1. IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH Ha Noi, September, 2014 Nguyen Quoc Tuan (MEd/MA) Phone: 0912 144 655 Email: tuanpri@gmail.com IMPROVING TEACHING PROFICIENCY FOR PRIMARY SCHOOL TEACHERS OF ENGLISH Ha Noi, September, 2014 Nguyen Quoc Tuan (MEd/MA) Phone: 0912 144 655 Email: tuanpri@gmail.com

2. 2 GETTING STARTED THE 4 MAIN APPROACHES Objective: Communicative language competence approach Content: Thematic approach Methodology: Learning-centered approach Outcome: Equivalent to level A1 of CEFR

3. 3 TOPIC I: THE OBJECTIVES Communicative approach: 5 skills + 3 language elements LISTENINGSPOKEN INTERACTIONSPEAKING Spoken (Dicisive) Written (Supportive) PHONICS + VOCABULARY + FUNCTIONS Language (Conditional) READINGWRITING

4. 4 TOPIC II: THE CONTENT I. THE CURRICULUM 4 themes : 20 topics (20 units) + 4 reviews + 4 tests Me & my friendsFive topics (Units) + Review 1 + Middle-term Test 1 Me & my schoolFive topics (Units) + Review 2 + Term Test 1 Me & my familyFive topics (Units) + Review 3 + Middle-term Test 2 Me & the world aroundFive topics (Units) + Review 4 + Term Test 2

5. 5 II.THE STUDENT’S BOOK THEME 1: ME AND MY FRIENDS Unit 1. Hello! CompetencesSentence PatternsVocabularyPhonics -Greeting & self- introducing (C1-L1) -Greeting & responding to greeting (C1-L1) - Hello/Hi. I’m Mai. - How are you? I’m fine. Thank you./ Thanks. hello/hi, goodbye/bye Nam, Phong, Quan, Mai, Hoa, Miss Hien bye hello 1. The book-map

6. 6 Lesson 1: Competence 1 Lesson 2: Competence 2 Lesson 3 Language focus Page 1/Period 1Page 3/Period 3Page 5/Period 5 1.Look, listen & repeat 1.Listen & repeat (Phonics) 2.Point & say 2.Listen & write 3.Let’s talk 3.Let’s chant Page 2/Period 2Page 4/Period 4Page 6/Period 6 4.Listen & tick4.Listen & number4.Read & match (Functions) 5.Let’s write (words & structures) 5.Let’s write (words & structures) 5.Writing... (about you) 6.Let’s sing6. Reading...Project 2. The units

7. 7 Lesson 1Period 1/ Page 1 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structure Period 2/ Page 2 4. Listen & tick 5. Let’s write 6.Let’s sing Listening words & structures Lesson 2 Period 3/ Page 3 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structure Period 4/ Page 4 4. Listen & number 5. Let’s write 6.Reading … Listening Words & structures Lesson 3 Period 5/ Page 5 1. Listen & repeat 2. Listen & write 3.Let’s chant Phonics Period 6/ Page 6 4.Read & match 5. Writing … (about you) 6.Project Functions Writing III. THE TEACHING PLANS 4 periods per week

8. 8 Lesson 1Period 1/ Page 1 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structures Lesson 2 Period 2/ Page 3 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structures Lesson 3 Period 3/ Page 5 1. Listen & repeat 2. Listen & write 3.Let’s chant Phonics 2 periods per week

9. 9 Lesson 1Period 1/ Page 1 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structures Lesson 2 Period 2/ Page 3 1. Look, listen & repeat 2. Point & say 3.Let’s talk Spoken interaction Words & structures Lesson 3 Period 3/ Page 5 1. Listen & repeat 2. Listen & write 3.Let’s chant Phonics Period 4/ Pages (2, 4, 6) 4. Listen & tick or 4.Listen & number (L2, L3) 4.Read & match 6. Reading … 5. Writing … (about you) Listening Functions Reading Writing 3 periods per week

10. 10 WhoLearner- centered leaning Ss are those who learn Learning actively, creatively, whole-heartedly, Learning how to learn WhatTask- based learning Learning strategies through: Many different texts/tasks/activities for 5 skills and 3 language elements Chants/songs/games/projects How Learning- centered learning - Methods: Methods: What methods are used Procedures: How many steps & how they are formed Techniques: What techniques & how they are used - Modes: Management: How the activity/task is managed Inter-interaction: How Ss interact with each other Outer-interaction: How Ss interact with teachers/ books/ materials TOPC III: THE METHODOLOGY The approach: W.W.H (Who learns What and How)

11. 11 I. THE TEXT/TASK/ACTIVITY 1. The G.I.P.O Goal + Input (Context - Content - Model) + Process + Outcome Goal: Things that Ss will be able to achieve by the end of the activity/task Input: - Context: The questions of who/ what/ where/ when, … - Content: The language focus (Phonics or Vocabulary or Structures or Functions) - Model: The sample/example Process: The steps Ss have to follow Outcome: Things that Ss CAN DO

12. 12 Steps (1)Components (2)Learning activities (2) Getting started Goal: Context: Content: Model: Introducing what Ss will be able to achieve Asking & answering the questions of who/ what/ where/ when, … to understand the context Introducing the main language focus (phonics or words or structures/ functions) Looking, listening & repeating the sample DoingProcessThe steps of Doing the task/activity PerformingOutcomeApplying new language in new contexts Performing/Reporting what Ss CAN DO 2. The steps and learning activities: G  D  P (Getting started  Doing the task/activity  Performing the task/activity)

13. 13 Steps (1)Learning activities (2)Language focus (3) Getting startedGoal Context Content Model Phonics or Vocabulary or Structures/Functions DoingSteps of Doing the task PerformingApplying new language in new contexts Performing/Reporting the Outcome 3. The language focus: (Phonics or Vocabulary or Structure/Function)

14. 14 Steps (1)Learning activities (2)Modes (4) Getting started Goal Context Content Model Whole class (1st round) DoingDoing the task individually in pairs in groups Individual work (2nd round) Pair-work (3rd round) Group-work (4th round) PerformingApplying new language in new contexts Performing/Reporting the Outcome Whole class (5th round) 4. The modes:  (Whole class  Individual  pair  group  whole class)

15. 15 Steps (1)Learning activities (2)Language Focus (3) Modes (4) Getting startedGoal Context Content Model Phonics Vocabulary Structures/ Functions Whole class DoingDoing the taskIndividuals Pairs Groups PerformingApplying new language in new contexts Performing/Reporting the Outcome Whole class 5. The 4 elements: (Steps + Learning activities + Language focus + Modes)

16. 16 II. THE LESSON PLAN PROCEDURE: 5 steps 1. Warm-up: Doing the previous home-link 2. The first task in the Ss’ book 3. The second task in the Ss’ book 4. The third task in the Ss’ book 5. Supportive activities (chant/song/game/project) to reinforce learning & the home-link OVERVIEW: 3 components 1. Objectives: Students will be able to: Do (what skill), about (what topic), in order to do (what task) 2. The language focus: Phonics or Vocabulary or Sentence patterns/ Functions 3. Resources: Books/materials, Audio-visual aids (what teachers and students have to use)

17. 17 TOPIC IV: THE 4 MAIN GROUPS OF METHODS 1.Spoken interaction 2.Listening & reading 3.Spoken production/Speaking & writing 4.Language elements: phonics, vocabulary, structures/functions

18. 18 I. THE SPOKEN INTERACTION 1. The characteristics Spoken interaction means conversations or dialogues: direct exchanges of information between speakers & listeners The quality of spoken interactions depends on: The number of exchanges The quality of questions and answers The discourse: How to start, sustain and end the conversations dialogues/Texts The body language The language focus: New vocabulary & structures/functions

19. 19 StepsLearning activitiesLanguage focus Modes Getting started Goal : What Ss will achieve Context : who, what where, when, … Content: Language focus Model: Look, Listening & repeat Whole class InteractingInteracting between Ss (direct exchanges of information) New words & structures Individuals Pairs Groups PerformingApplying new language in new contextsWhole class 2. The procedure: G  I  P (Getting started → Interacting → Performing)

20. 20 Objectives:Ss will be able to: ask and answer questions (talk) about ….. Language focus:New words & structures/functions Resources:Ss’ book, recording, fresh cards, puppets, posters, … PROCEDURE StepsLearning activitiesLanguage focusModes 1. Warm-upFrom the previous home-linkParis or groups 2. Look, listen & repeat Getting started: Goal + Context + Content + Model Whole class 3. Point & sayInteracting between Ss (direct exchanges of information) New words & structure/function Individuals Pairs Groups 4. Let’s talkPerforming: Applying new language in new contexts 5. Home-linkSetting the home-linkWhole class 3. Lesson plans 1&3: Period 1, Lesson 1 & Period 3, Lesson 2 1. Look, listen & repeat 2. Point & say 3. Let’s talk Main procedure: G  I  P

21. 21 II. THE LISTENING & READING 1. The characteristics Receiving information (Contrasting with speaking/writing) Passive in language (Unfamiliar vocabulary & structures) Double-task: doing listening/reading & doing the tasks (E.g. listen and complete/tick/circle, …) → exercise should be short/simple Can’t remember and recall everything Having no time to re-listening

22. 22 StepsLearning tasks/activitiesLanguage focusModes Getting started Goal : What Ss will achieve Context : who, what where, when, … Whole class DoingListening/Reading & doing the tasks (tick or number or complete) Individuals Pairs Groups Language focus Focusing on the languageWords or structures Whole class 2. The procedure: G  D  L (Getting started → Doing: Listening or Reading → Language focus)

23. 23 Objectives:Ss will be able to: listen to dialogues about ….. and tick Language focus:Revision of sentence patterns & vocabulary Resources:Ss’ book, recording PROCEDURE StepsLearning activitiesLanguage focusModes 1. Warm-upThe previous home-linkPairs or groups 2. Listen & tickGetting started: Goal + Context Doing: Listen & tick Whole class Individuals Pairs Groups 3. Let’s writeLanguage focusWords & structures 4. Let’s singSupportive activities to reinforce learning Whole class 5. Home-linkSetting the home-linkWhole class 3. Lesson plan 2: Period 2 (Lesson 1) 4. Listen & tick 5. Look & write 6. Let’s sing Main procedure: G  D  L

24. 24 Objectives:Ss will be able to: listen to dialogues about ….. and tick Language focus:Revision of sentence patterns & vocabulary Resources:Ss’ book, recording PROCEDURE StepsLearning activitiesLanguage focusModes 1. Warm-upThe previous home-linkPairs or groups 2. Listen & number Getting started: Goal + Context Doing: Listen & number Whole class Individuals Pairs Groups 3. Let’s writeLanguage focusWords & structures 4. Reading …Getting started: Goal + Context Doing: Reading & … Language focus (if necessary)Words &structures Whole class Individuals Pairs /Groups 5. Home-linkSetting the home-linkWhole class Lesson plan 4: Period 4 (Lesson 2) 4. Listen & number 5. Look & write 6. Reading Main procedure: G  D  L

25. 25 III. THE SPOKEN PRODUCTION (SPEAKING) & WRITING 1. The characteristics Producing information (Contrasting with listening/reading) Active in language: words/structures/functions should be fluent Double-task: using words/structures/functions in speaking/writing Active use of discourse (how to start, sustain, end the task) Using body language in speaking Can re-speak/re-write Be afraid of making mistakes

26. 26 StepsLearning tasks/activitiesLanguage focusModes Getting started Goal: What Ss will achieve Context: what, who, where, when Content: language focusWords & Structures & Discourse Whole class DoingDoing the writing taskIndividuals Pairs Groups PerformingPerforming/Reporting the OutcomeWhole class 2. The procedure: G  D  P (Getting started  Doing  Performing)

27. 27 Objectives: Ss will be able to: write + topic (about yourself) Language focus: Revision of sentence patterns & vocabulary Resources: Ss’ book, posters, puppets, … PROCEDURE StepsLearning activitiesLanguage focusModes 1. Warm-upThe previous home-linkPairs or groups 2. Read & matchFunctions Whole class Individual Pairs Groups Whole class 3. Writing … (about you) Getting started: Goal + Context + Content Doing; Write … Performing Words & structures &discourse 4. ProjectSupportive activities to reinforce learning 5. Home-linkSetting the home-linkWhole class 3. Lesson plan 6: Period 6 (Lesson 3) 4.Read & match (Functions) 5. Writing (about you) 6.Project Main procedure: G  D  P

28. 28 IV. THE LANGAUGE ELEMENTS 1. The characteristics: The thematic approach: Top-down: Theme  Topic/Unit  Competences  Skills Task/Activity  Functions  Sentence pattern/structure  Vocabulary/Words  Phonics Bottom-up: Phonics  Vocabulary/Words  Sentence pattern/structure  Function  Task/Activity  Skills  Competences  Topic/Unit  Theme The functions of each element: phonics, vocabulary, structures, functions The requirements of learning language elements Good pronunciation Natural rhythm Natural speed Natural intonation Appropriate interaction

29. 29 StepsLearning activitiesLanguage focusModes PresentationContent: introducing language elements Model: the samplePhonics Whole class Practice Controlled practice Freer practice Individuals Pairs Groups Production/ Performance Applying new language in new contexts Whole class 2. The procedure: P  P  P (Presentation  Practice  Production/Performance)

30. 30 Objectives:Ss will be able to practice the phonics Language focus:Phonics Resources:Ss’ book, recording PROCEDURE StepsLearning activitiesLanguage focusModes 1. Warm-upThe previous home-linkPairs or groups 2. Listen & repeat Presentation: Content + ModelPhonicsWhole class Individuals Pairs Groups 3. Listen & writePractice: listen & write 4. Let’s chantPerformanceWhole class 5. Home-linkSetting the home-linkWhole class 3. Lesson plans 5: Period 5 (Lesson 5) 4. Listen & repeat 5. Listen & write 6. Let’s chant Main procedure: P  P  P

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