Tai lieu tap huan PPGD Tieng Anh

WHILE SPEAKING * A SUB SKILL THAT WE OFTEN USE TO EXPLOITE IN SPEAKING LESSON IS “DRILL” - MODEL: T-S - MODEL: S-S THEN CLOSE PAIR – PUBLIC PAIR - CHECK 3.POST SPEAKING - TEACHER CAN USE[r]

WELCOME ALL

TEACHERS JOINING THE

TRAINING SESSION

LET’S LISTEN

“YOU RAISE

ME UP”

(BY CELTIC WOMAN)

1 FILL IN THE GAPS

2 MAKE

QUESTIONS

BASED ON THE LYRIC

* TEACHING A – SKILL-

LESSON

- DISCUSS:

1 HOW MANY SKILLS ARE THERE IN TEACHING

ENGLISH? WHAT ARE THEY?

2 WHAT TO TEACH IN EACH LESSON?

3 HOW TO TEACH THEM?

A TEACHING:

LISTENING

- GROUPWORK:

MAKE AN OUTLINE OF THE LESSON “

LISTENING”

UNIT 4 , ENGLISH 8

FORM OF A LISTENING LESSON

(COMMUNICATIVE APPROACH)

1 PRE – LISTENING

A, VOCABULARY: TEACH THE ACTIVE

VACOBULARY THAT NECESSARY TO TEACH THE LESSON.

B OTHER EXERCISES BEFORE LISTENING

1 TRUE/FALSE STATEMENT

2 OPEN-PREDICTIONS

3 PRE-QUESTIONS

4 ORDERING

2 WHILE LISTENING.

A, PLAY THE TAPE AND GET STS TO CHECK AND CORRECT THE BEFORE - LISTENING ACTIVITY

B DO THE EXERCISES IN THE BOOK IF

AVAILABLE

3 POST – LISTENING

* TEACHER CAN CREATE ANY KIND OF EXERCISES FOR STS TO DO THE

EXERCISES MUST RELATE TO THE

LESSON “HOW FREE” IS UP TO THE

LEVEL OF STS FOR EXAMPLE: RECALL THE STORY, WRITE IT UP, ROLE

PLAY,

* VERY OFTEN, WE CAN USE EXECISES

IN THE LANGUAGE FOCUS PART TO

DO AS A FURTHER PRACTICE.

B TEACHING:

SPEAKING

- WORK IN GROUP : DISCUSS “

WHAT IS THE MOST DIFFICULT THING FOR TEACHERS TO

TEACH SPEAKING IN OUR

SCHOOL ?” AND “ WHAT ARE THE SOLUTIONS?”

* FORM OF A SPEAKING PLAN

1 PRE SPEAKING

A VOCABULARY: TEACHER MUST PRESENT BRIEFLY THE WORD WHICH IS NECESSARY

TO TEACH “ SPEAK”

B SET THE SCENE: TEACHER INTRODUCE THE SITUATION IN AN EASY –TO - UNDERSTAND LANGUAGE.

2 WHILE SPEAKING

* A SUB SKILL THAT WE OFTEN USE TO

EXPLOITE IN SPEAKING LESSON IS “DRILL”

- MODEL: T-S

- MODEL: S-S THEN CLOSE PAIR – PUBLIC PAIR

- CHECK 3.POST SPEAKING

- TEACHER CAN USE THE TASK IN THE TEXT BOOK , UP TO THE LEVEL OF STS , TEACHER CREATE THE FREER ACTIVITIES BY MAKE

THEM MORE REAL (TEACHER MAY GIVE THE SITUATION AND GETS STS TO MAKE THE

DIALOGUE ROLE PLAY IS THE SUITABLE

TECHNIQUE)

C TEACHING:

READING

LIKE OTHER LESSON, READING LESSON HAS THE FOLOWING STEPS.

1 PRE READING

- A, VOCABULRY

- B, PRE TASK: TEACHER CAN MAKE EXERCISE FOR STS TO DO BEFORE READING SUCH AS: PREDICTION/ORDERING

PICRURE/MULTIPLE CHOICE/ GAP FILLING/ PRE QUESTION/MATCHING

2 WHILE READING

- GETS STS TO READ THE TEXT

- CHECK PRE TASK THEN CORRECT

- DO EXERCISES PROMPTED IN THE TEXTBOOK

3 POST READING

THIS STEP NEEDS TEACHER TO CREATE

OTHER TYPE OF THE EXERCISE FOR

INSTANCE: DISCUSS/ WRITE IT UP

D TEACHING WRITING

HERE IS THE A TYPICAL LESSON OF WRITING

1 PRE WRITING

- PRE TEACH VOCABULARY

- SET THE SCENE: TEACHER NEEDS TO EXPLAIN WHAT IS GOING TO BE WRITEN AND MAKE SURE STS DEEPLY UNDERSTAND WHAT THEY ARE GOING TO DO.

- SETS SOME EXERCISES FOR STS TO MAKE THEM TO GET FAMILIAR TO THE

WRITING TASK SUCH AS: COMPREHENSON

QUESTIONS/ MATCHING / BRAINSTORMING

2 WHILE WRITING

- TRANSFORMATION WRTING (CONTROLED WRTING): STS DO THE TASK OF WRITING AS SET IN THE BOOK WITH

TEACHER’S PROMPT OR CUE

* NOTE: IF STS LEVEL IS LOW , TEACHER CAN CHANGE THE TASK IN THE BOOK INTO AN

EASIER ONE WITH MORE HINTS.

3 POST WRITING: EXHIBITION

- SHOW THE STS’ PRODUCT OF WRITING

- CORRECTION (SHOULD BE DONE BY STS)

(IF THE TASK IS TOO LONG FOR STS TO WRTE ,

IT IS POSSIBLE TO DEVIDE INTO SMALLER

ONES AND EACH GROUP WRITE ONE PART THEN COMBINE TO MAKE A FULFIL TASK )