Teaching the new
textbook- Tiếng Anh 8
Contents Overview of Tiếng Anh 8- Volume 1 Review of the main methodology underlying the book Integrated-skill approach: What? Why? How? A closer look at the How- Task-based learning- Project-based learning Writing objectives for lessons Teaching Getting Started Teaching Closer Look Teaching Communication Teaching Skills Making use of Projects
Structure of the book THEME 1: OUR COMMUNITIESUnit 1: Leisure activitiesUnit 2: Life in the countrysideUnit 3: Peoples of Viet NamReview 1
THEME 2: OUR HERITAGEUnit 4: Our customs and traditionsUnit 5: Festivals in Viet NamUnit 6: Folk talesReview 2
Methodology underlying the book Do you still remember the main
methods discussed last year? Can you share some main points that
we discussed in that session?
Principles for Teaching Adolescents
Use music Use current material Use team work Use acting Use choice Use what they know
Principles for Teaching Adolescents Use a quick pace Use activity Use positive class control. Use L1 at times Use games. Use their “desire”! Teens want to
express themselves. Projects, presentations, posters etc…can allow them to personalize the learning.
I. Gardner’s theory of multiple intelligences (1983)
II. Communicative language teaching (CLT)
III. Integrated-skill approach
Gardner’s theory of multiple intelligences (1983)
Communicative language teaching (CLT) emphasis on learning to communicate through
interaction in the target language The introduction of authentic texts into the learning
situation. The provision of opportunities for learners to focus
not only on language but also on the learning outcomes.
An enhancement of the learner’s personal experiences as important contributing elements to classroom learning.
An attempt to link classroom language learning with language activities outside the classroom.
Types of communicative activities Jig-saw Task-completion Information gathering Opinion-sharing Information-transfer Reasoning-gap Role-plays Information gap
Integrated-skill approach
What? Why? How?
Please share your answers.
Integrated-skill Approach: WHAT?
Narrow view:Integration of four primary language skills
Broader view:Four primary language skills + subskills
(non-verbal, cognitive, linguistic knowledge, etc.)
Integrated-skill Approach: WHY?
- Production and reception are two sides of the same coin.
- Often one skill will reinforce another.- Written and spoken language bear a relationship to
each other.- Most of natural performance involves not only the
integration of one or more skills, but connections between language and the way we think, feel and act.
- Etc.
Integrated-skill Approach: HOW?
Work in groups of four
Each member reads one model and
summarizes the main points
Shares the points with other group members
Prepares to answer T’s questions
Integrated-skill Approach: HOW?
1st: from RECEPTIVE to PRODUCTIVE skills
2nd: complex integration (through content-
based /task-based /project-based instruction)
Task-based
Project-based
Task-based learning
Task-based learning: DEFINITION
Task-based learning: DEFINITION
Examine two activities in your
handout.
Decide which activity is a task. State
the reasons why.
Task-based learning
Features of a task:
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?
(Willis, D. & Willis, J. (2007). Doing task-based teaching. UK: OUP.)
A task or an exercise?
Six types of tasks
(Willis & Willis, 2007)
List the kinds of transport available locally – a list of nouns
List the features of an ideal transport system – a mixture of phrases and sentences
List reasons for using (or not using) particular forms of transport – a list of quite complex sentences.
List recommendations for improving your local public transport system – a list of quite complex sentences.
Listing
(Willis & Willis, 2007)
In pairs, look at your list of famous people. Which people are most likely to remain popular and become 21st century icons? Rank them from the most popular to least popular, and be prepared to justify your order to another pair.
Look at the four pictures. They are mixed up. Put the four pictures in a sequence so that they tell a story. Prepare to tell your story to another pair.
Ordering and sorting
(Willis & Willis, 2007)
Read the texts – each is about a famous person but the person is not named – and look at the photos. Match each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how you did it.
Read the four headlines A to D. Match two pieces of information (given in 1 – 8 below) to each headline. Explain to your partner how you did this. What clues did you find? Did you both use the same clues?
Matching
(Willis & Willis, 2007)
Tell your partner what usually do at weekends at this time of the year. Then find out what your partner does. Try to find at least three things in common or see how many things that you can find in three minutes you have in common.
Tell your partner about what they are doing over the next few days. Find out if your paths are likely to cross at any point over this period. For example, you might be going to the same supermarket for your shopping.
Spot the difference
Comparing
(Willis & Willis, 2007)
Think of a town center where there is too much traffic. In twos, think of three alternative solutions to this problem. List the advantages and disadvantages of each alternative. Then decide which alternative would be the cheapest one, the most innovative one, the most environmentally friendly one. Report your decisions to another pair/ group/ the class, and discuss which solution would be the best one to put forward to the local government.
Problem-solving tasks
(Willis & Willis, 2007)
Story-telling
Think of the most favourite teacher
you have ever had. Work in pairs.
Take turns to tell your partner about
your favourite teacher.
Creative tasks Work in groups. Create an international
menu and perform in a role play giving and taking orders from the menu.
Group work
Activities that are task-based?
Types of tasks used? Task chain?
Now let’s examine a sample
TASK CHAIN in the
handout.
TASK CHAIN In pairs, participants list all the people in
a family This is also known as “brainstorming”. It gives Ss thinking time. It allows the T to see what some Ss
already know and don’t know.
TASK CHAIN Make a chart or graphic organizer for the
information; ask Ss to help you put the vocabulary in the right columns This allows Ss to process the information. They can help each other. They can make a study guide to use later. Ordering from most important to least
important is another way you can organize a list.
TASK CHAIN Listen to a story about a family. Try to imagine the
people and how they are related to each other. Listen again to fill in the family tree. Work in a group to check the family tree. This can easily be made more difficult by increasing
the difficulty of the problem or creating the possibility for multiple solutions.
Ss speak English to complete the task. Ss use critical and analytical thinking.If solutions
differ, a representative of each group can report to the class.
TASK CHAIN
Ss draw their own family tree and share it in small groups
TASK CHAIN In groups or pairs, have Ss look at a
series of pictures. Ask them to write a story telling the names, ages, marital status, professions, and relationships of the people.
TASK CHAIN In groups, Ss compare their own families
with the T’s example; or they can compare with each other and write sentences comparing the two families.
Integrated-skill Approach: Project-based learningEmphasizes learning activities that
are student-centered Ss become the problem solver, decisions maker,
investigator, documentarian
are long-term Projects can last one semester or an academic year
are linked with real world issues and practices Significance beyond the classroom walls
develop real world skills (collaboration, problem-
solving, leadership, decision-making, etc.)
allow for a variety of learning styles
Integrated-skill Approach: Project-based instruction
Writing objectives for your lessons
Look at one lesson in Unit 1. With a partner, write the objectives for
this lesson Share your objectives with the whole
group.
Components of a good objective
PerformanceWhat will the students do?
ConditionUnder what conditions will the students perform?
CriteriaHow well with the students perform?
Following the principles provided, each teacher participant will be able to write a good performance objective without assistance.
By the end of the lesson, given an outline, the students will be able to write a paragraph about one type of pollution with coherence.
Three primary types of objectivesCognitive
knowledge and information related behavior
Psychomotorhands-on , doing behavior
Affectiveattitudes, values, feeling, belief-related behavior
Practice• Work in groups (two groups work on one
lesson)
• Use the requirements of good objectives to write the performance objectives for the lesson you are given.
• Share the objectives of your lesson with other groups
Teaching different lessons Share your experience with other
teachers.