the teaching of skills

THE TEACHING OF THE TEACHING OF LANGUAGE SKILLSLANGUAGE SKILLS

Đặng Hiệp GiangĐặng Hiệp Giang

Secondary Education Dept.Secondary Education Dept.

MOETMOET

The Stages of Presenting The Stages of Presenting and Practicing Language and Practicing Language

1. find out how much students already 1. find out how much students already know about the language point; know about the language point; eliciting;eliciting;

2. presentation; demonstration;2. presentation; demonstration;

3. check if students have understood 3. check if students have understood the presentation;the presentation;

4. practice (controlled and/or free).4. practice (controlled and/or free).

Ways to Present Ways to Present Language ItemsLanguage Items

ExplanationExplanation DemonstrationDemonstration IllustrationIllustration Discovery / deducing meaningsDiscovery / deducing meanings You can follow the procedure in the You can follow the procedure in the

book, adapt it, supplement it or omit book, adapt it, supplement it or omit part(s) as necessary.part(s) as necessary.

Steps to activitySteps to activity

Present activities step-by-step:Present activities step-by-step: Model the conversation dialogue.Model the conversation dialogue. Highlight all the conversation strategies Highlight all the conversation strategies

you want the students to learn.you want the students to learn. Ask students to do one practice first Ask students to do one practice first

with you or with a partner.with you or with a partner. Have students practice on their own.Have students practice on their own.

Use of English and Use of Use of English and Use of Mother TongueMother Tongue

Use English as much as possible with Use English as much as possible with your students!your students!

When presenting new language, try When presenting new language, try to illustrate the language through the to illustrate the language through the use of pictures and/or mime.use of pictures and/or mime.

Build a set of classroom language Build a set of classroom language and put it in practice.and put it in practice.

Get Students InvolvedGet Students Involved

ElicitingEliciting When presenting language, get the When presenting language, get the

explanations from students!explanations from students!

How?How? Practice asking questions that draw Practice asking questions that draw

responses out of studentsresponses out of students

Advantage: know how good students are!Advantage: know how good students are!


Pair work and group workPair work and group work More varietyMore variety Time used more efficientlyTime used more efficiently Peer learningPeer learning STT increased whilst reducing TTTSTT increased whilst reducing TTT Ss learn to do things without teacherSs learn to do things without teacher


create an enjoyable and exciting learning create an enjoyable and exciting learning environment environment

use topics and materials that the students find use topics and materials that the students find interesting interesting

connect classroom topics to students' personal connect classroom topics to students' personal lives lives

develop good, supportive relationships with develop good, supportive relationships with students students

make students aware of their potential and make students aware of their potential and goals goals

make second language culture more make second language culture more approachable approachable

How to organize pair and How to organize pair and group work?group work?

Start with what you feel comfortable Start with what you feel comfortable Give students roles and Give students roles and

responsibilitiesresponsibilities Add variety as students become Add variety as students become

more confident to avoid over-more confident to avoid over-familiarity.familiarity.

Take time loss into lesson planningTake time loss into lesson planning

What to do during pair What to do during pair and group work?and group work?

allow students to work at their pace and in allow students to work at their pace and in a way that suits them.a way that suits them.

offer help when necessary.offer help when necessary. answer students’ questions.answer students’ questions. let students know that time is closing in; let students know that time is closing in;

e.g. “just five minutes to complete what e.g. “just five minutes to complete what you’re doing”.you’re doing”.

monitor what is going on. Whilst monitor what is going on. Whilst monitoring, note down mistakes and monitoring, note down mistakes and examples of good work.examples of good work.

What to do during pair and What to do during pair and group work?group work?

Give a lot of encouragement, verbal Give a lot of encouragement, verbal or nonverbal encouragement. or nonverbal encouragement.

Create an open, warm, and non-Create an open, warm, and non-threatening classroom atmosphere. threatening classroom atmosphere.

Build exercises from easy to more Build exercises from easy to more difficult to make students difficult to make students comfortable using new words or comfortable using new words or forms.forms.

Some disadvantages of Some disadvantages of group and pair work and group and pair work and

what to dowhat to do Students might go off task => Explain Students might go off task => Explain

carefully and check that they have carefully and check that they have understood before forming groupsunderstood before forming groups

Students might get noisy. Monitor carefully Students might get noisy. Monitor carefully and say something immediately if it gets and say something immediately if it gets too loud.too loud.

Students might use their own language. Students might use their own language. Make it clear from the start that you Make it clear from the start that you expect students to use Englishexpect students to use English

How to Encourage How to Encourage SpeakingSpeaking

setting controlled speaking tasks and moving setting controlled speaking tasks and moving gradually towards freer speaking tasks;gradually towards freer speaking tasks;

setting tasks that are at the right level for the setting tasks that are at the right level for the students or at a level lower than their receptive students or at a level lower than their receptive skills;skills;

setting tasks that are easily achievable and setting tasks that are easily achievable and gradually moving towards more challenging tasks;gradually moving towards more challenging tasks;

praising students’ efforts;praising students’ efforts; using error correction sensitively;using error correction sensitively; creating an atmosphere where students don’t creating an atmosphere where students don’t

laugh at other people’s efforts.laugh at other people’s efforts.

Types of Tasks that Types of Tasks that Encourage SpeakingEncourage Speaking

Information gapInformation gap Discussions: reaching a consensusDiscussions: reaching a consensus Discussions: moral dilemmaDiscussions: moral dilemma DebatesDebates Role playRole play Problem solvingProblem solving

Speaking and ListeningSpeaking and Listening supporting different learning supporting different learning

strategiesstrategies asking a teacher or other native speakers asking a teacher or other native speakers

for repetition, explanation, or examples for repetition, explanation, or examples repeating language from a CD or video repeating language from a CD or video taking part in and listening to conversations taking part in and listening to conversations working with other students to solve a working with other students to solve a

problem problem recording one's own speech; then recording one's own speech; then

correcting pronunciation, grammar, or correcting pronunciation, grammar, or vocabulary vocabulary

taking notes taking notes

Reading, Vocabulary, and Reading, Vocabulary, and Writing activities supporting Writing activities supporting different learning strategiesdifferent learning strategies

previewing, skimming, or scanning the previewing, skimming, or scanning the material before studying or reading material before studying or reading

guessing meaning of unknown words from guessing meaning of unknown words from context context

reading aloud reading aloud repeating new vocabulary aloud or silently repeating new vocabulary aloud or silently using images to remember new vocabulary using images to remember new vocabulary using reference materials to check spelling, using reference materials to check spelling,

pronunciation, or meaning pronunciation, or meaning free writing (diary, journal) free writing (diary, journal)

Roles of teachersRoles of teachers

Facilitators, Managers, and Resources Facilitators, Managers, and Resources explain the activity in simple language explain the activity in simple language model the activity so learners understand model the activity so learners understand

what to do what to do check for understanding before beginning check for understanding before beginning provide preparation time for each group provide preparation time for each group monitor the activity closely monitor the activity closely join each group once the students get join each group once the students get

comfortable working in groupscomfortable working in groups

THINGS TO REMEMBER WHEN THINGS TO REMEMBER WHEN DESIGNING AN ACTIVITYDESIGNING AN ACTIVITY

Is this item worth spending time on? How will I present this material? What should I test? Will this activity be interesting enough for

my learners? Do I have enough time to do this activity? Will this activity be too noisy? Do the learners know how to do this kind of

activity or will I have to explain it to them?


Will this activity create a lot of marking for me to do?

Is this material too difficult for my learners? Is there something new for my learners to

learn in this activity? Will everyone in the class be able to cope

with this activity? Will this be a good activity for my learners? Are my learners doing enough reading? Is it good to get learners to memorize

words and phrases?


Should I do the same activity again? Should my learners be doing homework? What activities will I get the learners to do

today? Shall I get the learners to do this activity

individually or in pairs or groups? Should I pre-teach these items before the

learners meet them in the reading passage?


Shall I write this on the blackboard? Should I have a pre-reading

discussion or should I get the learners to talk about the text after the reading?

Have I got a good balance of activities in this lesson?


WHEN THE ACTIVITY IS OVER: Is this activity going well? Are all the learners participating in the activity? Are some learners doing more work than

others? Have the learners learnt anything from this

activity? Should I give the learners a test to encourage

them to keep on learning?

Questions and Questions and CommentsComments

THANK YOU!THANK YOU!

the teaching of skills

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good students

students comfortable

students aware

answer students

teacherget students

students roles

students involvedelicitingwhen

students involvedpair