Giáo trình How to teach English - Chương 6: How to teach Language

Nội dung text: Giáo trình How to teach English - Chương 6: How to teach Language

1. Chapter 6: How to teach language Harmer, J.(1998). How to teach English. Longman
2. 1.Language study consist of Whatever level of Ss & however language organized in ESA sequences 4 things Ss need to do with ‘new language’  Be exposed to it  Understand its meaning  Understand its form (how it is constructed)  Practice it
3. 2. How to expose Ss to language? At any level, Ss opportunities: to see it to hear it before asking them to produce it
4. a. Complete beginners Ss require language by hearing it first exposed to the spoken form first E.g. The teacher holds up a pen, points to it and says ‘pen . look .pen . pen’ offering them a chance to hear the word Later, T holds up the pen & say ‘Listen . It’s a pen . It’s a pen It’s a pen. Later, still T starts asking ‘What is it?’ hearing what the question sounds like Ss need the reassurance of the written word
5. b. Elementary Letting Ss have a chance to hear a dialogue (playing the cassette player, or CD player) Showing Ss a written version
6. c. Low intermediate Reading a text in which many examples of comparative adjectives used in a fairly realistic way
7. d. Upper intermediate Ss read the printout from a computer in which many examples of ‘the word’ being used These examples are taken from a variety of sources (books, newspapers, ads .)
8. 3. How to help Ss to understand meaning? Real objects, pictures and drawings Teacher’s mime, gesture & expression Listing, synonym/antonym, timelines & explanation (structures) Check questions to make sure Ss understand concepts
9. Harmer’s techniques (1991) Vocabulary Visual aids Providing rich context Giving many examples Listing related words (synonym/antonym) Discovery techniques Numeration (general specific or vice versa)
10. Harmer’s techniques (1991) Grammar structures visually (Teacher’s performance) through a situation discovery techniques/ problem- solving approach providing rich contexts, situations using students’ context (family/friend) Inductive and deductive approach
11. 4. How to help Ss to understand language form? Two basic and important ways: Giving a clear model and asking students to listen and repeat 2 or 3 times Writing the word/ structure clearly on the board and getting students to tell you (the teacher) what to write
12. Complete beginners  explaining the sound construction of the word  writing the word on the board & indicating which syllable is stressed  using voice & gesture to demonstrate intonation Elementary learners  writing tables on the board making construction clear
13. Lower intermediate learners Asking Ss to discover the construction for themselves (using their own questions & procedure) Telling Ss if they’ve worked out rules correctly Upper intermediate learners Encouraging Ss to use dictionaries Individual work or group work to answer T’s questions
14. 5. How to practice the language?  Oral practice  Written practice
15. Oral practice Oral drill i) Four –phase drills (Q-A-Q-A) ii) Mixed question and answer drills (Teacher elicits questions) iii) talking about frequency of activities iv) Chain drills Information gap activities
16. Games Personalization / localization Students use the language they have recently learned to talk about themselves  Oral Interactions e.g. find someone who Likes/Dislikes Agree/Disagree Questionnaires
17. Written practice 1. Sentence writing: (a) The fill-in: writing a post card (b) What are they doing? describing what the people in the picture are doing. (c) Christmas: Students use personalization to write sentences using time clauses (when, while, after, before)
18. 2. Parallel writing (a) hotels: looking at a hotel guide book, especially key symbols and writing hotel instructions (b) sentence - ordering task: (looking at someone’s picture and arranging given sentences about this person’s life into a correct order)
19. 3. Cohesion combing sentences by using coordinators (and, but, or, so) or concession (although, in spite of)
20. 4. Oral composition visual or aural stimuli showing Ss a series of pictures, mine a story, or playing them a tape with a series of sounds useful for the teaching of narrative style and the use of various past tenses 5. Dictation
21. 6.Why Ss make mistake Two reasons why Ss make mistakes  the interference of their mother tongue  their natural language development
22. 7.How to correct Ss’ mistakes  Encouraging Ss to self-correct by themselves if possible  Asking other Ss to help  Choosing how to correct sensitively