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OUTPUT productiona 2-minute talk on a topic our modern house in the future Pre-speaking Unit 8 – FUTURE LIFE Intensive Background knowledge of our future modern house < listening task S

E12

Top-down & Bottom-up processing

Top-down & Bottom-up processing

Production of spoken discourse

Language knowledge Speaking strategies

OUTPUT (production)

a 2-minute talk on a topic (our modern house in the future)

Pre-speaking (Unit 8 – FUTURE LIFE) Intensive

Background knowledge of our future modern house

< listening task

Speakers’ Intention / L Function

Speaker A: give a talk, explain or clarify ideas

Speaker B: interrupt and ask for clarification

Language: intonation (questions when interrupting speaker)

Strategy:

-expressions (interrupting &

returning to the topic)

-cohesive device (firstly,

secondly,…)

-fillers (well, really, OK,…)

C Teaching steps: PPP vs TBL

PPP < Audiolingualism (mid 1960s)

=> useful in focus-on-form lessons (e.g grammar)

=> attacked in the 1990s: teacher-centered; Ss learn in

“straight” lines

Presentation Practice Production

no knowledge providing knowledge practice

production

=> different from human lang learning

Task-based learning / instruction

=> learning process < a set of communicative tasks

=> focus on tasks, not structures

=> Ss learn by solving a problem / doing a task

=> student-centered

=> a kind of PPP upside down

Pre-task

Introduction to topic & task

Language focus

Analysis Practice

Task cycle

Task, planning,

report

PPP variations & alternatives

⇒ T and Ss can decide at which stage to enter the procedure

1

PPP variations & alternatives

=> Trilogy E – S – A 2

Engage = ss’ commitment < T’s initiative

Study = language adoption

Activate = use of language knowledge to do sth.

Trilogy => useful in a skill lesson

=> focus-on-form occurs naturally while ss

hear or read, i.e Ss analyze their own language use AFTER a communicative task

PPP variations & alternatives

=> Trilogy E – S – A

Straight arrows lesson procedure

=> ESA, much like PPP Boomerang => EAS, more task-based lesson procedure

PPP variations & alternatives

6

FACILITATING SPEAKING

TASKS

COMMON TACTICS

1 Provide more language input

2 Elicit more clues

3 Personalize the contents

4 Reduce the workload

5 Adapt instructions

6 Combine tasks

7 Rearrange tasks

PROVIDE MORE LANGUAGE INPUT

• Revise old vocabulary and structures

– Unit 4 – Education – Task 3: revise structures

to talk about similarities and differences

• Provide words and expressions

– Unit 7 – Economic reforms – Task 2: what

verbs to be used with each content

ELICIT MORE CLUES

• Make students talk about specific things

– Unit 6: Future job – Task 2: What do you like/ don’t like about each job

• Salary: how much is high enough?

• Location: home town or a far-away city?

– Unit 8: Life in the future – Task 2: Predictions about the future

• Developments of science and technology: people landing on Mars; talking robots,

intelligent house, etc

PERSONALIZE THE CONTENTS

• Bring out students’ previous knowledge

• Make teaching contents age-specific

• Utilize students’ imagination

– Unit 16 – ASEAN– Task 2: What else do you know about these countries?

– Unit 7 – Economic Reforms – Task 2: What

changes do you want to see in school?

– Unit 8: Life in the Future – Task 2: Allow students

to make wild predictions (fashion, transport…)

REDUCE THE WORKLOAD

• Unit 7 – Economic Reforms – Task 2 Each group is in charge of one field only

– Group 1: Ministry of Education

– Group 2: Ministry of Health

– Group 3: Ministry of Agriculture

• Adapt instructions = Adjust requirements

– Unit 1 – Home Life – Task 1

COMBINE TASKS

• Unit 11 – Books – Task 1 + 3, Task 2 + 4

9h30-10h15: Xem tiết dạy LISTENING

10h15-10h40: Xem Video clip 1

10h40-11h00: Nhận xét