ELT2 Summary doc

Visual aids and main teaching purposes Visual aids Main teaching purposes Black board/ White board - Writing words and ideas that come up during the lesson - Drawing or displaying pictur

ELT 2

summary

Topics you’ve covered

1 Classroom Management

2 Lesson Planning

3 Teaching Grammar

4 Teaching Vocabulary

5 Teaching Pronunciation

6 Teaching reading

7 Teaching listening

8 Teaching writing

9 Teaching speaking

Classroom management

 Visual Aids

 Eliciting

 Giving and checking instruction

 Correction

 Teaching large class

 Motivating students

 Keeping disciplines

Visual aids and main teaching

purposes

Visual aids Main teaching purposes

Black board/ White board - Writing words and ideas that come up during the

lesson

- Drawing or displaying pictures

- Building up ideas in diagrams, word maps, etc

- For learners to write answers

- For whole- class compositions

The teacher Gestures/ action/ facial expression

àto help show meanings of words

àTo illustrate situations

àTo prompt practice

Realia (real objects brought

into the classroom) àà present new language (vocab or structure)Help students get into character when acting out a

dialogue or role play

àUsed as props for dialogues or role plays ( real money for a shopping scene, etc.)

Visual aids and main teaching

purposes

Visual aids Main teaching purposes

Pictures and images

(flashcard/ large wall

pictures/ photographs/

illustrations/ cue cards)

àStructure practice

àUsed in drills (grammar items, cueing sentences, practicing vocabulary)

àCommunicative games (describe and draw…)

àCreative writing (from a series of pictures)

Types of eliciting

 Using pictures

 Using games or activities

 Using texts and dialogues

 Miming: Using gestures, facial expression, body language

 Using questioning techniques

(Doff, 1988)

Techniques to give and check instructions

 “Step-by-step” or “feed- in” approach

Break the instruction into separate steps

 Demonstrate it, “model” it, “show- don’t- tell”

A demonstration is easier to understand than an explanation, and reduces teacher’s talking time

 Say- Do- Check

T say instruction- S do it- T check

 Student recall

T may ask S to recall in Vietnamese helpful for students of low  level

 Not What but How

Vietnamese or English: NOT important

Teaching large class

Problem:  insufficient time for students’ talk

 it’s hard for teachers to maintain good rapport with a very large classroom

 The lessons tend to be impersonal Teacher: Lecturing role

Suggestions ØPair- work

ØClass section

ØGroup- work

ØChorus response

ØTeam- teaching

Characteristics of motivating

tasks

 Clear goal

 Varied topics and tasks

 Make learning visual

 Tension and challenge

 Make learning fun

 Information gap activities

 Personalization

What to teach?

The three- dimension model:

(1) Form

(2) Meaning

(3) Use/ pragmatics

Different aspects of grammar

=> Teachers organize the knowledge relating to particular structure and

determine which part would potentially cause problems to learners’ acquisition.

Morphosyntactic

and lexical patterns

Form/

Structure

Meaning/

Semantics

Lexical meaning Grammatical meaning

Use/ Pragmatics Social context

Linguistics discourse context Presupposition about context

Use:

When/ Why is it used?

Form:

How is it formed?

Meaning:

What does it mean?

Different aspects of grammar

 Presentation- Practice- Production

 Deep- End Approach (Test – Teach - Test)

 Task- based Approach

Common methods of teaching

Grammar

Vocabulary: What needs to be taught?

1 Form: Pronunciation and spelling

2 Grammar: e.g verb (base form/ irregular/ transitive-

intransitive); noun (plural form/ irregular); verb +

verbs that follow; verb/ adj + prep

3 Collocation

4 Aspects of meaning (1): denotation, connotation,

appropriateness/ formality

5 Aspects of meaning (2): meaning relationships

6 Word formation

Techniques for teaching

vocabulary

 Showing the meaning of words visually

 Showing the meaning of words in context

 Using synonyms and/ or antonyms

 Using translation

 Combining different techniques

Techniques for consolidating and

checking new vocabulary

 Bingo

 Guess the picture

 Jumbled words

 Matching

 Networks

 Noughts and Crosses

 Ordering

 Rub out and remember

 Slap the board

 What and Where

 Word square

 Word storm

Bottom-up approach Top-down approach

PRONUNCIATION TEACHING APPROACHES

Stress, Rhythm, Tone,

Intonation

The articulation of individual sounds or phonemes

The articulation of individual sounds or phonemes

Stress, Rhythm, Tone,

Intonation

Pennington, 1996: 157) Foundation of good pronunciation

Breath Voice quality setting Intonation

Rhythm Word stress Vowels

Consonants

PHASES IN A PRONUNCIATION

LESSON

Description and Analysis Listening discrimination Controlled practice and feedback

Guided practice and feedback

Communicative practice and feedback