Boi duong GV THCS

Communicative approach• Communicative/language skills listening, speaking, reading and writing are the way/mode as well as the last goal of teaching-learning of English at L.S.S • Engl

Ministry of Education and Training

Lower Secondary Education Development Project-II &

National Institute for Educational Strategies & Curriculum Development

WORKSHOP

ON TEACHING & LEARNING OF ENGLISH

AT LOWER SECONDARY SCHOOL LEVEL

Do Son, 21-25 August 2006

Nguyen Quoc Tuan

National Institute for Educational Strategies and Curriculum

Theme 1: Viewpoints on teaching and learning of English at L.S.S.L

FIVE MAIN TOPICS

Topic 1

TEACHING AND LEARNING APPROACHES

Three basic approaches

1 Communicative approach

2 Thematic approach

3 Learner-centered approach

1 Communicative approach

• Communicative/language skills (listening, speaking,

reading and writing) are the way/mode as well as the last goal of teaching-learning of English at L.S.S

• English language (pronunciation, vocabulary, grammar)

is the means, condition to develop language skills

• Through learning the language and practicing the skills,

Ss receive/acquire information/understanding about

countries, people and culture of which English is used as

a native/second language

2 Thematic approach

• Themes are the sources/bases to develop the learning content and recycled/repeated throughout the grades

teaching-• Topics are under the themes They make the units of the textbooks

• Language competences (language functions or

communicative tasks) are the main objectives of each unit

• Language knowledge/Language focus are chosen and introduced to meet the requirement of the formation/ development of the language competences

3 Learner-centered approach

• Ss practice and develop the language

competences/skills through listening, speaking, reading and writing

• Ss involve/participate in communicative activities purposefully, actively, initiatively and creatively

• Ss practice the English language interactively

(through pairwork/groupwork/whole classwork)

• Teaching-learning content should be authentic and closed to Ss’ needs, interests, knowledge

and experiences

Topic 2

OBJECTIVES OF TEACHING AND LEARNING

1 General objectives

• Forming and developing Ss’ communicative

competences through listening, speaking,

reading and writing

• Understanding and using English language such

as pronunciation, vocabulary and grammar in communication

• Receiving information/knowledge about

countries and their people and culture

2 Concrete objectives

By the end of each grade, Ss will be able to:

Listening Listen to dialogues or monologues about related

themes/topics of about 40-140 words (grades 6-9) for general or specific information

Speaking Talk about related themes/topics or express

communicative functions related to themes/topics

Reading Read dialogues or monologues about

themes/topics of about 50-180 words (grades 6-9) for general of specific information

Writing Write about related topics of 40-100 words (grades

6-9) using suggested idea / words / picture cues or

Topic 3

CONTENT OF TEACHING AND LEARNING

The three sources that make the content of the curriculum/textbooks

1 Themes and topics

2 Language competences or language skills

3 English language (Language focus)

1 Themes and topics

6 themes are developed in an upward spiral (from grades 6-9)

• The world around us

Each theme has some topics making the units of textbooks

2 Language competences/language skills

Listening Listen for general/detail information

Listen for main ideas/gists Speaking Carry out everyday talks

Ask for and give information Exchange ideas or opinions Talk about places, people, things on related topics Reading Read for general/detail comprehension

Read for main ideas/gists Writing Write a description/instruction, a paragraph/passage,

formal/informal letters, a biography/story on related

3 English language (language focus)

Tenses: present (simple,

PrepositionsConjunctionsArticles

Types of sentences

3.1 The structure of the curriculum (Theme 1, grade 9)

Themes / Topics Competences Language focus

• Tenses: past simple with wish, present perfect

• Modal verbs: may / might

• Modal verbs with if

• Tag questions

• Direct and reported speech

3.2 Standard/Criterion of language & skills

Reading Writing

Grammar:

- Present simple of to be (am, is, are)

- Wh-questions: How? How old? How many?

Topic 4

TEXTBOOKS

development

1 The approaches of development

2 The content of textbooks for grades 6,7

1 The bookmap: Overview the whole book

2 The content: There are 16 units in each

textbook, each unit consists of 2-3 sections

2.2 The content

Activities/Tasks Purposes

Listen-repeat, Listen-read, Read Introducing the new language

Ask-answer, Practice with a

partner, Match, True-False Checking Ss’ understanding of the language Listening, Speaking, Reading,

Writing Practicing the four skills/language competences

Language focus

(after each theme)

Strengthening and systematizing the language

3 The content of textbooks for grades 8,9

1 The book map: Overview the whole book

2 The content: There are 16 units in textbook of

grade 8 and 10 units in textbook of grade 9

3.1 The bookmap

Units Competencies Language focus Language review

3.2 The content

Activities/Tasks Purposes

Listen and read Introducing topic, vocabulary, grammar Speak Practice speaking about related topic

Language focus Summarizing/strengthening the language

1.1 The roles of students

• Active participant in learning process

• Observer, receiver

• Initiator, path-follower, experimenter

• Active/creative listener, speaker, reader, writer

1.2 The roles of teachers

2.1 General teaching-learning methods

2.2 Method renovation

Traditional Innovative Objective Teaching

Language knowledge The whole class teaching

Learning Language skills Individual learning

Lesson

procedure Teacher’s workTeaching learning

Teacher  student

Learner’s work Teaching  learning Teacher  Student/student

student

Activities Teacher introducing

/explaining Student listening /taking

Ss participating in learning through pairs/groups

Teacher organize/guide Ss’ learning

2.3 Two groups of methods

1. Methods of teaching language skills

– Teaching the receiving language skills: Listening

and reading – Teaching the producing language skills: speaking

Theme 3: Lesson planning and lesson organization at L.S.S.L

THREE MAIN TOPICS

2 Lesson plans

3 Lesson organization

1 Traditional procedure

• Reviewing and testing the previous lessons

• Introducing and explaining the new lesson

• Practicing

• Reviewing, strengthening, applying new lesson

• Guiding the homework

2 The three component procedure (PPP)

Presentation  Practice  Production

• Applying new language

• Combining language components

3 The three-stage-procedure

3.1 Pre-stage  Through/While-stage  Post-stage)

Pre-stage: Introduction to language and task

Through-stage: Doing the task

Post-stage: Applying in new situations

3.2 Pre-task  Task cycle  Language analysis

Pre-task: Introduction to topic and task

Task cycle: Doing the task and planning report

Language focus: Analysis the language

4 The G-I-P-O procedure

Topic 3

LESSON ORGANIZATION

Theme three:

Testing and Assessment

Five main topics

Topic 1

ORIENTATIONS/DIRECTIONS

1 Formative and summative assessment

2 Descriptive and objective testing

1 Formative and summative assessment

Formative assessment

• Constant testing (shot-term testing)

• For both Ss and Ts

• Adjust the teaching and leaning

2 Descriptive and objective testing

Subjective testing

report that is based on / influenced by personal opinion, understanding, experience

Objective testing

based on facts (only one correct answer) rather than

personal understanding, feelings or beliefs

Topic 2

OBJECTIVES

3 Objectives for each test (during lesson

testing, 15’ test, 45’ test, term test)

1 General objectives (see topic 2, part 1)

• Testing Ss’ communicative competences through listening, speaking, reading and writing

• Testing Ss’ understanding and using of English language such as pronunciation, vocabulary and grammar in communication

• Checking Ss’ information/knowledge about

countries, people and culture

2 Objectives for grades (see topic 2, part 2)

Listening: Listen to dialogues or monologues about

related themes/topics of about 40-140 words (grades 9) for general or specific information

6-Speaking: Talk about related themes/topics or express communicative functions related to themes/topics

Reading: Read dialogues or monologues about themes/ topics of about 50-180 words (grades 6-9) for general of specific information

Writing: Write about related topics of 40-100 words (grades 6-9) using suggested idea / words / picture cues

or a guideline

3 Objectives for each test (Topic 3, part 3.2)

Look at the attainment targets (column 2)

Ss will be able to:

1 Speaking: - Greet people, - Identify oneself and others, …

2 Listening: Listen to a monologue or a dialogue of 40-60 words for

general information

3 Reading: Read dialogues of 50-70 words for general information

4 Writing: Write about yourself, your family or friends within 40-50

words using suggested idea, words or picture cues

5 Language focus:

• Grammar: - Present simple of be ( am, is, are ), - Wh-questions:

How? How old? How many? what? Where? Who?, …

• Vocabulary: Words describing family members: father, mother,

brother, sister, …

Topic 3

Contents

1 Types of tests

2 Matrix of tests

1 Types of tests

Types Language skills Language focus

vocabulary, grammar 15’ Listening of Reading or Writing

45’ Listening + Reading + Writing Language focus:

Vocabulary and grammar Term test Listening + Reading + Writing Language focus:

Vocabulary and grammar

2 Matrix of tests

Types Language skills

/competences Contents

15’ test Listening or Reading or

Term test (Speaking if possible)

Listening + Reading + Writing + Language focus

Several themes (themes within one term)

1 Scale/ratio of testing and assessment

Types Scale/ration of testing and assessment

2 Matrix of a 45’ test or term test

Language skills/focus Items of content Marks/Points

3 Matrix of testing and assessment levels

Levels Speaking Listening Reading Writing Language

focus

Knowledge

Comprehension

Application

1 MAKING QUESTIONS FOR SUBJECTIVE TESTS (SPEAKING + WRITING)

1.1 Making questions for speaking

tests

partners/friends about related topics

• Discussing with teachers about related

topics

• Talk about related topics

1.2 Making questions for writing tests

• Writing a letter, paragraph on related topics, using

suggested word or structure cues

• Writing a letter, paragraph on related topics, using

suggested guideline or ideas

• Writing a passage on related topics, using suggested

both word/structure cues or guideline (frame)

• Writing a passage on related topics, using information

from a table

• Filling in a table, chart, graph

• Free writing on related topics to meet the

communicative needs

2 Making questions for objective tests

(listening + reading + language focus)

• Matching items (Dạng câu ghép đôi)

• Supply items (Dạng điền khuyết)

• Short answers (Dạng câu trả lời ng¾n)

• True/False statements (Câu đúng/sai)

• Fill in/Complete the sentence /passage /table /

form (§iÒn th«ng tin vµo biÓu, b¶ng)

• Multiple Choice questions (MCQs) (Dạng câu

hỏi đa lựa chọn)

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