1 PHƯƠNG PHÁP GIẢNG DẠY NGÔN NGỮ ANH GIẢNG VIÊN: Nguyễn Thị Thúy Hồng BỘ MÔN : Biên Phiên Dịch KHOA : NGOẠI NGỮ Nha Trang 2/2014 2 PART I THEORY Lecture 1. IDEAS ABOUT LANGUAGE ANG LANGUAGE TEACHING 1. Language is a system 2. Language is a habit 3. Language is what its native speakers say 4. Language is a socio- cultural phenomenon 5. Child language acquisition 6. Second language acquisition Lecture 2. HISTORY OF LANGUAGE TEACHING METHODS 1. Grammar translation method 2. Direct method 3. Audio-Lingualism 4. Cognitive code theory 5. Situational method 6. Functional / notional syllabus/ method 7. Communicative methodology 8. Postmethods Lecture 3 CONTEXTUALIZING LANGUAGE & DEVELOPING METACOGNITIVE AWARENESS 1. Definition 2. Rationales 3. Teachers’ responsibilities 4. Definition of metacognitive awareness 5. Metacognitive Awareness in a Language Learning Context 3 6. Why is the Development of Metacognitive Awareness Important? 7. A Methodology for Developing Metacognitive Awareness Lecture 4 INTEGRATING SKILLS & PAIRWORK/GROUPWORK 1. Two Forms of Integrated-Skill Instruction 2. Integrating the Language Skills 3. Definition of pairwork/groupwork 4. Rationale 5. How many people should be in each group? 6. How should group members be selected? Lecture 5. CORRECTION DURING CLASS HOW AND WHEN 1. The Issue 2. Mistakes Made During Discussions and Activities 3. Written Mistakes 4. Oral mistakes 5. A Model for Correcting Writing 6. The Role of Planning 7. Practical Techniques / Ideas for Correcting Writing 8. Criteria for Dealing with Spoken Errors Lecture 6. MANAGING LARGE CLASS AND LEARNING STRATEGIES 1. A List of Ways to Encourage Good Behaviour 2. What are the most essential strategies to teach? Lecture 7 AUTHENTIC MATERIALS BRIDGE GAP 4 1. The Role of the Teacher 2. Teaching with Authentic Materials 3. Sample Criteria for Selecting Authentic Materials Lecture 8 CRITICAL & CREATIVE THINKING 1.Definition 2. Providing students instruction in thinking skills is important Lecture 9 ALTERNATIVE ASSESSMENT & INDIVIDUAL LEARNER DIFFERENCES 1. Practical Ideas On Alternative Assessment For ESL Students 2. Choosing the Activity 3. Defining the Criteria 4. Learning Styles and Strategies PART II. TEACHING PRACTICE Lecture 1. TEACHING PRONUNCIATION 1. Teaching sounds 2. Teaching stress 3. Teaching intonation Lecture 2. TEACHING VOCABULARY 1. Presenting new vocabulary 2. Some ways of showing the meaning of a word 3. Some ways of checking that students understand Lecture 3. 5 TEACHING GRAMMAR 1. Presenting structures 2. Controlled Practice 3. Free practice Lecture 4 TEACHING READING 1. Procedure for teaching reading 2. Guiding principles 3. Checklist of criteria for choosing reading texts 4. Checklist of criteria for choosing reading activities 5. Integrating skills Lecture 5 TEACHING LISTENING 1.Techniques for teaching listening 2. Guiding principles for teaching listening 3. Teaching Integrating skills Lecture 6 TEACHING SPEAKING 1. Guiding principles for teaching listening 2. Activities for teaching speaking 3. Teaching integrating skills Lecture 7 TEACHING WRITING 1. Guiding principles for teaching writing 2. Activities for teaching writing 3. Teaching integrating skills 6 Module 0. PART ONE: TEACHING A teacher must 1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupil 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well- structured lesson 5. Adapt teaching to respond to the strengths and needs of all pupils. 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:  treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position  having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions  showing tolerance of and respect for the rights of others  not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs  ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 7 Good Teaching: TheTop 10 Requirements One. Good teaching is as much about passion as it is about reason. It’s about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, but mostly importantly to your students. Two. Good teaching is about substance and treating students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field in talking to, consulting with, and assisting practitioners and liaising with their communities. Three. Good teaching is about listening, questioning, being responsive and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel and at the same time it’s about being human, respecting others and being professional at all times. Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It’s about getting only 10 percent of what you wanted to do in a class done and still feeling good. It’s about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a push-over on the other. Good teachers migrate between these poles at all times depending on the circumstances. They know where they need to be and when. Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and that the class is their orchestra. All students play different instruments and at varying proficiencies. A teacher’s job is to develop skills and make these instruments come to life as a coherent whole to make music. Six. And this is very important, good teaching is about humor. It’s about being self-deprecating and not taking yourself too seriously. It’s often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings. Seven. Good teaching is about caring, nurturing and developing minds and talents. It’s about devoting time, often invisible, to every student. It’s also about the thankless hours of grading, designing or redesigning courses and preparing materials to still further enhance instruction. 8 Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support—resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization—from full professors to part- time instructors—and is reflected in what is said, but more importantly by what is done. Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded and poor teaching needs to be remedied through training and development programs. Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards valuable… like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. It’s about the former student who says your course changed her life. It’s about another telling you that your course was the best one he’s ever taken. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else. Module 1: Contextualizing Language Textbook vs. “Real World” Communication A middle-aged man hurries into a department store, carrying a store bag. He sees a young, female clerk and stops her. Man: I would like to return this shirt. It has got a button missing. Clerk: You have got to go to Customer Service. Man: Where’s that? Clerk: It’s down this aisle at the back of the store. Man: OK. Thanks. This is a typical dialogue from an English textbook. Learners read the dialogue, learn the vocabulary, work on the grammar structure, and, perhaps, memorize the dialogue for performance. However, if this was an actual dialogue, it might sound more like this: Man: I’d like ta return this shirt. ‘T’s gotta but’on missing. Clerk: Ya’ hafta go back ta Customer Service. Man: Where’s that? Clerk: Down the aisle. Back of the store. 9 Man: OK. Thanks. It is now widely held that both language context and language, or linguistic, focus are necessary for efficient and effective learning. That is why the fi rst two modules of this teacher education series deal with first, contextualizing language and second, building language awareness within that context. Contextualization refers to meaningful language use for communicative purposes within a given situation or context. The rationale for this kind of approach is to demonstrate “real” world language use, how language is used by speakers of that language, and to help learners construct language in their learning environments, depending on (1) their purpose and, (2) the needs of a given situational context. Other reasons for contextualizing language are that • It can help learners to understand the functions of language. • It can assist learners in developing appropriate use of language. • Learners can activate their own background knowledge to make the language learning more meaningful. • It adds the cultural element, combining language and culture. • The combination of all of the above can be motivating for both learners and teachers. Language Construction The teacher’s responsibility is 1) to provide useful, accurate, and comprehensible input, 2) to design language learning activities that facilitate language construction, and 3) to provide support for learners’ efforts whenever needed. How, then,can the teacher design this kind of learning environment? Contextualizing language in an active learning environment can be particularly difficult for the English teacher in a non-English setting, an EFL environment. In that environment, textbook language is often felt to be more accessible to both learners and teachers than contextualized language. However, there are teaching strategies that can be used quite well in an EFL situation. The teacher can adjust the amount of contextual information in the input based on his or her own comfort level. Contextualizing Language through Content Contextualizing language is a process that is best, or at least most easily, organized around content, especially in an EFL environment. This can be done through a content-based curriculum, in which a subject is taught through the medium of English, or through a topic or theme-based curriculum. Using content is a good way to utilize what learners already know about a topic. The teacher presents new information in the context of known information, utilizing both linguistic and world knowledge. This creates a natural spiraling or reusing of language and information 10 used in precious lessons, as previous material is reviewed and activated in presenting new material. Summary These are just a few ideas for contextualizing language in the classroom. Creative teachers can no doubt think of many more. In today’s world, there is a growing need to learn how to use language appropriately in context. Effective English language teachers treat language as a whole, integrated communication system and use that system as a “context” to facilitate their students’ learning. Module 2 Developing Metacognitive Awareness, The Missing Dimension Author: Gail Ellis What is Metacognitive Awareness? Metacognition is a term that was coined by Flavell in 1970 and there has been much debate over a suitable definition. In a language learning context this means knowing about oneself as a learner, in other words, the knowledge and self-awareness a learner has of their own language learning process, and is regarded as the key to successful language learning. Metacognitive Awareness in a Language Learning Context In a language learning context I see metacognitive awareness as an umbrella term which incorporates the following areas. These overlap to some extent and all involve the development of positive attitudes, self-confidence and self-awareness. a) Language awareness The aim here is to stimulate students’ interest and curiosity about language “to challenge pupils to ask questions about language” (Hawkins 1984) in order to develop understanding of and knowledge about language in general, including the foreign language, the mother tongue and, if appropriate and depending on the context, other languages. This would involve using metalanguage (the mother tongue or target language) for stating the aims of a lesson, for explaining the use of different classroom activities, for signposting the stages of a lesson, for giving classroom instructions, for describing language, for analysing language, for making comparisons to fi nd similarities and differences between the L1 and L2 and for discovering rules. b) Cognitive awareness . 1 PHƯƠNG PHÁP GIẢNG DẠY NGÔN NGỮ ANH GIẢNG VIÊN: Nguyễn Thị Thúy Hồng BỘ MÔN : Biên Phiên Dịch KHOA : NGOẠI NGỮ Nha Trang 2/2014 2 PART