners learn best

through interaction and

working with others

Individual Learners learn

best working alone

Reflective Learners take a

relatively long time to think

and consider choices before

making a decision or solving a

problem; they need to be

certain of the right answer

before trying it out

Impulsive Learners respond

immediately and make quick decisions; they often enjoy guessing and are willing to be wrong sometimes

Visual Learners learn best through seeing They study photos

and pictures, and may be good at using charts and graphs

Auditory Learners learn best through hearing They listen to

tapes, videos, or music, and associate a particular lesson to the associated sounds

Recognizing learning styles

_

any visual image that I can connect to the word

_

don’t really like to solve problems on my own

_

reading text

discuss it with others

listening and video watching I enjoy listening to

language. _

Presenting and Practicing

Language

 teachers need to present new language items

to students and create situations where the language can be practiced

 Students expect lessons to contain some

degree of language study, either long and

intensive or short and sharp, depending on whichever is appropriate.

The Stages of Presenting and

Ways to Present Language

Items

 Explanation

 Demonstration

 Illustration

 Discovery / deducing meanings

 You can follow the procedure in the book, adapt it, supplement it or omit part(s) as necessary.

Get Students Involved

 When presenting language, get the

explanations from students!

Get Students Involved

 More variety

 Time used more efficiently

 Peer learning

 STT increased whilst reducing TTT

 Ss learn to do things without teacher

Get Students Involved

 create an enjoyable and exciting learning

 make students aware of their potential and goals

 make second language culture more

approachable

How to organize pair and

group work?

 Start with what you feel comfortable

 Assign roles clearly

 Add variety as students become more confident to avoid over-familiarity.

 Take time loss into lesson plan

What to do during pair and

group work?

 allow students to work at their pace and in a

way that suits them.

 offer help when necessary.

 answer students’ questions.

 let students know that time is closing in; e.g

“just five minutes to complete what you’re

doing”.

 monitor what is going on Whilst monitoring,

note down mistakes and examples of good work.

What to do during pair and

group work?

 Give a lot of encouragement, verbal or

nonverbal encouragement

 Create an open, warm, and

non-threatening classroom atmosphere

 Build exercises from easy to more difficult

to make students comfortable using new

Steps to activity

 Present activities step-by-step:

 Model the conversation dialogue.

 Highlight all the conversation strategies you want the students to learn.

 Ask students to do one practice first with you

or with a partner.

Have students practice on their own.

Some speaking and listening

activities supporting different

learning strategies

 asking a teacher or other native speakers for repetition, explanation, or examples

 repeating language from a CD or video

 taking part in and listening to conversations

 working with other students to solve a problem

 recording one's own speech; then correcting

pronunciation, grammar, or vocabulary

 taking notes

Reading, Vocabulary, and Writing

activities supporting different

 repeating new vocabulary aloud or silently

 using images to remember new vocabulary

Roles of teachers

 Facilitators, Managers, and Resources

 explain the activity in simple language

 model the activity so learners understand what

to do

 check for understanding before beginning

 provide preparation time for each group

 monitor the activity closely

 join each group once the students get

comfortable working in groups

TECHNIQUES THAT SUPPORT

TECHNIQUES THAT SUPPORT

TECHNIQUES THAT SUPPORT

Questions and Comments

THANK YOU!