Seminar Methodology (Teach English)

SEMINAR

METHODOLOGY

This seminar is finished from all knowledge learned from the methodology course of the University of Social Science and Humanities. On behalf of the entire group 7, I should like to express special thanks to Ms. Kim Dung, who undertakes this training course. She helps us to develop practical skills in teaching English as well as give us suggestions to complete this seminar.

2016

Instructor: Ms. Kim Dung Group 7 – Class Ck17.01& TQ17.02

15/10/16

Vietnam National University

University of Social Sciences and Humanities

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01 • Lâm Đức Chí

02 • Lê Thị Khánh Vy

03 • Hồ Thị Khen

04 • Dương Phương Thảo

05 • Hoàng Phan Thanh Thảo

Group 7

3

Part 1: Introduction ----------------------------------------------- 5

Part 2: Discussion ------------------------------------------------- 6

I. Planning a lesson ---------------------------------------------------- 6

A. Lesson plan (for reading) ------------------------------------------ 6

1. Objectives

2. Contents

3. Techniques

4. Teaching aids

5. Times

6. Teaching steps

6.1 Warm-up

6.2 Pre- reading

6.3 While – reading

6.4 Post – reading.

B. Lesson plan (for structure) -------------------------------------- 12

1. Objectives

2. Teaching aids

3. Time

4. Procedures.

II. Presenting vocabulary ---------------------------------------------14

1. Direct translation

2. Put the new word in some sentences.

3. Showing meaning visually

III. Asking question --------------------------------------------------- 17

1. Yes – No questions

2. Or – questions

3. Wh – questions

4. Practices

5. Questioning strategies

IV. Presenting structures ---------------------------------------------18

1. Teach structure

2. Teach structure

3. Teach structure

Index

4

V. Practicing structures ----------------------------------------------19

1. Repetition drill

2. Substitution drill

VI. Teaching pronunciation ------------------------------------------20

1. Rising tone

2. Falling tone

VII. Games ---------------------------------------------------------------- 22

1. Find the connections

2. You will never guess

3. How to get out

VIII. SONGS ---------------------------------------------------------------28

1. Lead in

2. Teaching the songs.

Part 3: Conclusion ----------------------------------------------- 31

5

This is the seminar about the training course for teachers.

To teach English vividly and effectively, this seminar presents some

following ways:

Planning a lesson.

Presenting vocabulary.

Asking questions.

Presenting structures.

Practicing structures.

Teaching intonation.

Games.

Songs.

The detailed instruction is presented in part of discussion.

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I Planing a lesson

A. Lesson plan (for reading)

The goal of a lesson is to teach English language , it means to provide the knowledge of English

to student. Effective instruction requires carefull preparation. Therefore, the lesson plan should

be clear and coherent.

1. Objectives

By the end of the lesson, Students can know about the worldwide, especially, Students can find

out about the Panda. Through the lesson, Students can practice about listening, speaking, reading

and writing skills.

2. Contents

Vocabulary: worldwide, forest, Panda (picture and direct translation).

Grammar: The simple present tense.

3. Techniques

Plays game

Questions and answer

Listening, speaking, reading, writing skills.

4. Teaching aids: Picture (prepared at home), chart.

5. Time: 60 minutes

6. Teaching steps

6.1 Warm-up

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Teacher (T): (Teacher puts 8 pictures on the board). Good evening classes. Today we are going

to study a new lesson “Unit 8”. Before learning a new lesson, we will play a game and its name

is “SLAP THE BOARD”. Now, whole classes look at these pictures and repeat after me.

Bamboo Forest Panda Lion Monkey

Fox Tiger Rabbit Mountain

Students (s): Listen and repeat word by word after teacher

T: Now I‟ll explain how to play this game. First of all, I will invite 2 students to stand in front of

these pictures. Then I say the name of a picture, both of you will put your hand on the right

picture. If you are faster, you will be the winner. Do you follow me?

S: Yes, we do.

T: Now, let‟s begin, who volunteers? (Teacher chooses Chi and Ha playing the game)

(After five times)

T: Now, we stop here. Looking at the score, Chi has three points and Ha two points. Chi has

more 1 mark, so Chi is the winner. Well done! Two good mark for Chi and one good mark for

Ha.

6.2 Pre-reading

6.2.1 Lead-in

Teacher puts the picture of the panda on the board and shows the panda to introduce the new

lesson.

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Panda

T: Now class, what is this?

S: It is a Panda.

T: Yes, it is, today we will study about Panda.

(Writing the name of new lesson and putting the Panda picture on the right of the unit‟s name).

6.2.2 Questions

T: Do you know the Panda?

S: Yes, I do.

T: Do you like it?

S: Yes, I do.

T: Is the Panda cute?

S: Yes, It is.

6.2.3 Vocabulary

T: Yes, the Panda is cute. Panda lives in the forest. Do you know the forest?

S: No, I don‟t.

T: The forest has a lot of animals live in here such as: Tigers, Lions, Monkey… and a lot of

several plants. We should not go to the forest for traveling because it very dangerous.

T: Anyone knows what food do Pandas like to eat?

S: I don‟t know.

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T: Pandas like to eat bamboo.

6.3 While-reading

Teacher: Now Classes, listen to me (reading aloud)

6.3.1 Reading aloud

Pandas

High in dense bamboo forests in the misty, rainy mountains of southwestern China lives

one of the world's rarest mammals: the giant panda, also called the panda. Only about 1,000 of

these black-and-white relatives of bears survive in the wild.

Pandas eat almost nothing but bamboo shoots and leaves. Occasionally they eat other

vegetation, fish, or small animals, but bamboo accounts for 99 percent of their diets. Pandas eat

fast, they eat a lot, and they spend about 12 hours a day doing it.

Pandas' molars are very broad and flat. The shape of these teeth helps the animals crush the

bamboo shoots, leaves, and stems they eat. To get the bamboo to their mouths, they hold the

stems with their front paws, which have enlarged wrist bones that act as thumbs for gripping. A

panda should have at least two bamboo species where it lives, or it will starve.

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6.3.2 Question

1. Are Pandas the relatives of bears?

2. Do Pandas eat fast?

3. Pandas prefer to bamboo or fish?

4. What is the color of Pandas?

5. What do The Pandas eat?

Answer keys

1. Yes, Pandas are the relatives of bears.

2. Yes, Pandas ate fast.

3. Pandas prefer to bamboo.

4. The color of Pandas is white–and-black.

5. The Pandas ate bamboo, other vegetation, fish or small animals.

6.4 Post-reading

6.4.1. Fill in the blanks

1. Only about 1,000 of Pandas are ………..relatives of bears

2. Pandas eat almost nothing but ……… shoot and leave

3. Pandas eat ……

4. Pandas' molars are very ………..

Answer keys

1. Black-and-white

2. Bamboo

3. Fast

4. Broad and flat

6.4.2. Reproducing the text

1. Pandas eat almost nothing but………..shoot and leave.

2. They eat………..

3. Pandas' molars are very………..and flat.

Answer keys

1. Bamboo

2. A lot

3. Broad

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6.4.3. Retell/ summary (by chart):

Pandas

Live in bamboo forests Pandas' molars are very broad and flat

Eat fast, eat a lot,

Eat almost

nothing but

bamboo shoots

and leaves

The shape of these teeth

helps the Pandas crush

the bamboo shoots,

leaves, and stems they

eat.

One of the

world's rarest

mammals

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B. Lesson Plan (for structure)

When the teacher present a structure, it is important to:

Show what structure means and how it is used by giving example.

Show clearly how the structure is formed, so that students can use it to make sentences of

their own.

1. Objective: Present a new structure: I’d like to + Verb + Something

2. Teaching aids: pictures.

3. Time: 10 minutes

4. Procedures:

Teach structure: I’d like to + Verb + Something

T: Good evening classes. Today we‟re going to learn a new structure (write the structure and

stick the mountain picture on the board)

T: (Pointing to the mountain picture) Now, look at this picture, what is it?

S: It is a mountain.

T: Do you want to climb it?

S: Yes, I do.

T: So, we can say “I‟d like to climb this mountain”. Please listen and repeat after me “I‟d like to

climb this mountain”.

S: “I‟d like to climb this mountain”.

I’d like to + Verb + Something

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T: This sentence means “Tôi muốn leo ngọn núi này”

(Then teacher writes the example under the structure and translates it in Vietnamese).

Ex: I‟d like to climb this mountain = Tôi muốn leo ngọn núi này.

After that, teacher gives students some examples to practice this structure. Teacher puts other

pictures on the board, and asks each student stands up to practice.

Home (to go) coffee (to drink)

Paris (to visit) Money (to earn)

T: Now can you make some more sentences? Listen. You want to climb mountain, so you say,

“I‟d like to climb mountain”. Now - you want to go home. I‟d like to……

S: I‟d like to go home

T: Good, again.

S: I‟d like to go home.

T: I want to visit Paris.

I’d like to + Verb + Something

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S: I‟d like to visit Paris.

T: Good. (Indicating another student) Can you say it?

S: I‟d like to visit Paris.

T: Now, I‟ll just say a word, and you say the whole sentence. Ok? Coffee.

S: I‟d like to drink coffee.

T: Money.

S: I‟d like to earn money.

(And so on)

II. Presenting Vocabulary

There are three ways to present new words.

1. Direction translation.

2. Put the new word in some sentences.

3. Showing meaning visually

By real objects (book, handbag, ruler, apple…): in class or from house.

By pictures: Drawing pictures on the board or pictures prepared at home.

By mining, using actions (such as walk, run …) and facial expressions (such as

pain, smile …).

Practices:

1. Direct translation

Teach the word: Flower

Teacher (T):

Say “Hello, everybody, today we will study the new word”.

Writes the word “Flower” on the board.

Points to the word “Flower” and say “This is a flower”. The meaning in Vietnamese is

bông hoa.

Now class, listen and repeat after me: “Flower”.

Students (S) : Flower. (chorally, individually)

T: What does it mean in Vietnamese? Who knows?

S: Teacher, It means “bông hoa”.

T: Good. One good mark for you.

2. Put the new word in some sentences

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Teach the word : River

T: Say “Hello, everybody, today we will study the new word” . Write the word “ River” on the

board. Say “Now class, listen and repeat after me : “River” .

S: River. (chorally, individually)

T: There are many rivers in Viet Nam such as Hong river, Cuu Long river, Mekong river. Can

you guess the meaning of the word “River” ?

S: Teacher, it means “con sông”.

T:That‟s right. One good mark for you.

3. Showing meaning visualy

3.1. Teach the word : books (by real object).

T: Say “ Good evening class, today we will study a new word”. Writes the word “book” on the

board. Points to his or her book on his or her desk and say “Look – this is a book. A book. A

book”.

S: A book. (chorally, individually)

T: What is it ? / What‟s this ?

S: It‟s a book.

T: What does it mean in Vietnamese ? Who can ?

S: Teacher, It means “cuốn sách”.

T: That‟s right. One good mark for you.

3.2. Teach the word : Smile (by simple black board drawing).

T: Say “Hello, everybody, today we will study a new word”. Draw the picture of house and

write the word “Smile” on the board. Show the picture and says “Look – she is smiling. Now

look at me. I‟m smiling (show by facial expression). Smile. We smile when we are happy.

Smile. (gesture)”.

S: Smile. (chorally, individually)

T: Good. What does it mean ?

S: Teacher, it means “cười”.


* Notes : Some following drawings are interesting, give meaning clearly, draw very quickly (a

few second).

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Smile Sad Cry Laugh Suprise

Stick figures

Walk Run Swim Bike Ski

3.3. Teach the word: Wave (by miming).

T: Say “Hello, everybody, today we will study a new word”. Writes the word “wave” on the

board. Says “Look at me (teacher is miming to wave or is miming someone waving)” I‟ve

just waved. Wave. Wave. Can you say it ?”

S: Wave (chorally)

T: Again.

S: Wave (chorally, individually)

T: Can you tell me the meaning of the word “WAVE” ?

S: Teacher, it means “vẫy tay”.


3.4. Teach the word : Sing (by action).

T: Say “Hello, everybody, today we will study a new word”. Writes the word “Sing” on the

board. Says “Look at me (teacher makes the action sing). I‟m singing. Sing. Sing. Can

you say it ?”

S: Sing (chorally)

T: Again.

S: Sing (chorally, individually)

T: Can you tell me the meaning of the word “SING” ?

S: Teacher, it means “hát”.

T: That‟s right. One good mark for you.

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III. Asking questions

There are three kinds of questions :

Yes – No questions.

Or – questions.

Wh – question.

1. Yes – No questions

Do you drink tea?

Can you paly piano?

Did he do to college?

Have you been a gap year before?

2. Or – questions

Do you prefer coke or tea?

Is she your sister or just friend?

Will you drive car or go by bus?

Is it hot or cool in here?

3. Wh- questions

What do you do ?

Where did you go last weekend?

How long have you learnt French?

Who is your sister into this picture?

4. Practice

To check that students understand a new word or phrase . Teacher should give short answer.

Because it is more natural, and also because at this stage the teacher only wants to check that

they understand.

Teach the phrase “Made of rubber”

T: Look (pointing to a pair of shoes) – is it made of rubber?

S: Yes!

T: (Pointing to a board) – How about this? Is it made of rubber?

S: No, it isn‟t.

T: What is it made of?

S: Wood.

5. Questioning strategies

There are four ways of asking questions.

1. Teacher asks questions and students call out answer. If student call out different answers

at the same time, teacher chooses on student to give the answer again.

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2. Teacher asks a question, the pauses to give (the students) the whole class a chance to

think of the answer. The teacher chooose one student to answer. Students are not allowed

to call out the answer or to raise their hand.

3. Teacher first choose a students, and then asks student a question. If student cannot answer

it, teacher passes it ont to the next student.

4. Teacher asks a question and lets students raise their hand. Teacher choose one of the

students with their hands raised to answer.

IV. Presenting Structures

1. Teach structure

T: (Points to the flower) what‟s that?

S: The flower.

T: Look – is it beautiful?

S: Yes, it is.

T: Yes, it‟s beautiful. What a beautiful flower!

(Teacher writes the example under the structure and translates it in Vietnamese)

(Câu cảm thán : dùng để diễn tả cảm xúc khen ngợi , hoặc phê bình)

Ex: What a beautiful flower!

Note: Don‟t use a/an when noun is the plural and uncountable nouns.

2. Teach structure

T: Now, we study a new structure.

(Writes the structure on the board)

What + (a/an) + Adjective + Noun(s)!

What + (a/an) + Adjective + Noun(s)!

(something)

It is + Adjective + (for someone) + to verb + (something)

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T: (Shows a picture prepared at home) look at this exercise. Is it easy?

S: Yes, it is.

T: Can you do this exercise?

S: Yes, I can.

T: Yes, it is easy to do this exercise.


(Nó thật là cái gì…..cho ai…..để làm…cái gì….)

Ex: It is easy for me to do this exercise.

3. Teach structure

T: (Points to the tree on the yard) what‟s that?

S: The tree.

T: Can I touch the top of the tree?

S: No.

T: No, I can‟t, because it‟s too high. It‟s too high to touch. The top of the tree is too high to

touch.


(Quá……….đến nỗi không thể….)

Ex: The top of the tree is too high to touch. (Đỉnh của cây quá cao đến nỗi không thể chạm vào).

V. Practicing structures

There are two kinds of drill.

Repetition.

Substitution.

1. Repetition drill

Practicing structure: I can sing.

It is + Adjective + (for someone) + to verb + (something)

Too + Adjective + to verb

Too + Adjective + to verb

VERB

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T: Today, we practice with repetition drill. I‟ll say a sentence and you‟ll repeat. Now, I can sing.

S: I can sing.

(Practice another structures)

T: I can write.

S: I can write.

T: I can swim.

S: I can swim.

2. Substitution drill

Practicing structure: I like Coca-Cola.

T: Today, we practice with substitution drill. I just say a word and you‟ll say the whole

sentences. Are you ready?

S: Yes, we are.

T: Now, let‟s begin. I like Coca-cola.

S: I like coca-cola.

T: Coffee.

S: I like coffee.

T: Milk

S: I like milk.

T: Ice-cream.

S: I like ice-cream.

VI. Teaching pronunciation

1. Aims of teaching pronunciation

To make teachers more aware of their students pronunciation difficulties.

To show a range of simple techniques for helping students to improve their pronunciation

of individual sounds.

To make teachers more aware of the importance of stress and intonation in spoken

English, and to show ways of focusing on stress and intonation in class.

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2. Teaching sounds

T: (Say the sound alone) now class, listen: “Th” – “Th”. Next say the sound in a word “think”

“thank you”. Then get students to repeat the sound in chorus, whole class, listen and repeat after

me “Th”

S: “Th”

T: (Get individual students to repeat the sound), Mr Duy, can you say again the sound?

Duy: “Th”

T: Good! Then teacher write words on the board “Th”. (Explain how to make the sound) –

Whole class, look at me, tongue between your teeth. Let the air go through: “Th”

S: Look at teacher, follow the action.

3. Practicing sounds

Practicing sounds with minimal pairs /I:/ & /I/

T: Say the words “Sheep” and “ship” in random order, and ask students to tell you the number of

the word each time, e.g.: Now class, one stands for “Sheep” and two stands for “ship”, then I‟ll

read out loud these words, and you‟ll guess which word I read, do you follow me?

S: Yes

T: Ship

S: Two

T Sheep

S: One

T: Sheep

S: One

T: Say other words which have either the sound /I:/ or /I/. Students say which number fits the

word, e.g.: Now class, one stands for /I:/ and two stands for /I/, then I‟ll read out loud these

words, and you‟ll guess which number fits the word, do you follow me?

S: Yes

T: keep

S: One

T: chip

S: two

T: Tip

S: Two

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VII. Games

Besides “slap the board” , these are some other games using to make the warm up, lead in,

reviewing vocabulary and developing speaking , listening skill.

Find the connections.

You‟ll never guess.

How to get out.

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1. Find the connection

2.1 GAME 1:

Time: 10 minutes.

Teaching aids: game board pictures. ( prepare at home)

T: (stick 8 pictures on the board takes number for each picture). Hello, everybody. Today,

we‟ll play a game. “Find the connection”. Now, look at 8 pictures having numbers on the

board. I‟ll name each and please repeat after me (teacher reads names of all pictures and

all students repeat one by one).

T: I will show the way to play this game. When I say numbers of two pictures, you will make a

meaningful sentence to connect them. EX: 1. Girl and 6. Doll. The meaningful sentence is: The

girl is playing her doll. Do you understand?

S: Yes, I do.

T: Now, it‟s your turn. Who volunteers to make a meaningful sentence with the following pairs

of pictures 2+8, 7+3, 5+4?

S: 2+8: the dog is catching with the ball.

7+3: the mouse is running in the house.

5+4: the cat is thinking of jungle.

T: Good, one good mark for you.

T: (points to three pictures: 2.dog; 5. Cat; 7. Mouse) and ask he students. Look at these pictures.

What do we call them?

S: Teacher, we call them “animals”

T: That‟s right. Today, we‟ll study a new lesson.

1. Girl 2. Dog 3. House 4. Jungle

5. Cat 6. Doll 7. Mouse 8. Ball

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Unit 3: ANIMALS

(Teacher writes the title of the new lesson on the board)

2.1 GAME 2:

Time: 10 minutes.

Teaching aids: game board pictures (prepared at home)

T: (stick 8 pictures on the board takes number for each picture). Hello, everybody.

Today, we‟ll play the game. “Find the connection”. Now, look at 8 pictures having

numbers on the board. I‟ll name each and please repeat after me (teacher reads names

of all pictures and all students repeat one by one).

T: I will show the way to play this game. When I say numbers of two pictures, you will make a

meaningful sentence to connect them. Now, I would like to invite Ha, numbers 2&3.

Ha: Shells live in the sea.

T: That‟s right. One good mark for you, and…..Hong, numbers 1&8.

Hong: The girl is in this house.

T: Good, one good mark for you, and….Chi, numbers 6&5

Chi: The lion wants to eat the horse.

T: Good, one good mark for you, and ….Nam, numbers 7&4.

1. House 2. Shells 3. Sea 4.Forest

5. Horse 6. Lion 7. Bird 8. Girl

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Nam: The bird lives in the forest.

T: Very good, one good mark for you.

T: (Points to the pictures 6) what‟s this?

S: Lion

T: Yes, this is a lion. Today we will study a new lesson.

Unit 7: LIONS


2. You will never guess

2.1 GAME 1:

Time: 10 minutes.

Teaching aids: pictures

T: Hello, class. Today, we will play the game “You‟ll never guess”. Please, listen to me

carefully, sentence by sentence. And try to guess what they are. Now, let‟s begin. (Teacher says

the first clue, the second, the third, if students can‟t guess what the thing is.)

It‟s black, brown and yellow.

It loves flowers.

It‟s small.

It often flies around the garden.

T: Can you guess?

S: Teacher, that‟s bee.

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T: That‟s right. This is the bee. Then teacher puts the pictures of bee on the board and says:

Today, we‟re going to learn a new lesson.

Unit 9: The bee.

(Writes the unit 10: The bee on the board)

3. How to get out

Topic: Food and beverage.

Time: 10 minutes.

Teaching aids: Pictures on the board.

T: (sticks 12 pictures on the board). Hello, class. Today, we‟ll play the game “How to get out” to

review old vocabulary and find out the title of the new lesson.

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T: I‟ll show you 12 pictures. Look at the board, listen and repeat after me.

S: Repeat word by word after the teacher.

T: I show you the way to play this game. First, I start on the left and get out on the right. Now,

it‟s your turn to find the words relating to food and beverage. Who volunteers?

S: (Go to the board to play the game).

T: (Will give good marks or present to the students whose work is right. After the game finished,

the teacher will introduce the new lesson). Good. Today, we study the new lesson.

Cookies a girl dog ball

Candies pizza Panda Bee

Student cat milkshake hambuger

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Unit 11: Food and beverage


VIII. Songs

Teacher can also use the songs to lead-in or to make the warm-up. Below are two ways to

present the new lesson by song.

1. Lead-in

The song: CHANGE THE WORLD by ERIC CLAPTION

Time: 10 minutes.

T: Hello, class. Today, we will study the new lesson. I will sing a song now and then you guess

what the song is about. Listen to me (teacher sings).

CHANGE THE WORLD

If I can reach the stars,

Pull one down for you,

Shine it on my heart

So you could see the truth:

That this love I have inside

Is everything it seems.

But for now I find

it‟s only in my dreams.

And I can change the world,

I will be the sunlight in your universe.

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You would think my love was really something good,

Baby if I could change the world.

And if I could be king,

Even for a day,

I'd take you as my queen;

I'd have it no other way.

And our love would rule

this kingdom we had made.

Till then I'd be a fool,

Wishing for the day...

That I can change the world,

I would be the sunlight in your universe.



I could change the world,

I would be the sunlight in your universe.



Unit 12: CHANGE THE WORLD


2. Teaching the song

The song: LOVE IS BLUE by PAUL MARIAT.

Time: 30 minutes.

Teaching aids: cassette player and tapes, copies of songs LOVE IS BLUE

by PAUL MARIAT.

T: Hello, class. Today, I show you to sing the song LOVE IS BLUE! (Teacher gives copies of

song to students). Now, listen to the tap. (Turn on the cassette and lets students listen three

times).

LOVE IS BLUE

Blue, blue, my world is blue

Blue is my world now I'm without you

Gray, gray, my life is gray

Cold is my heart since you went away

Red, red, my eyes are red

Crying for you alone in my bed

Green, green, my jealous heart

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I doubted you and now we're apart

When we met how the bright sun shone

Then love died, now the rainbow is gone

Black, black, the nights I've known

Longing for you so lost and alone

Gone, gone, the love we knew

Blue is my world now I'm without you.

T: (Makes them repeat a short paragraph after the singer, and do it up to the whole song until

they could sing individually and fluently. Then makes the class to discuss the meaning of the

song and introduce the new lesson). Now class, can you guess what the topic of the song is

about?

S: Teacher, the song is about life.

T: Good, that‟s right. And today we learn the new lesson.

Unit 13: LOVE IS BLUE


„

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Teach English is a teacher training course which develops practical skills in

teaching English as foreign language. Throughout the course, teachers are asked to

experience and evaluate techniques from the learner’s point of view, and the “self-

evaluation sheets’ following each unit encourage teachers to judge their own

lessons by what the students appear to have learnt from them. Thus, although its

subject is teaching English, the course aims to make teachers more aware of their

role as helpers in the learning process.

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Seminar Methodology (Teach English)

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