BOI DUONG PHUONG PHAP GIANG DAY TIENG ANH CHUONG TRINH SACH MOI

- Instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout - ss present the final outcomes of the class[r]

MODULE 1 :Teaching English to Adolescents Module 1: Teaching English to Adolescents – Principles and Techniques

I Characteristics of adolescents

+ physical

+ cognitive

+ social and emotional

1) Physical features of adolescents

• Girls: puberty complete at about 14 and periods start

• Boys: puberty between 13–16

• A concern with changes in body size and shape

• A need for physical activities because of increased energy

2) Cognitive features of adolescents (Piaget’s theory (1972)

Cognitive features of adolescents

Formal Operational

• Developing ability to think abstractly

• Being able to question sources of information

• Becoming more globally aware

• Having clear preferences for arts or sciences

• Thinking of choices relating to future education and careers

3) Social and emotional teens

* How do adolescents learn a language?

- The cognitive view: language learning as a process happening inside the brain (Schmidt, 2001)

- The social view: language learning is the product of social participation (Vygostky, 1986)

The discrepancy between a child’s mental age and the level he reaches in solving problems with assistance is the zone of his proximal development

* Creating a learner-centered learning environment

• Create opportunities for small-group discussions, T acting as facilitators

• Create a safe and challenging atmosphere

• Engage students in the community

• Create opportunities for student choice

• Find out and address different learning styles

• Others?

*Multiple Intelligences

• Multiple Intelligences is a theory from Howard Gardner which suggests that there are a range

of intelligences or abilities not just one fixed one

• Everyone is strong in some abilities and weaker in others

• Everyone has the potential to develop all of those abilities to a reasonable level with

opportunity and effort

*Application of MI into secondary classrooms

3 Tactile

4 Kinesthetic

- A child’s learning style seems to be inborn and inherited, but it is also influenced by family

experiences

Teaching Adolescents : Principles and Techniques

• Use music: Teens live through the feelings provoked by music

• Use current material: They love anything new and personally relevant

• Use team work: They thrive on projects, peer interaction and group work

• Use acting: Teens want to express themselves Role playing allows them to express all their inner

• Use choice: Teens are trying to be independent Giving them some choice and control

motivates them

• Use what they know: Teens know LOTS; Use their interests and passions in the class content!

• Use a quick pace: Teens actually are very easily distracted by things around them

• Use physical activities: Teens body’s are changing and they need to experience and practice their new “physical” self!

• Use positive class control: Teens want a teacher in control but will reject any authority

• Use L1 at times: It can help avoid misunderstanding

• Use games: Teens are highly competitive

*Approaches and methods in teaching English to early adolescents

Approach: the level at which assumptions and beliefs about language and language learning are

specified

Method: the level at which theory is put into practice and at which choices are made about the

particular skills to be taught, the content to be taught, and the order in which the content will be presented

Technique: the level at which classroom procedures are described.

(Edward Anthony-1963)

1) THE GRAMMAR-TRANSLATION METHOD

Objectives:

• To be able to read literature written in the target language

• To be able to translate from one language to another

• To develop reading and writing skill

• an effective way for application of grammar and sentence structure

• Few demands on teachers

• Least stressful for students

Disadvantages of GT

• Wrong idea of what language is

• Less learners’ motivation

• Create frustration for learners

Typical techniques of GT

• Translation of a literacy passage

• Reading comprehension questions

• Language learning is habit formation

• Mistakes should be avoided

• Spoken language comes before written language

• Dialogues and drill-centered

• Allowing students to communicate quickly

• Students become good at patterns

Disadvantages of AL

• Turn students into parrots

• Boring and mindless

• Reduce the motivation

Typical procedures of AL

1 Listen to a dialogue

2 Repeat the dialogue

3 Key word or structures changed

4 Practise substitutions in the pattern drills

3) THE COMMUNICATIVE LANGUAGE APPROACH

• The primary function of language is for interaction and communication

• “Real life” communication in the classroom

Teacher and student roles

1 Teacher:

- To facilitate communication

- To be a co-communicator

2 Students:

- To be communicators

Advantages of CA

• Students will be more motivated

• Students have opportunities to express

• Student security is enhanced

Disadvantages of CA

• No environment of ESL

• Difficulty in evaluating students’ performance

• Ignore the training of reading and writing

• Tasks provide both the input and output processing

• Task activity and achievement are motivational

• Learning difficulty can be negotiated and fine-tuned

Teacher and student roles

1 Teacher:

• Selector and sequencer of tasks

• Preparing learners for tasks

• Students are free of language control

• Students have more varied exposure to language

• Students are enjoyable and motivating

1 Accuracy is emphasized GT/AL

2 Analysis of grammar rules and word forms is important GT

3 Attempts to communicate may be encouraged from the very beginning CA

4 Structures and forms are more important than meaning GT/AL

7 Effective and appropriate communication is the goal CA

8 Fluency and acceptable language are the primary goals: accuracy is

judged not in the abstract but in context

CA

9 Foreign language learning is basically a process of mechanical habit

10 Grammar is taught in a deductive way, students are given a rule and

11 Language learning is learning structures, sounds and words AL

12 Language skills are learned more effectively if the items to be learned

in the target language are presented in spoken form before they are seen

in written form

AL/CA

13 Accuracy in terms of correct grammatical forms (linguistic competence)

is the desired goal

GT/AL

16 The goal of learning a foreign language is to read its literature GT

17 The mother tongue is the man vehicle of instruction GT

18 The sentence is the basic unit of teaching and learning GT/AL

19 The natural order of skills presentation is adhered to : listening ,

21 Students work on all skills from the beginning CA

Students translate a paragraph from English to Vietnamese

The teacher asks students to rote-learn a given grammar rule

AL The language teacher uses only the target language in the classroom

The teacher conducts transformation and question- and-answer drill The teacher introduces a structure-based dialogue, and by the end of the lesson, students memorize the dialogue

CA A student makes an error and the teacher ignores it

Ss are given no grammar rules Grammatical points are taught through examples and drills

Students play a language games The students work with a partner to predict what the text picture in the strip story

will look like The teacher asks ss to read a copy of a sports column from a recent newspaper for gist

The teacher moves from group to group offering advice and answering the questions

Exercise 3 :

Intelligent Ss who exhibit this intelligences

Linguistic - Enjoy playing with rhymes always have a story to tell quickly acquire a

language Musical Are drawn to birds singing outside the classroom window

Tap out rhythms on the desk with their pencils Logical –

mathematical

Analyze the components of problems before testing solutions

Spatial / visual Turn first to charts, graphs, pictures in their textbook

Like to “web” their ideas before writing Fill the blank space of their notes with intricate patterns Bodily /

kinesthetic Prefer projects by making models rather writing reports

Intrapersonal Recognize their weakness

Consider carefully the decisions they make Interpersonal Like small group work

Notice and react to the moods of their friends Naturalistic Enjoy classifying information

- Have extensive collections ( of rocks , stamps , Cds, for example )

MODULE 2 :PROJECT-BASED LANGUAGE TEACHING

* Definition of a project

- A project is a specific kind of learning task, in which students are allowed to choose a topic and

direction of its investigation Therefore, the result is predictable only to a limited extent It is a task that requires initiative, creativity and organizational skills, as well as undertaking responsibility for the solution to the problems connected with the topic

PROJECT-BASED LEARNING

“A systematic teaching method that engages students in learning essential knowledge and

life-enhancing skills through an extended, student-influenced inquiry process structured around complex,

authentic questions and carefully designed products and tasks”

WHY IS PBL RELEVANT TO SECONDARY SCHOOL STUDENTS?

- Because projects build on authentic learning tasks that engage and motivate students

- Students are

• challenging

• natural born investigators

• constantly observing and investigating their experiences and environments

• intellectually curious and keeping asking questions

- Students strive to be independent and want more responsibility They readily engage in group work

3 WHAT ARE THE ESSENTIALS OF A PROJECT?

3.1.Student learning goals

3.2.The driving question

3.3.The final product

3.4 Assessment of project work

3.1 STUDENT’S LEARNING GOALS

+ CONTENT GOAL

Multidisciplinary approach

Decided by the contents/ topics of the unit (Music, Animals, Nature, Environment, etc.)

+ SKILL GOAL

Skill development must follow a coherent continuum of instruction and practice

The skill set for project-based learning is diverse and includes literacy and group process skills:

• Comprehension skills

• Research and writing skills

• Questioning skills

• Collaborative- learning skills

• Sequencing and chronology skills

• Skills with resources, such as maps and globes

• Presentation skills

• Analysis skills

• Communication skills

• Problem solving and critical thinking skills

• Task and self- management skills

3.2 THE DRIVING QUESTION:

Why and How?

"Questions may be the most powerful technology we have ever created Questions and questioningallow us to make sense of a confusing world They are the tools that lead to insight and

understanding."

Why?

• For the teacher

– Helps initiate and focus the teaching and learning

– Captures and communicates the purpose

• For the student

– Creates interest and a feeling of challenge

– Guides the project

– Helps students answer the question “why we are doing this?”

How?

3.2.1 DEVELOP THE “BIG IDEA”

• Be intriguing, complex, problematic,

• Requires the learner to demonstrate the outcomes of the instructional objectives being taught

in the lesson

• Elicits the performance required of the learner upon completion of the lesson

3.2.2 ROUGH THE DRIVING QUESTION

• Forming the “big idea” into a realistic scenario requiring the learner to demonstrate the performance described in the instructional objectives

3.2.3 POLISH THE DRIVING QUESTION

Remember

• Open ended

• NO one answer

• Based on an authentic situation or topic

3.3 THE FINAL PRODUCTS

authentic products and presentation/performance formats

Authentic products should :

• have a real-life context

• involve thinking and learning

• Cannot be simply copied from somewhere

Formats: Performances, Presentation, Exhibitions, Portfolios

• Students may use their, artistic talents, performance abilities, writing expertise, and

presentation skills to prepare and present their learning in effective ways

• Engaging final product ideas draw students into the whole process of investigation and inquiry

Summary of part 3 – The essentials of a project

1 inquiry + innovation

2 Need to know

3 Driving question or challenging

4 publicity presented product

5 feedback and revision

6 student voice and choice

7 21 century skills ( critical thinking + communication )

* QUESTIONS :

Question 1

• What is global warming?

• Ineffective

• Driving Questions should present students with a problem that encourages complex thinking, rather than focusing on defining a term.

à Will global warming affect our community?

• This question is engaging for students This question could be used in a science project

focused on nutrition and biology

ACTIVITY 2:

Choose the best option

Question 1: A good Driving Question

A can be easily answered by all students

B serves as a lighthouse for the project

C should not be too difficult

Question 3: To answer a Driving Question, students should be required to

A learn essential content in a discipline or subject

B complete a research task

C take a test at the end of the project

D make an oral presentation

What are the steps of planning a project?

STOLLER’S (1997) TEN STEPS

Step 1: Students and instructor agree on a project

Step 2: Students and instructor determine the final outcome of the project

Step 3: Students and instructor structure the project

Step 4: Instructor prepares students for information gathering

Step 5: Students gather information

Step 6: Instructor prepares students for compiling and analyzing data

Step 7: Students compile and analyze information

Step 8: Instructor prepares students for the final activity

Step 9: Students present the final product

Step 10: Students evaluate the project

*Which steps are optional:4,6,8

* GROUP THE STEPS INTO 3 STAGES: Sample project

Stage 1: Project launch

• Introduce the topic (concept + elicit examples)

• Introduce the project (explain + handout)

• Description of the final product (a short presentation – definition + examples -> created)

Stage 2: Inquiry and creation

• Ss do research

• Present their phrasal verbs in class (scaffolding)

• Corrective Feedback (grammar, pronunciation, usage)

• Final product: dialogue

• Guidance (prep): a list of phrasal verbs + immediate feedback

Stage 3: Project conclusion Stage 3: Project conclusion

- Perform the dialogue

 Do not see value in PBL

 Explicit explanation (e.g project framework)

Teacher’s role

- PBL >< Discovery learning

>< Not “turn Ss loose”

 Scaffold learning & working throughout the project

High-stake tests

- Target power standards (common & challenging testing points)

 Use PBL to launch an in-depth inquiry

 Use PBL in revision lessons to consolidate a number of skills or knowledge areas

Step 1: Students and instructor agree on a

project - Instructor sets the scene, raise awareness about the issue, informs students of the project aims,

introduces the essentials of the project: giving students the opportunity to fine-tune the project

so that they develop a sense of ownership

Step 2: Students and instructor determine the

final outcome of the project - Instructor proposes the final outcome of the project

- Students feedback on this preliminary plan

Step 3: Students and instructor structure the

project - students help to structure the project- students decide on their primary roles and

responsibilities

- students sequence the project tasks and set deadlines for their group

Step 4: Instructor prepares students for

information gathering - students conduct interviews, search for information on the internet, in the library …

- Instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout

Step 5: Students gather information - ss present the final outcomes of the class project

Step 6: Instructor prepares students for

compiling and analyzing data

- Instructor prepares students for the upcoming language and skill demands of the information gathering stage of the project

Step 7: Students compile and analyze

information

- instructor prepares ss for the language , skill, and content demands presented by the final written display and oral presentation

Step 8: Instructor prepares students for the

final activity

- ss organize and synthesize their own data

- ss discuss the best ways to present relevant data

to their varied audiences

Step 9: Students present the final product - Teacher provides ss with feedback on their

language, content, strategy, and skill use

- Ss reflect on the language, skills , and strategies

that they have mastered to conduct the project

Step 10: Students evaluate the project - Ss will need to compile, evaluate , and

synthesize the relevant information

- instructor prepares ss for this stage by instructing them how to put information into categories and introducing techniques to compile

and analyze data

* Optional steps : 4,6,8

1 Why PBL is suitable for secondary school Ss?

 Because PBL enhances Ss’ autonomy (confident)

2 Which statement is not true about a project?

 The final product of a project is exactly predictable.

3 Which is not true about driving question?

 Have at lease one answer

MODULE 3 :TEACHING ENGLISH TO ADOLESCENTS

1 Definition of testing:

Measuring pupils’ learning through some action or performance ( focus on students’ marks)

2 Definition of assessment: