ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH

TRƢỜNG ĐẠI HỌC AN GIANG

Tài liệu giảng dạy

PHƢƠNG PHÁP GIẢNG DẠY

TIẾNG ANH
(Dành cho lớp bồi dưỡng NVSP – Giáo viên tiểu học)

GV: Nguyễn Thị Ánh Nguyệt

(Lƣu hành nội bộ)

 CONTENTS
CHAPTER 1. The young language learners ..................................................................... 2
1.1. Stages of developments
1.2. Psychology features
1.3. Particular teaching methodologies for each stage
CHAPTER 2. Classroom management and atmosphere ................................................. 7
2.1. Classroom Atmosphere
2.2. Classroom Management
2.3. Group work
2.4. Pair work
CHAPTER 3. Teaching listening skills to young language learners ............................. 12
3.1. Theories related to teaching listening skills to young language learners
3.2. Ways of listening
3.3. Activities for teaching listening skills to young language learners
CHAPTER 4. Teaching speaking skills to young language learners ............................ 16
4.1. Theories related to speaking listening skills to young language learners
4.2. Presenting language orally
4.3. Activities for teaching speaking skills to young language learners
CHAPTER 5. Teaching reading skills to young language learners .............................. 22
5.1. Approaches to reading
5.2. Ways of reading
5.3. Activities for teaching reading skills to young language learners
CHAPTER 6. Teaching writing skills to young language learners ............................... 27
6.1. Theories related to teaching writing skills to young language learners
6.2. Ways of writing
6.3. Activities for teaching writing skills to young language learners
CHAPTER 7. Teaching process ....................................................................................... 33
CHAPTER 8. Models of lesson plans .............................................................................. 38

Nguyễn Thị Ánh Nguyệt 1

CHAPTER 1: THE YOUNG LANGUAGE LEARNERS

Stages of developments
Five to seven year olds
What five to seven year olds can do at their own level
 They can talk about what they are doing. They can tell you about what they have done
or heard.
 They can plan activities.
 They can argue for something and tell you why they think what they think.
 They can use logical reasoning.
 They can use their vivid imaginations.
 They can use a wide range of intonation patterns in their mother tongue.
 They can understand direct human interaction.

Psychology features
Other characteristics of the young language learner
 They know that the world is governed by rules. They may not always understand the
rules, but they know that they are there to be obeyed, and the rules help to nurture a
feeling of security.
 They understand situations more quickly than they understand the language used.
 They use language skills long before they are aware of them. Their own understanding
comes through hands and eyes and ears. The physical world is dominant at all times.
 They are very logical what you say first happens first. 'Before you turn off the light,
put your book away' can mean 1 Turn off the light and then 2 put your book away. •
They have a very short attention and concentration span.
 Young children sometimes have difficulty in knowing what is fact and what is fiction.
The dividing line between the real world and the imaginary world is not clear. When
reading a story in a foreign language class of five year olds about a mouse that got
lost, the teacher ended the story by saying, 'But, what's this in my pocket? I feel
something warm and furry and it squeaks.' She then took a toy mouse out of her
pocket accompanied by gasps from her pupils. They had no problem in believing that
the mouse had found its way out of the book and into their teacher's pocket. They
simply thought the teacher was wonderful because she had found the lost mouse!
 Young children are often happy playing and working alone but in the company of
others. They can be very reluctant to share. It is often said that children are very self-
centred up to the age of six seven someone point view. This may well true, but do
remember that sometimes work together they don't the point. They don't always
understand want them to do.
 The adult world and the child's world are Children not always understand what adults
are talking about. Adults do not understand children talking about. The difference

2 Nguyễn Thị Ánh Nguyệt

 usually out asking questions, children don't always ask. They either pretend
understand, understand their own terms and do what they think you want them to do.

Eight to ten year olds

General characteristics
Children of five are little children. Children of ten are relatively mature children with an adult
side and a childish side. Many of the characteristics listed above will be things of the past...
 Their basic concepts are formed. They have very decided views of the world.
 They can tell the difference between fact and fiction.
 They ask questions all the time.
 They rely on the spoken word as well as the physical world to convey and understand
meaning.
 They are able to make some decisions about their own learning.
 They have definite views about what they like and don't like doing.
 They have a developed sense of fairness about what happens in the classroom and
begin to question the teacher's decisions.
 They are able to work with others and learn from others.

Psychology features
Language development
Eight to ten year olds have a language with all the basic elements in place. They are
competent users of their mother tongue and in this connection they are aware of the main
rules of syntax in their own language. By the age of ten children can:
understand abstracts
 understand symbols (beginning with words)
 generalise and systematise.

Particular teaching methodologies

What this means for our teaching
Words are not enough
Don't rely on the spoken word only. Most activities for the younger learners should include
movement and involve the senses. You will need to have plenty of objects and pictures to
work with, and to make full use of the school and your surroundings. Demonstrate what you
want them to do. The balance will change as the children get older, but appealing to the
senses will always help the pupils to learn.

Play with the language

Let the pupils talk to themselves. Make up rhymes, sing songs, tell stories. Play with the
language - let them talk nonsense, experiment with words and sounds: 'Let's go pets go.' 'Blue

Nguyễn Thị Ánh Nguyệt 3

eyes blue pies.' Playing with the language in this way is very common in first language
development and is a very natural stage in the first stages of foreign language learning too.
Language as language
Becoming aware of language as something separate from the events taking place takes time.
Most eight to ten year olds already have this awareness in their own language. The spoken
word is often accompanied by other clues to meaning - facial expression, movement, etc. We
should make full use of these clues. When pupils start to read, the language becomes
something permanent and there are fewer other clues to meaning. Pupils can take a book
home, they can read it again and again, they can stop, think about the language and work it
out. The same is true of writing. So reading and writing are extremely important for the child's
growing awareness of language and for their own growth in the language, although both are
very demanding and take time and patience to learn.
Variety in the classroom
Since concentration and attention spans are short, variety is a must-variety of activity, variety
of pace, variety of organisation, variety of voice. We go into this in more depth in Chapter 8.
Older pupils can concentrate for longer periods and you should allow them to do so, but you
still need lots of variety.
Routines
Children benefit from knowing the rules and being familiar with the situation. Have systems,
have routines, organise and plan your lessons. Use familiar situations, familiar activities.
Repeat stories, rhymes, etc. Again we look more closely at these points in another chapter,
this time Chapter 2 Class management and atmosphere.
Cooperation not competition
Avoid rewards and prizes. Other forms of encouragement are much more effective - see also
the comments on this subject on page 11. Make room for shared experiences - they are an
invaluable source of language work and create an atmosphere of involvement and
togetherness. Most of us enjoy the feeling of belonging and this is particularly true of young
children.
Group the children together whenever possible. This does not mean that they have to work in
groups all the time, but most children like to have other children around them,
Grammar
Children have an amazing ability to absorb language through play and other activities which
they find enjoyable. How good they are in a foreign language is not dependent on whether
they have learnt the grammar rules or not. Very few of your pupils will be able to cope with
grammar as such, even at the age of ten or eleven. They may be very aware and clear about
the foreign language, but they are not usually mature enough to talk about it.
As a teacher, you should note the structures, functions and grammar items which you want
your pupils to learn as well as those they already know, but your actual teaching should only
include the barest minimum of grammar taught as grammar, and then for the older children
only. This does not mean teaching grammar rules to the whole class. The best time to
introduce some sort of simple grammar is either when a pupil asks for an explanation, or

4 Nguyễn Thị Ánh Nguyệt

when you think a pupil will benefit from learning some grammar. This may be when you are
correcting written work, or it may be in connection with an oral exercise which practises, for
example, 'Did she ...?' and 'Does
Assessment
Even though formal assessment may not be a compulsory part of your work, it is always
useful for the teacher to make regular notes about each child's progress. You may want to tell
parents how their children are doing, and you should be talking to the children regularly about
their work and encouraging self-assessment. From the beginning this can be done in very
simple terms, stressing the positive side of things and playing down what the pupil has not
been able to master. Nothing succeeds like success.
DISCUSSION
1. Think back about the time when you first started learning English? What did you remember
most about your English class?
2. How many groups can young language learners be divided into?
3. What should you do to make the best outcomes to your young language learners?

Nguyễn Thị Ánh Nguyệt 5

CHAPTER 2: CLASS MANAGEMENT AND ATMOSPHERE

Classroom atmosphere

We come to the job with our personalities already formed, but there are abilities and attitudes
which can be learnt and worked on. As a teacher of young children it helps a lot if you have a
sense of humour, you're open-minded, adaptable, patient, etc., but even if you're the silent,
reserved type, you can work on your attitudes and abilities.

6 Nguyễn Thị Ánh Nguyệt

Abilities
We may not all be brilliant music teachers like Susan's Mr Jolly, but most of us can learn to
sing or even play a musical instrument. All music teachers would agree in any case that
everyone can sing, although perhaps not always in tune!
We can all learn to mime, to act and to draw very simple drawings. We can all learn to
organise our worksheets so that they are planned and pleasing to look at. And we can
certainly all learn to have our chalk handy!
Attitudes
Respect your pupils and be realistic about what they can manage at an individual level, then
your expectations will be realistic too.
As a teacher you have to appear to like all your pupils equally Although at times this will
certainly include the ability to act, the children should not be aware of it. Children learning a
foreign language or any other subject need to know that the teacher likes them. Young
children have a very keen sense of fairness.
It will make all the difference in the world if you yourself feel secure in what you are doing.
Knowing where you are going and what you are doing is essential. You can build up your
own security by planning, reading, assessing and talking to others. Hopefully this book will
help you to know what you are doing.

Classroom management
Helping the children to feel secure
Once children feel secure and content in the classroom, they can be encouraged to become
independent and adventurous in the learning of the language. Security is not an attitude or an
ability, but it is essential if we want our pupils to get the maximum out of the language
lessons.
Here are some of the things which will help to create a secure class atmosphere:
As we said above, know what you're doing. Pupils need to know what is happening, and they
need to feel that you are in charge (see Chapter 8 for a detailed discussion of how to plan).
Respect your pupils
In the school twelve-year-old Gerd would like,
Whenever a pupil is trying to tell you something, accept whatever he or she says - mistakes as
well. Constant, direct correction is not effective and it does not help to create a good class
atmosphere. Correction has its place when you are working on guided language exercises, but
not when you are using the language for communication. We talk about this again in the
chapter on oral work.
Just as Terry's ideal teacher is one 'who doesn't mind children getting things wrong,
sometimes', ideal pupils shouldn't laugh at others' mistakes, and this has to be one of the rules
of the class. Children of all ages are sometimes unkind to each other without meaning to be
and are sometimes unkind to each other deliberately. Pupils have to be told that everyone
makes mistakes when they are learning a new language, and that it is all right.

Nguyễn Thị Ánh Nguyệt 7

Establish routines
'Good morning. It's Wednesday today, so let's hear your news.' Friday is the day you read the
book of the month. Have a birthday calendar, so that you know when everybody's birthday is,
and have a routine for what to do on that day. Have a weather chart so that the weather can be
written up every day. Have a calendar with day, date and month. Routines of this type build
up familiarity and security for both age groups.
Give the children the responsibility
Give the children the responsibility for doing practical jobs in the classroom - making sure the
calendar is right, sharpening the pencils, giving out the library books, watering the plants.
These activities are genuine language activities and involve both taking responsibility for
learning and helping others to learn.
As we said in Chapter 1, avoid organised competition. Although it can be great fun and
usually leads to a great deal of involvement, there is almost always a winner and a loser, or a
winning team and a losing team. Language learning is a situation where everyone can win.
Children compete naturally with each other to see who's finished first etc., but this is
something different.
Avoid giving physical rewards or prizes
It tells others that they have not 'won' and it does not help learning to take place. It is far better
to tell the pupil that you like his or her work, or put it up on the display board, or read the
story aloud for the others or do whatever seems appropriate. This gives the pupil a sense of
achievement which doesn't exclude the other pupils. Include, don't exclude. Don't give
children English names. Language is a personal thing, and you are the same person no matter
what language you are using.
The physical surroundings
Young children respond well to surroundings which are pleasant and familiar. If at all
possible, put as much on the walls as you can-> calendars, posters, postcards, pupils'
drawings, writing etc. Have plants, animals, any kind of interesting object, anything which
adds character to the room, but still leaves you space to work.
Encourage the children to bring in objects or pictures or postcards and tell the rest of the class
a little bit about them in English. It doesn't have to be more than “This postcard is from
Portugal. My aunt is in Portugal.” Physical objects are very important to young children, even
children of ten.
Your classroom is probably used for other subjects or other classes as well, but try to have an
English corner - shelves, a notice board, and either a pile of cushions or a couple you need of
comfortable chairs (preferably not traditional school chairs). If you really can't manage even a
corner of the classroom, a section of wall that you can pin things on is better than nothing.
Make sure you mark all your files and boxes so that you and your pupils know where to find
what. Mark the boxes with colours and/or pictures as well as words. Pupils will respond to the
organisation it shows you care.

8 Nguyễn Thị Ánh Nguyệt

Arranging the desks
Sometimes you may not be able to change how the desks are arranged in your classroom, and
sometimes you may have to make one arrangement which you can't change. You may want to
arrange the desks in different ways for different lessons, but it is much simpler if you decide
on the most suitable arrangement for a lesson and stick to it. Moving desks during a lesson is
a very noisy and time-consuming business.
Let's look at three ways of arranging the desks in an ordinary classroom.

With Arrangement A, you can teach the whole class easily, and you can have group work for
some of the time, with the class working in groups of four. It is good for pupils to sit in
groups, even if they are doing individual or class work, since it is then much more natural for
them to talk to each other.
Arrangement A also lets you do pairwork easily and leaves you a space in the middle of the
classroom for more general activities. It gives you room to play games, tell stories, act out
dialogues, etc. The front of the classroom is not always the best place for these activities if
you want to create a feeling of involvement rather than performance.

Nguyễn Thị Ánh Nguyệt 9

Arrangement B works for individual and whole class work, and you can easily do pairwork if
half the class turn their backs to the teacher, or if half the pupils move their chairs over to
their neighbour's desk. Arrangement B does not encourage natural communication since
pupils can only see the back of the heads of the pupils in front of them, so it is not as suitable
as Arrangement A for language work.

Arrangement C works in the same way as Arrangement B, but is more flexible and leaves you
with space in the middle of the classroom.

Group work
Grouping the children
As we said in Chapter 1, it is important to keep in mind that not all children will take to pair
and groupwork at once.
Particularly five and six year olds are often happiest working alone, and are not yet willing to
cooperate and share. They will want to keep all the cards, read the book alone, play with all
the toys in the English corner, etc. Cooperation is something which has to be nurtured and

10 Nguyễn Thị Ánh Nguyệt

learnt, so if your pupils have been to kindergarten or play school, or if they are already part of
a class, then this may not be a problem at all.
If your pupils are sitting in groups of four most of the time, as in Arrangement A on page 13,
you will find that although they are working as four individuals, they often develop a group
identity. This type of arrangement makes it easier to see when pupils are ready to cooperate
with other pupils, and we would recommend some sort of regular grouping, especially for the
five to seven age range.

Pairwork
Pairwork is a very useful and efficient way of working in language teaching. It is simple to
organise and easy to explain, and groupwork should not be attempted before the children are
used to working in twos first.
Let pupils who are sitting near each other work together. Don't move desks and chairs should
only be moved if absolutely necessary.
Establish a routine for pairwork, so that when you say, 'Now work in your pairs', pupils know
what is expected of them. The routine depends on how your classroom is arranged. If the
pupils are sitting in rows as in Arrangement B, then it might be that all pupils sitting in rows 1
and 3 turn round to face rows 2 and 4, while those working in row 5 work with the person
next to them.
Pairwork means that everyone in the class is occupied, but even if everyone in the class is
working on the same thing, not all pairs will finish at the same time. Do not be tempted to let
the pairwork continue until everyone has finished. As soon as you see that several of the pairs
have finished, ask the others to finish off and move back to their own seats.
If you do not have an even number of pupils in the class, then let one group work as a three. If
you always partner the odd pupil then you will not be able to help the others.
Be on the lookout for pupils who simply do not like each other it is unlikely that they will
work well together. This is more of a problem with eight to ten year olds than it is with five to
seven year olds.
Go through what you want pupils to do before you put them into their pairs.
DISCUSSION
1. Who is your ideal teacher?

2. Which is the most effective classroom management? Why?

3. What kind of classroom arrangement do you want to apply in your class?

Nguyễn Thị Ánh Nguyệt 11

CHAPTER 3: TEACHING LISTENING SKILLS TO YOUNG
LANGUAGE LEARNERS

Theories related to teaching listening skills to young language learners

Listening is the first skill students acquire when learning a foreign language. However, it is
hard to find a speaking environment in the home country. Therefore, teaching listening skills
is very essential in equipping learners with the primary crucial skills.
Nobody spends a whole lesson listening, and we are not suggesting that any of the skills are
taught or learned in isolation. The division into the four skills as chapter headings is simply a
convenient and systematic way of presenting the teaching ideas in this book. What we are
talking about in this chapter are activities which concentrate on the listening skill.

Ways of listening
Listening in the classroom
It is quite clear that listening is the skill that children acquire first, especially if they have not
yet learnt to read. When the pupils start to learn a foreign language, it is going in mainly
through their ears and what the pupils hear is their main source of the language. Of course, we
also give them as much visual back-up as possible through facial expression, through
movement, through mime and through pictures.
It is worth remembering too that once something has been said, then it disappears. If you're
reading, you can go back and check, or you can re-read something you don't quite understand.
This isn't possible when you are listening, so when we are talking and the children are
listening, it's important to say things clearly, and to repeat them. When you are telling a story,
for example, you don't have to tell it from beginning to end without breaks. You can re-tell it
again and again as you go along:
"This story starts on a nice. sunny Monday morning. Who's the story about? Who can we see
in the picture? Yes, Fred and Sue. It's a nice, sunny Monday morning and Sue and Fred are....
Where are they? In the forest. Right. They're in the forest. And what are they doing? They're
picking berries. So, it's a nice, sunny Monday morning, and Fred and Sue are in the forest
picking berries. What happens next? Well.... and so the story continues.
Because listeners re-listen the same way that they can re-read, means if you are the listener,
you can't decide fast you work. Therefore, have to concentrate hard when you're listening.
learners have very short attention This is something which increases age for most pupils, and
you'll find that the eight ten year olds can sit still and listen for longer periods. it's important
to overload children when you're working listening tasks.
When we are talking to somebody who is saying something in everyday life, we usually
understand what is being said and we say so we nod, or we comment, or we show in some
way that we know what the other person is saying. If we don't understand, then we usually say
so at once. We very seldom wait until the end of a conversation or a story or an
announcement and then start answering questions about what we have heard. The activities

12 Nguyễn Thị Ánh Nguyệt

presented in this chapter try to ask for understanding as the children listen and not check for
understanding only at the end of the exercise.
Some listening activities will wake your pupils up, make them move about, create movement
and/or noise. Others will calm them down, make them concentrate on what is in front of them,
and create a peaceful atmosphere. Sometimes you want to have a nice quiet atmosphere and
sometimes you want your children to move about, and you can use listening activities for both
purposes.

Activities for teaching listening skills to young language learners

Listen and do' activities
Instructions
The most obvious 'listen and do' activity which we can and should make use of from the
moment we start the English lessons is giving genuine instructions. Most classroom language
is a type of 'listen and do' activity. Communication is two-way, and you can see very easily if
your pupils have understood the message or not.
Moving about
There are also lots of 'listen and do' exercises which you can do with your children where they
have to physically move about. The younger your pupils, the more physical activities they
need. Children need exercise and movement, and you should make use of this wherever
possible. As well as the moving about activities connected to doing ordinary things in the
classroom, you can ask pupils to do all sorts of crazy things - 'stand on your head by the door':
'hop on your left foot five times' - and the more language the pupils learn, the more you can
ask them to do - 'count up to ten and then walk to the blackboard and back'. The advantage
with this type of activity is that you know at once if the children have understood. You can
check classroom vocabulary, movement words, counting, spelling, etc. Pupils learn from each
other. If they haven't understood the first time, they'll still be able to do the activity by
watching the others. As pupils learn more and more language, you can let them take over the
role of 'instructor' they are very good at it!
Put up your hand
You will almost certainly have to make use of the 'put up your hand' type exercise at some
stage. For example, when the pupils are learning the sound system, you might ask them to put
up their hands when they hear the sound /d3/. Or you might want them to put up their hands
when they hear a certain word. Or, in order to calm them down a bit, whisper the numbers
from one to twenty, and ask them to put up their hands when you miss out a number. There
are all sorts of uses for the 'put up your hand when' type of exercise. Can you think of others?

Mime stories
In a mime story the teacher tells the story and the pupils and the teacher do the actions. It
again provides physical movement and gives the teacher a chance to play along with the
pupils.
Here's a very simple example of a mime story:
Nguyễn Thị Ánh Nguyệt 13
'We're sitting in a boat, a small rowing boat. Let's row. We row and row. Now what's that? A
bird. A big bird flying over the water. Now it's gone. We keep rowing. Can we see the bird?
No, no bird. This is hard work. Row, row. We're tired. We row slowly. There's the shore. Let's
go home now. We're so tired we're dragging our feet. We're tired. We want to go to sleep. We
lie down on our beds. We close our eyes, and .... shhhh .... we're asleep'.
Drawing
'Listen and draw' is a favourite type of listening activity in almost all classes, but remember
that drawing takes time, so keep the pictures simple. In 'listen and draw' activities the teacher,
or one of the pupils, tells the other pupils what to draw. You can make up a picture or
describe a picture you have in front of you. This activity is particularly useful for checking
object vocabulary, prepositions, colours and numbers. It is not so useful for actions, since
drawing people doing things is quite difficult for most of us.

Listening for information

'Listening for information' is really an umbrella heading which covers a very wide range of
listening activities, and which could have been the title of this chapter. However, we are
taking it to mean listening for detail, for specific information. These activities are often used
to check what the pupils know, but they can also be used to give new information.
Identifying exercises
You can make up very simple identifying exercises like this one:
"Has anyone seen this boy? He has dark hair and big ears. He is wearing rubber boots and
carrying a football. He has a striped jersey and short trousers. Put a cross by the right picture."

Listen for the mistake

You can use the picture in your book but make mistakes in the text you read, so that pupils
have to listen for the mistakes. The same can be done using the correct text and the wrong
picture, but this takes a bit more time to prepare.
Putting things in order
Pupils have a number of pictures which illustrate a text in front of them. The pictures are not
in the right order. Pupils listen to the text and put the pictures in the order they think is right.
An example of this type of picture series is given on page 45 in the chapter on oral work.

14 Nguyễn Thị Ánh Nguyệt

Questionnaires
You can have a questionnaire type exercise which involves a little bit of writing or the filling
in of numbers like this one, which is about how much television pupils watch:

Questionnaires are a very useful type of language exercise which we have taken up again in
the chapter on oral work.
Listen and colour
Children love colouring pictures and we can easily make this activity into a listening activity.
We can use any picture which the pupils have in their workbook. Instead of just letting them
colour it by themselves, make it into a language activity.

DISCUSSION
1. Work in groups, write a mine story for your young language learners?
2. List our activities that can be used to improve your learners listening skills in a fun way.

Nguyễn Thị Ánh Nguyệt 15

CHAPTER 4: SPEAKING SKILLS TO YOUNG LANGUAGE
LEARNERS

Speaking is the most important skill in acquiring a new language. Being able to express their
opinions clearly and concisely helps learners feel confident in communicating.

Theories related to speaking listening skills to young language learners

General comments
Limitations
Speaking is perhaps the most demanding skill for the teacher to teach. In their own language
children are able to express emotions, communicate intentions and reactions, explore the
language and make fun of it, so they expect to be able to do the same in English. Part of the
magic of teaching young children a foreign language is their unspoken assumption that the
foreign language is just another way of expressing what they want to express, but there are
limitations because of their lack of actual language.
We don't know what they want to say
If you want your pupils to continue thinking about English simply as a means of
communication, then you cannot expect to be able to predict what language the children will
use. Their choice is infinite, and we cannot decide what they will say or want to say. You'll
also find that the children will often naturally insert their native language when they can't find
the words in English.
Finding the balance
What is important with beginners is finding the balance between providing language through
controlled and guided activities and at the same time letting them enjoy natural talk. Most of
our pupils have little opportunity to practise speaking English outside the classroom and so
need lots of practice when they are in class.
Correction
When the pupils are working with controlled and guided activities, we want them to produce
correct language. If they make mistakes at this stage then they should be corrected at once.
During this type of activity the pupils are using teacher or textbook language, and the pupils
are only imitating or giving an alternative, so correction is straightforward.
However, when pupils are working on free oral activities we are trying to get them to say
what they want to say, to express themselves and their own personalities. The language
framework of the activity is often quite tightly controlled by the teacher or the textbook, but
the emphasis for the pupils should be on content. If pupils are doing problem solving or
working on any of the activities of the types given on pages 42 to 48, then correction of
language mistakes should not be done while the activity is going on. The teacher can note
what he or she thinks should be corrected and take it up in class later. Of course, if pupils ask
you what is correct or what the English word for 'X' is while they are talking, then you should
give them the answer.

16 Nguyễn Thị Ánh Nguyệt

Presenting language orally
When children start learning English, they need to be given language before themselves. has
to go can come out. At this initial the activities will be under the the teacher. Here are just
some of the ways you can present new language orally:
Through the pupils
The teacher knows what his or her pupils so he or she says: Listen Maria can swim. Peter can
sing. Miriam a bike. Paula can whistle. Carlos can draw.' The sentences should be true and
accompanied by the appropriate actions and sounds.
Using a mascot
One of the most successful ways of presenting language to young children is through puppets
or a class mascot. Having 'someone' familiar constantly on hand with whom you can have
conversations about anything and everything is a wonderful way of introducing new subjects
and new language to young children. For example, if you use a teddy as your mascot, you can
use Teddy to ask questions. Pupils can ask through Teddy Teddy wants to know... You can
present dialogues with Teddy as your partner.

Drawings
You can use very simple line drawings on the board, like these from Andrew Wright's book
Visual Materials for the Language Teacher (Longman 1976)

Nguyễn Thị Ánh Nguyệt 17

Puppets
Puppets don't need to be more than masks or finger drawings and these don't have to be
complicated. They can just be paper bags with holes for eyes:

Or

Using objects
Here are two dialogues which show how physical movements or objects can make a dialogue
come alive for young children, and give it an amusing communicative purpose.
The day before ask the children to have something unusual in the pocket the next day. During
the quiete time, make sure that each one knows what the word for his or her object is in
English.
The children can choose which dialogue they want to follow, and they can go through one or
both with as many other pupils as they have time for.

18 Nguyễn Thị Ánh Nguyệt

Activities for teaching speaking skills to young language learners
Group work
There are a lot of examples of groupwork through out this book, but here is one which is easy
to arrange, fun to do, quite easy to organize and which concentrate on oral work.
Example
Take any picture from your textbook or workbook, copy it, cut it up and give one
picture to each member of the group.

Each member has to describe to the others what is in his or her picture without
showing it to the others. When the pupils have heard what is in all the pictures, the
group decides on the correct order of the picture.

Whole class activity

In these activities, all the pupils get up and walk about. Inevitably, they tend to be a bit noisy,
if you have more than thirty pupils in your class, you should split them into smaller groups.
1. This is a matching activity. Make cards which are similar, but a little bit different.

Make two copies of each. Each pupil has one card, which they look at, memorize and
face down on the desk. Everyone then walks around trying to find the person with the
identical card just by talking to each other.
2. With the five to seven years old, you will have to provide aids like this questionnaire
and they will move around to ask and tick into the appropriate box.

Nguyễn Thị Ánh Nguyệt 19

Role play
Another way of presenting dialogues is through role play. In role play the pupils are
pretending to be someone else like the teacher, or a shop assistant, or one of their parents, etc.
For young children you should go from the structured to the more open type of activity.
 Beginners of all ages can start on role play dialogues by learning a simple one off by
heart and then acting it out in pairs. With the five to seven year olds you can give them
a model first by acting out the dialogue with Teddy, and getting the pupils to repeat
the sentences after you. With the older children you can act it out with one of the
cleverer pupils.
 The next stage can be to practise the above dialogue, but asking for different things.
Your class now knows the dialogue, and together you can suggest other things to ask
for - a bar of chocolate, a bottle of lemonade, a packet of crisps.
 In real role play, the language used comes from the pupils themselves, so your pupils
will have to be familiar with the language needed before you can do the role play itself

For more advanced

Teachers can give children the written cue cards:

20 Nguyễn Thị Ánh Nguyệt

Whole class activities
In these activities all the pupils get up and walk about. Inevitably, they tend to be a bit noisy,
and if you have more than thirty pupils in your class, you should split them into smaller
groups.
1 The first activity is a matching activity. Make cards which are similar, but a little bit
different.
2 Another activity which is useful and versatile and which we have already touched on in the
listening chapter is using questionnaires.

DISCUSSION
1. Work in groups. What topics can you make cards for?
2. Look at the activities in your textbook which are designed to practice oral language.
Do you like them? Do you think they are useful for your class? If you’re not happy
with them, how would you make them more suitable with your class?
3. Can you think of activities that can be used in your class to encourage your students to
speak?

Nguyễn Thị Ánh Nguyệt 21

CHAPTER 5: TEACHING READING SKILLS TO YOUNG LANGUAGE
LEARNERS

Just as listening is the main source of language when pupils start to learn a language, print is
the second main source. As pupils become better and better in the foreign language, the
printed word becomes the main source of expanding and strengthening the language. Reading
is also the language skill which is easiest to keep up- many of us can still read in a foreign
language that we used to be able to speak as well. Books open up other worlds to young
children, and making reading an enjoyable activity is a very important part of the language
learning experience.

Approaches to reading
Many five to ten year olds are in the process of learning to read in their own language.
Whether or not they have mastered the skill in their own language, and whether or not their
own language is written in the Roman alphabet, will have an effect on the initial stages of
teaching reading in English. For example, a German child of nine will already be familiar
with most of the techniques of reading with word divisions, sentence links, paragraphs, how
letters relate to sounds, how the illustrations help him or her understand what is going on. A
Japanese child of nine will also be aware of much the same things, but he or she may not be
very familiar with the Roman alphabet or relate sounds to individual Roman letters. Clearly,
children whose mother tongue is not based on the Roman script have more stages to go
through when they are learning to read in English.

Ways of reading
There are a number of different ways to approach the introduction of reading in a foreign
language.
1. Reading a story from a book
Look back at what we said in Chapter 3 about reading stories. Some of the stories which you
read aloud will become the stories that your pupils read. Let's take Belinda's Story as our
example. The whole text of the story is as follows:
2. Reading a class story
Instead of reading from a book, you might want to use a class story as your starting point for
reading. This has the advantage that you can photocopy freely, making sure that everyone has
a copy, and the pupils can colour their own copies. There's also the point that shared stories
are always a good starting point simply because they are shared.
3. Reading texts based on the child's language
This approach has proved effective with beginners in both age groups. The idea is that each
individual pupil has his or her own written text which says what he or she wants it to say, and
is used for both mother tongue and foreign language learning. When working in the foreign
language, it is important that the teacher does not set the pupil a task which he or she does not

22 Nguyễn Thị Ánh Nguyệt

have the words for in that language. For example, there's no point in pupils bringing in a
picture of the place where they live, if they have no words to talk about it.
This type of reading is often based on a picture, but can be about something which has
happened, or just about how the pupil is feeling today. It is easiest to start off with a picture.
a. Ask the child to tell you about the picture.
b. If he or she gets stuck, ask either/or questions. 'Is she tall or small?'
c. If this still doesn't work, let the child tell you what he or she wants to say in his or her
own language. If this translates into something familiar, talk about it, make sure the
child understands. Do not write words which are new or unfamiliar.
d. Write a sentence in the child's book based on what the child has told you. It can be
very simple. This is me at home.'
e. Let the child see you writing the sentence, and say the words as you write them.
f. The child repeats the sentence after you, pointing to the words as he or she says them.
g. This is now that pupil's reading task, which he or she can read aloud to you.
h. It shouldn't take more than a couple of minutes to do this - you have a lot of pupils in
your class.
i. This sentence can gradually be built on. "This is me at home. It's my bedroom. It's
blue. It's nice. I have fish in my bedroom."
j. As the child's vocabulary increases, you can gradually build up stories.
4. Reading familiar nursery rhymes or songs
Most children learn nursery rhymes in their mother tongue and in English without having a
complete understanding of what they're saying. Some nursery rhymes are produced as books,
so the children can 'read' what they already know off by heart. While you might say that this
isn't real reading, the pupil can behave like a reader, and it helps to build up confidence. As
we have said before, there is also a very narrow dividing line between knowing something off
by heart and actually reading the words.

Activities for teaching reading skills to young language learners

Reading aloud
Let us now move on to look at various reading techniques. When we went to school, most of
the reading done in class was. reading aloud. Reading aloud is not the same as reading
silently. It is a separate skill and not one which most people have that much use for outside
the classroom. But it can be useful, especially with beginners in a language.
Traditionally, reading aloud is often thought of as reading round the class one by one, and
although many children seem to enjoy it, this type of reading aloud is not to be recommended:
 It gives little pleasure and is of little interest to the listeners.
 It encourages stumbling and mistakes in tone, emphasis and expression.
 It may be harmful to the silent reading techniques of the other pupils.
 It is a very inefficient way to use your lesson time.
However, reading aloud is a useful technique when used slightly differently:

Nguyễn Thị Ánh Nguyệt 23

  Reading aloud to the teacher should be done individually or in small groups. The
reader then has the teacher's full attention. Reading aloud from a book lets the teacher
ask about meaning, what the pupils think of the book, how they are getting on with it,
as well as smooth out any language difficulties which arise.
 The teacher can use it as a means of training and checking rhythm and pronunciation.
The teacher can read a sentence or a phrase and the class or parts of the class can read
in chorus after. This is particularly useful if the text is a dialogue, but should only be
done for a very short time. Choral reading can easily become a chant if there are a lot
of children in the class.
 Reading dialogues aloud in pairs or groups is an efficient way of checking work. The
pupils can help each other with words they find difficult to pronounce, and you should
try to get them to be a little critical about what they sound like: 'You don't sound very
friendly, Michelle' or 'Are you angry, Heinz?'

Silent reading
Reading aloud can be a useful skill to have in the classroom, and one which teachers make
good use of, but silent reading is what remains with most people for the rest of their lives.
Nobody can guarantee that all your pupils will love books, but a positive attitude to books and
reading from the beginning will ohelp. Make as much use of your English corner as possible
(see o page 12): have print everywhere, put up jokes on the notice board, give your pupils
messages in writing, try to give them their own books, even if it is only a sheet of paper
folded over to make four pages, make books available to them, and listen to what they are
saying about their reading. Use the textbook to concentrate on conscious language
development, but let your pupils read books for understanding and for pleasure.
Building up confidence
Some children are natural readers and will want to read books as soon as they can, but you
should spend some time building up confidence with the whole class about silent reading.
Give them all a story that they have listened to before and give them, say, two minutes to see
how far they get. Talk about the story with them in the mother tongue after they've read it.
Clear up any difficulties. The emphasis is on the content and the language shouldn't be a
stumbling block. Let them finish the story at their leisure.
Give pupils only half the story, and discuss what happens next in the mother tongue. See how
many different endings are possible, then let them read the rest of the story to see if they were
right. From the beginning encourage this type of anticipating. Good stories put the reader in
the mood of wanting to know what happens next.

DISCUSSION
1. Which of the ways of teaching reading are familiar to you? Were you taught to read
using them? How are pupils taught to read their own language in your country?
2. Do you like reading in English? Why(not)?

24 Nguyễn Thị Ánh Nguyệt

CHAPTER 6: TEACHING WRITING SKILLS TO YOUNG LANGUAGE
LEARNERS

Theories related to teaching writing skills to young language learners

Writing is not always easy
Although the writing and the oral skill are combined in the classroom and the one clearly
benefits from the other, writing has certain characteristics which seem to make it difficult for
pupils to get to grips with, especially for younger pupils:
 You can't make the same use of body language, intonation, tone, eye contact and all
the other features which help you to convey meaning when you talk.
 Very little of what you write is concerned with the here and now, which is where
many young children exist for a lot of the time. Exercises which reflect the pupil's
world help to bridge this gap. A copying exercise could be: 'Carlo is very happy today.
It is his birthday. He has got a kitten.' Or you might have a fill-in exercise about
Teddy: "Teddy has got a new….we think it is very….
 Many children take a long time to master the skill of writing. In a survey done in
Britain in 1982 on attitudes to writing in the mother tongue, about 10 per cent of
eleven year olds thought they were being asked about the mechanics of writing.
 The last comment reflects the fact that writing in a foreign language is all too often
associated with 'correcting errors'. Handwriting, grammar, spelling and punctuation
are often given priority over content. If we try to make children's writing meaningful
from the start, with the emphasis on content, then errors can be gently corrected and
re-written in cooperation with the teachers: This is the way you spell "like". Put "is" in
front of "sitting" and then it's fine.'

Writing is a good thing

Even if there are difficulties in writing in the foreign language, it is still a useful, essential,
integral and enjoyable part of the foreign language lesson.
 It adds another physical dimension to the learning process. Hands are added to eyes
and ears.
 It lets pupils express their personalities. Even guided activities can include choices for
the pupils, like the copying activity on page 70, or the story about the pet on page 73.
 Writing activities help to consolidate learning in the other skill areas. Balanced
activities train the language and help aid memory. Practice in speaking freely helps
when doing free writing activities. Reading helps pupils to see the 'rules' of writing,
and helps build up their language choices.
 Particularly as pupils progress in the language, writing activities allow for conscious
development of language. When we speak, we don't always need to use a large
vocabulary because our meaning is often conveyed with the help of the situation. Lots
of structures in the language appear more frequently in writing, and, perhaps most

Nguyễn Thị Ánh Nguyệt 25

 important of all, when we write we have the time to go back and think about what we
have written.
 Writing is valuable in itself. There is a special feeling about seeing your work in print,
and enormous satisfaction in having written something which you want to say. Never
underestimate the value of making pupils' work public – with I their consent, of
course.

Ways of writing
Controlled writing activities
Writing activities, like oral activities, go from being tightly controlled to being completely
free. You will usually do more guided activities with beginners, but you should not exclude
very simple free activities. In general, controlled and guided activities are being done to
practise the language and concentration is on the language itself. Free activities should allow
for self expression at However low a level, and content is what matters most.
Straight copying
Copying is a fairly obvious starting point for writing. It is an activity which gives the teacher
the chance to reinforce language that has been presented orally or through reading. It is a good
idea to ask pupils to read aloud quietly to themselves when they are copying the words
because this helps them to see the connection between the written and the spoken word. The
sound-symbol combination is quite complicated in English. For children who find even
straight copying difficult, you can start them off by tracing words. Even though they may not
understand what they are 'writing', they will still end up with a piece of written work, and this
in itself will give valuable encouragement and satisfaction.
Matching
You can vary straight copying by asking pupils to match pictures and texts, or to choose
which sentence they want to write about the text. For example, pupils might choose from the
three possibilities about this picture:

26 Nguyễn Thị Ánh Nguyệt

Dictation
Dictation is a very safe type of exercise if you can keep the language elementary and simple,
and because you, the teacher, are providing the actual language as well as the context. For
young learners, dictations should
Delayed copying
You can do 'delayed' copying, which is fun to do in class, for training short term visual
memory. Write a short, familiar sentence on the board, give the pupils a few seconds to look
at it, and then rub it out and see if the pupils can write it down. Please note that this type of
activity should not be used as a test.

Nguyễn Thị Ánh Nguyệt 27

Copying book
It is useful for pupils to have a copying book where they can copy new vocabulary, a little
dialogue, something you want them to remember or whatever. Most pupils will keep to what
you ask them to copy, but they should be free to copy things from the textbook, the notice
board and from her pupils. Some pupils will copy whole stories. If they have the time to do it,
let them
• be short
• be made up of sentences which can be said in one breath
• have a purpose, and be connected to work which has gone before or comes after be
read or said at normal speed.
Here is a short, simple dictation which acts as a message to the class:
'Maria has a baker's hat. She's going to bring it to class tomorrow. We're going to have a
baker's shop.' Guided written activities

Activities for teaching writing skills to young language learners

Fill-in exercises
Fill-in exercises are useful activities, especially at the beginner stages. They do not require
much active production of language, since most of the language is given, but they do require
understanding. With children who have progressed to level two, they can be used to focus on
specific language items, like prepositions or question forms. Try to avoid exercises which
have no meaning at all - exercises which give you sentences like 'The ox is on the bed.'
Fill-in exercises can be used for vocabulary work. For example, if the pupils are familiar with
the words for pets and a few adjectives, then this text has meaning even though there is no
picture to put it in a context.

Dictation
You might like to try dictating only half a sentence, and asking pupils to complete it in their
own way. For example,

28 Nguyễn Thị Ánh Nguyệt

Nguyễn Thị Ánh Nguyệt 29
Summary of dos and don'ts on free writing
Do
 concentrate first on content.
 spend a lot of time on pre-writing work.
 make sure that it springs naturally from other language work.
 try to make sense of whatever the pupils have written and say something positive about it.
 encourage, but don't insist on, re-writing.
 display the material whenever possible.
 keep all the pupils' writings.
Don't
 announce the subject out of the blue and expect pupils to be able to write about it.
 set an exercise as homework without any preparation.
 correct all the mistakes you can find.
 set work which is beyond the pupils' language capability.

DISCUSSION
1. What is the purpose of teaching writing?
2. How many ways can writing skills be taught?
3. Do you like writing? Why(not)?

30 Nguyễn Thị Ánh Nguyệt

CHAPTER 7: TEACHING PROCESS
TIẾN TR NH Á TIẾT Ạ TR NG T ĐƠN I HỌ
ộ Giáo Dục.


Theo gi o tr nh Ti ng nh 3, 4, 5 m i n v b i học nit ư c chia th nh 3 b i

esson v trong m i b i c 6 n 7 ph n kh c nhau.
iện nay, a số c c trường trong t nh n iang ang ti n h nh dạy gi o tr nh n y theo
hướng 4 ti t tu n v th ta s p d ng c ch ph n phối sau: 6 ti t 1 n v b i học. i u c
ngh a l m i ti t học ta phải dạy 3 hoặc 4 ph n. thể:
- Ti t 1: ph n 1,2,3 c a esson 1
- Ti t 2: ph n 4,5,6 c a esson 1
- Ti t 3: ph n 1,2,3 c a esson 2
- Ti t 4: ph n 4,5,6 c a esson 2
- Ti t 5: ph n 1,2,3 c a esson 3
- Ti t 6: ph n 4,5,6,7 c a esson 3
Ti n tr nh c c ti t dạy n y s ư c ti n h nh c thể như sau:
TIẾT (Cung cấp ngữ liệu: từ vựng, mẫu câu và thực hành nói theo mẫu)
I. WARM UP:
II. NEW LESSON:
1. Look, listen and repeat:
 iới thiệu t a b i.
 Dạy t v ng mới trong ph n m thoại ph n oint say .
 Tạo t nh huống giới thiệu nh n v t,… l m m u ph n m thoại.
 uyện t p ph n m thoại, r t ra c u tr c c n học.
( Riêng ph n t v ng, ta c thể dạy t v ng trước khi dạy b i m thoại hoặc
dạy t v ng trong ph n oint and say.
2. Point and say:
 iới thiệu việc s l m.
 Dạy lướt tranh t g i run through pictures word cues .
 m m u 1 or 2 tranh)
 Th c hành: GV  HS
 Th c h nh theo nh m d y roup works:  B)
 Th c h nh theo cặp pen pairs d nh cho học sinh gi i
 Th c h nh theo cặp losed pairs
3. et’s talk:

Nguyễn Thị Ánh Nguyệt 31

  Further practice: HS ứng d ng m u câu v a học h i p nhau theo t nh
huống th c t .
III. HOME LINK:
- ch p b i
- Dặn luyện vi t.
ưu : - h p b i học 1 l n v o cuối ti t học.
- Dặn HS v nh luyện vi t t v ng: 1 t 2 -3 h ng.
- hi luyện t p theo cặp n n t n d ng tranh trong s ch, ồ v t th t khi luyện
th m c thể d ng nh ng tranh ảnh kh c hoặc nh ng ồ v t kh c ể n ng cao tr nh cho
học sinh.
TIẾT : (Rèn các kỹ năng nghe, đọc hoặc viết, kèm theo một bài hát sing, chant
hoặc trò chơi)
I. WARM UP:
 Cho HS sắm vai hoặc ch i trò ch i ể g i nhớ lại t v ng và m u c u
học ở ti t trước.
II. NEW LESSON:
1) Listen & tick / Listen & number / Listen & complete / Listen & circle:
 re-listen: run through pictures word cues guess … giới thiệu cho học
sinh ph n c n th c h nh nghe ể nh d u, nghe ể nh số, nghe ể ho n
th nh c u …
 hile-listen: mở b ng a cho học sinh nghe t l m.
n 1: ọc sinh nghe v ch tay v o tranh c li n quan.
n 2: ọc sinh nghe v th c h nh theo y u c u.
 Post-listen:
u c u học sinh trao i p n ể s a sai.
Gọi HS lên bảng cho p n
Nghe lại l n 3: c ng học sinh nghe v kiểm x c nh p n ch nh
x c.
2) Read & tick / Read & complete / Read & draw / Read & match:
 iới thiệu b i ọc.
 re-read: run through pictures word cues giới thiệu cho học sinh ph n c n
th c h nh ọc ể nh d u, ọc ể ho n th nh c u, ọc ể i n vào ch
trống…
 hile-read: học sing ọc v l m b i theo y u c u c thể cho ọc và
làm bài cá nhân hoặc hoạt ng theo nhóm)
 ost-read: học sinh trao i p n v s a sai. ời v i học sinh ưa p n
lớp nh n x t ng sai. u c u cả lớp ọc lại to n b i ọc.
3) Write:

32 Nguyễn Thị Ánh Nguyệt

  iới thiệu b i vi t. (v v n gì)
 Pre-write: run through pictures word cues giới thiệu cho học sinh ph n
c n th c h nh vi t. Cho t g i ý, vi t m u vài câu hoặc cho sườn bài.
 hile-write: học sinh ọc v l m b i theo y u c u c thể y u c u học sinh
thảo lu n theo nh m trước, sau t l m
 ost-write: học sinh trao i p n v s a sai. ời v i học sinh hoặc
nh m ưa p n, lớp nh n x t ng sai. họn vài bài vi t tốt cho cả lớp xem ( n u
có máy chi u v t thể) hoặc gọi v i ọc bài vi t c a mình.
4) et’s sing et’s chant et’s play:
 iới thiệu c c nh n v t trong tranh.
 iới thiệu lời b i h t hoặc b i chant tr n poster. gạch chân các t ngay
nh p chant)
 ở b ng hoặc ọc m u h t m u.
 ở b ng cho học sinh nghe v h t theo.
 GV  t ng c u, gh p c u, cả b i
 Th c h nh theo nh m d y roupworks:  B)
 Th c h nh theo cặp ôi.
 ời v i cặp học sinh t nh nguyện.
III. HOME LINK:
- ch p b i
- ướng d n l m b i trong BT…
TIẾT :
I. WARM UP:
II. NEW LESSON:
1. Listen & repeat (phonics):
 iới thiệu b i học.
 iới thiệu ph n phonics.
 m m u, học sinh lặp lại.
 iải th ch t mới n u c .
 ọc m u hoặc cho học sinh nghe t b ng, a.
 ọc sinh luyện ọc theo lớp, nh m.
 ời v i học sinh th c t p trước lớp.
2. Listen & tick / Listen & number / Listen & complete:
 re-listen: run through pictures word cues guess … giới thiệu cho học
sinh ph n c n th c h nh nghe ể nh d u, nghe ể nh số, nghe ể ho n
th nh c u …
 hile-listen: mở b ng a cho học sinh nghe t l m.

Nguyễn Thị Ánh Nguyệt 33

 n 1: ọc sinh nghe v ch tay v o tranh c li n quan.
n 2: ọc sinh nghe v th c h nh theo y u c u.
 Post-listen:
Yêu c u học sinh trao i p n ể s a sai.
Gọi HS lên bảng cho p n
Nghe lại l n 3: c ng học sinh nghe v kiểm x c nh p n ch nh x c.
3 et’s chant: như d tr nh b y ở trên)
III. HOME LINK:
- ch p b i.
- ướng d n l m b i trong BT…
TIẾT :
I. WARM UP:
II. NEW LESSON:
4) Read & tick / Read & complete / Read & draw / Read & match:
 iới thiệu b i học.
 re-read: run through pictures word cues giới thiệu cho học sinh ph n c n
th c h nh ọc ể nh d u, ọc ể ho n th nh c u, ọc ể …
 hile-read: học sinh ọc v l m b i theo y u c u
 ost-read: học sinh trao i p n v s a sai. ời v i học sinh ưa p n
lớp nh n x t ng sai. u c u cả lớp ọc lại to n b i ọc.
5) Write:
 iới thiệu b i vi t. (v v n gì)
 re-write: run through pictures word cues giới thiệu cho học sinh ph n
c n th c h nh vi t. Cho t g i ý, vi t m u vài câu hoặc cho sườn bài.
 hile-write: học sinh ọc v l m b i theo y u c u c thể y u c u học sinh
thảo lu n theo nh m trước, sau t l m
 ost-write: học sinh trao i p n v s a sai. ời v i học sinh hoặc
nh m ưa p n, lớp nh n x t ng sai. họn vài bài vi t tốt cho cả lớp xem ( n u
có máy chi u v t thể) hoặc gọi v i ọc bài vi t c a mình.
6) Project:
 Yêu c u HS v nhà v tranh hoạc h i p nhau theo c u tr c c u học
trong bài.
7). Color the star:
 HS t nh gi c c kỹ n ng nghe, n i, ọc, vi t c a mình, ( HS tô màu các
ngôi sao theo 3 c p :
Hoàn thành tốt
Hoàn thành
hưa ho n th nh
34 Nguyễn Thị Ánh Nguyệt
 T s t i u ch nh, t hoàn thiện các kỹ n ng còn y u kém
III. HOME LINK:
- ch p b i
- ướng d n l m b i trong BT…
Tr n y ch là g i ý cách soạn giáo án c a B Ti ng Anh TP Long Xuyên.
Quý th y cô có thể tham khảo v i u ch nh tùy theo tình hình th c t ở t ng
trường.

Nguyễn Thị Ánh Nguyệt 35

CHAPTER 8: MODELS OF LESSON PLANS

36 Nguyễn Thị Ánh Nguyệt

Nguyễn Thị Ánh Nguyệt 37
38 Nguyễn Thị Ánh Nguyệt
 REFERENCES
1. Clipson. S. (1998). Drama in Primary English Teaching. David Fulton Publishers
2. David, J.H. (2008). Theatre, children and youth. Oxford University Press.
3. Micheal, A., Hughes, J., Manuel J. (2008). Drama and English teaching. Oxford
University Press.
4. Michael, A. (2005). Teach English with drama. Oxford University Press.
5. Susan, H. (1998). Teaching English in the Primary Classroom. Oxford.
6. Slattery, M. and Willis, J. (2003). English for Primary Teachers. Oxford.
7. Vale, D. with Feunteun, A. (1996). Teaching Children English. Cambridge University
Press.
8. Wendy, A. S. and Lisbeth, H. A. (2008). Teaching Young Learners. Oxford.
9. andouts from workshop “Teaching English to Young Learners”, an Tho university,
2011.
10. andouts from workshop “Workshop on implementing pedagogical practice”, n iang
university, 2019.

Nguyễn Thị Ánh Nguyệt 39