Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 4 - Phan Thị Thu Nga

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Chapter 1 presents about how to describe learning and teaching. The main contents in this chapter includes: Concepts about language learning & teaching, elements for successful language learning in the classroom, ESA in different lesson sequences, what teaching models have influenced current teaching practice?

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Nội dung Text: Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 4 - Phan Thị Thu Nga

Chapter 4: How to describe learning & teaching Harmer, J. (1999). How to teach English. Longman
1. Concepts about language learning & teaching Adults: learning w/o studying if in the right kind of contact  Children & adults similarly acquire language successfully outside the classroom: First, being exposed to the language Second, motivated to learn to communicate Third, having opportunities to use the language they have just learned
2. Elements for successful language learning in the classroom  Engage  Study  Activate
 Engage  Aims  Arousing learners’ interest & involving their emotions  Activities & Materials:  Games (depending on ages, types)  Music  Discussion  Pictures  Stories/anecdotes
 Study  Main focus:  the construction of the language  Activities  Pronunciation practice  Grammar presentation  Structure/grammar drills  Vocabulary presentation/practice  Reading a text (content/language)
 Activate  Purpose/Aim:  Getting Ss using the language as freely and communicatively as they can  Typical activities:  Role – plays  Debates & discussions  Story & poem writing  Writing in a group
3. ESA in different lesson sequences ESA Straight Arrow Sequence EAS(A) Boomerang Sequence EAASASEA (etc) Patchwork Sequence
 ESA Straight Arrow Sequence Engage  Study  Activate (p.27)  Taking Ss in a straight line  First, get Ss interested & Engaged  Then, study something (e.g. how grammar points are constructed) & give Ss a chance to practice the language in a controlled way  Finally, Ss try to Activate it by putting it into production (e.g giving them a chance to activate the new language in an enjoyable way)
Limitations of ESA lessons  not appropriate for advanced learners with more complex language  not answer the learners’ need
 The Bomerang Sequence Engage Activate Study Activate (p.28)  Teacher: answering the need of learners  The connection b/w what Ss need to learn & what they are taught: transparent  placing a great burden one teacher b/c he/she will have to be able to find materials based on the (unforseen) problems thrown up at the Activate stage  Appropriate for intermediate & advanced level
 The Patchwork Engage Activate Activate  Study Activate Study Activate Study Engage  Activate (page 29)
4. What teaching models have influenced current teaching practice?  Grammar Translation  Audio-lingualism  Presentation-Practice-Production Task-Based Learning  Communicative Language Teaching