Teaching the new

textbook- Tiếng Anh 8

Contents Overview of Tiếng Anh 8- Volume 1 Review of the main methodology underlying the book Integrated-skill approach: What? Why? How? A closer look at the How- Task-based learning- Project-based learning Writing objectives for lessons Teaching Getting Started Teaching Closer Look Teaching Communication Teaching Skills Making use of Projects

Structure of the book THEME 1: OUR COMMUNITIESUnit 1: Leisure activitiesUnit 2: Life in the countrysideUnit 3: Peoples of Viet NamReview 1

THEME 2: OUR HERITAGEUnit 4: Our customs and traditionsUnit 5: Festivals in Viet NamUnit 6: Folk talesReview 2

Methodology underlying the book Do you still remember the main

methods discussed last year? Can you share some main points that

we discussed in that session?

Principles for Teaching Adolescents

Use music Use current material Use team work Use acting Use choice Use what they know

Principles for Teaching Adolescents Use a quick pace Use activity Use positive class control. Use L1 at times Use games. Use their “desire”! Teens want to

express themselves. Projects, presentations, posters etc…can allow them to personalize the learning.

I. Gardner’s theory of multiple intelligences (1983)

II. Communicative language teaching (CLT)

III. Integrated-skill approach

Gardner’s theory of multiple intelligences (1983)

Communicative language teaching (CLT) emphasis on learning to communicate through

interaction in the target language The introduction of authentic texts into the learning

situation. The provision of opportunities for learners to focus

not only on language but also on the learning outcomes.

An enhancement of the learner’s personal experiences as important contributing elements to classroom learning.

An attempt to link classroom language learning with language activities outside the classroom.

Types of communicative activities Jig-saw Task-completion Information gathering Opinion-sharing Information-transfer Reasoning-gap Role-plays Information gap

Integrated-skill approach

What? Why? How?

Please share your answers.

Integrated-skill Approach: WHAT?

Narrow view:Integration of four primary language skills

Broader view:Four primary language skills + subskills

(non-verbal, cognitive, linguistic knowledge, etc.)

Integrated-skill Approach: WHY?

- Production and reception are two sides of the same coin.

- Often one skill will reinforce another.- Written and spoken language bear a relationship to

each other.- Most of natural performance involves not only the

integration of one or more skills, but connections between language and the way we think, feel and act.

- Etc.

Integrated-skill Approach: HOW?

Work in groups of four

Each member reads one model and

summarizes the main points

Shares the points with other group members

Prepares to answer T’s questions

Integrated-skill Approach: HOW?

1st: from RECEPTIVE to PRODUCTIVE skills

2nd: complex integration (through content-

based /task-based /project-based instruction)

Task-based

Project-based

Task-based learning

Task-based learning: DEFINITION

Task-based learning: DEFINITION

Examine two activities in your

handout.

Decide which activity is a task. State

the reasons why.

Task-based learning

Features of a task:

Will the activity engage learners' interest?

Is there a primary focus on meaning?

Is there a goal or an outcome?

Is success judged in terms of outcome?

Is completion a priority?

Does the activity relate to real world activities?

(Willis, D. & Willis, J. (2007). Doing task-based teaching. UK: OUP.)

A task or an exercise?

Six types of tasks

(Willis & Willis, 2007)

List the kinds of transport available locally – a list of nouns

List the features of an ideal transport system – a mixture of phrases and sentences

List reasons for using (or not using) particular forms of transport – a list of quite complex sentences.

List recommendations for improving your local public transport system – a list of quite complex sentences.

Listing

(Willis & Willis, 2007)

In pairs, look at your list of famous people. Which people are most likely to remain popular and become 21st century icons? Rank them from the most popular to least popular, and be prepared to justify your order to another pair.

Look at the four pictures. They are mixed up. Put the four pictures in a sequence so that they tell a story. Prepare to tell your story to another pair.

Ordering and sorting

(Willis & Willis, 2007)

Read the texts – each is about a famous person but the person is not named – and look at the photos. Match each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how you did it.

Read the four headlines A to D. Match two pieces of information (given in 1 – 8 below) to each headline. Explain to your partner how you did this. What clues did you find? Did you both use the same clues?

Matching

(Willis & Willis, 2007)

Tell your partner what usually do at weekends at this time of the year. Then find out what your partner does. Try to find at least three things in common or see how many things that you can find in three minutes you have in common.

Tell your partner about what they are doing over the next few days. Find out if your paths are likely to cross at any point over this period. For example, you might be going to the same supermarket for your shopping.

Spot the difference

Comparing

(Willis & Willis, 2007)

Think of a town center where there is too much traffic. In twos, think of three alternative solutions to this problem. List the advantages and disadvantages of each alternative. Then decide which alternative would be the cheapest one, the most innovative one, the most environmentally friendly one. Report your decisions to another pair/ group/ the class, and discuss which solution would be the best one to put forward to the local government.

Problem-solving tasks

(Willis & Willis, 2007)

Story-telling

Think of the most favourite teacher

you have ever had. Work in pairs.

Take turns to tell your partner about

your favourite teacher.

Creative tasks Work in groups. Create an international

menu and perform in a role play giving and taking orders from the menu.

Group work

Activities that are task-based?

Types of tasks used? Task chain?

Now let’s examine a sample

TASK CHAIN in the

handout.

TASK CHAIN In pairs, participants list all the people in

a family This is also known as “brainstorming”. It gives Ss thinking time. It allows the T to see what some Ss

already know and don’t know.

TASK CHAIN Make a chart or graphic organizer for the

information; ask Ss to help you put the vocabulary in the right columns This allows Ss to process the information. They can help each other. They can make a study guide to use later. Ordering from most important to least

important is another way you can organize a list.

TASK CHAIN Listen to a story about a family. Try to imagine the

people and how they are related to each other. Listen again to fill in the family tree. Work in a group to check the family tree. This can easily be made more difficult by increasing

the difficulty of the problem or creating the possibility for multiple solutions.

Ss speak English to complete the task. Ss use critical and analytical thinking.If solutions

differ, a representative of each group can report to the class.

TASK CHAIN

Ss draw their own family tree and share it in small groups

TASK CHAIN In groups or pairs, have Ss look at a

series of pictures. Ask them to write a story telling the names, ages, marital status, professions, and relationships of the people.

TASK CHAIN In groups, Ss compare their own families

with the T’s example; or they can compare with each other and write sentences comparing the two families.

Integrated-skill Approach: Project-based learningEmphasizes learning activities that

are student-centered Ss become the problem solver, decisions maker,

investigator, documentarian

are long-term Projects can last one semester or an academic year

are linked with real world issues and practices Significance beyond the classroom walls

develop real world skills (collaboration, problem-

solving, leadership, decision-making, etc.)

allow for a variety of learning styles

Integrated-skill Approach: Project-based instruction

Writing objectives for your lessons

Look at one lesson in Unit 1. With a partner, write the objectives for

this lesson Share your objectives with the whole

group.

Components of a good objective

PerformanceWhat will the students do?

ConditionUnder what conditions will the students perform?

CriteriaHow well with the students perform?

Following the principles provided, each teacher participant will be able to write a good performance objective without assistance.

By the end of the lesson, given an outline, the students will be able to write a paragraph about one type of pollution with coherence.

Three primary types of objectivesCognitive

knowledge and information related behavior

Psychomotorhands-on , doing behavior

Affectiveattitudes, values, feeling, belief-related behavior

Practice• Work in groups (two groups work on one

lesson)

• Use the requirements of good objectives to write the performance objectives for the lesson you are given.

• Share the objectives of your lesson with other groups

Teaching different lessons Share your experience with other

teachers.