Teaching the new textbook- Ti ế ng 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 COMMUNITIES Unit 1: Leisure activities Unit 2: Life in the countryside Unit 3: Peoples of Viet Nam Review 1  THEME 2: OUR HERITAGE Unit 4: Our customs and traditions Unit 5: Festivals in Viet Nam Unit 6: Folk tales Review 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?  1 st : from RECEPTIVE to PRODUCTIVE skills  2 nd : complex integration (through content- based /task-based /project-based instruction)  Task-based  Project-based

Task-based learning 1st Definition 2nd Features 3 rd Types of tasks 4 th Types of tasks in the textbook

Task-based learning: DEFINITION An activityA communicative goalAn outcome

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?

TASKS Listing Ordering and sorting Creative tasks Comparing (matching) Problem solving Sharing personal experience (story telling) 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 learning Emphasizes 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  Performance What will the students do?  Condition Under what conditions will the students perform?  Criteria How 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 objectives  Cognitive knowledge and information related behavior  Psychomotor hands-on, doing behavior  Affective attitudes, 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.