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Before speaking (Pre – Speaking ) : introduce new language:

Before speaking (Pre – Speaking ) : introduce new language:

Tải bản đầy đủ - 24trang

1.1. Greeting / chatting in English:

Facing with the difficulty is that not know to choose the appropriate

information for students, I have used how to explore student ‘s knowledge by

eliciting or brainstorming tips . In addition, I contacted old lessons related to

new lessons with many forms such as: Ask related questions ; give exercises

they learned ;create the context or reasons related to the part " speaking ".

With this technique, I have performed in some lessons in English

textbooks 7 as follows:

Example: English 7 - Unit 11: Travelling in the future Communication: Before starting the lesson, I elicit students some questions

closer to everyday life:

+ "How do you go to school everyday?"

+ "What do you see traffic problems khi you go to school?".



Students enthusiastically answered these questions closer to everyday

life making students comfortable to speak English. And sometimes some

students' answers were really interesting and special. (Example: The students

saw the problems: the rubbish is on the road and the People use the places to

buy breakfast,... etc.)

1.2. Observing a picture then asking and answering about the picture:

As one of the important items in teaching English, pictures or illustrations

are used in the "Before" and has many advantages, helping students navigate the

lesson and answer some questions involved. The observations helps students

have a clear vision of the topic of the lesson today.

Example : English 7 - Unit 3 - Community Service - A closer look 1, I

used the tonation of native speakers to teach students vocabulary then test their

knowledge. I let them select pitures suiting learned words (Checking

vocabualary: matching the pictures with the Phrases). From such activities I

have expanded for them to discuss and describe, gave the way to help

characters in those situations.

+ People in a flooded area: people are in the water → They need food

and clothes

+ Elderly People: there are old people → They need to look after.

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+ Sick children: the children are in the hospital. They need some

medicines.

+ Homeless people: The people are in the bench without a house→ Give

them a place to live.

+ Diabled people: They can’t walk or they can’t see → They need our help.



Example 3: Unit 9: Festival Around the World- Communication.

Before entering the lesson, I supplied the students with some vocabularies

related to the content of the new lesson to help students have a look on the West

festivals Thanksgiving.



TURKEY



GRAVY



CANEBERRY



STUFFING



FEAS



Instead of reading, I got students to hear the tonation of native speaker,

then repeat chorus ,chorally. To check vocabulary ,teachers can check in several

ways such as: Get students to work individually and correct their pronunciation

or teachers speak Vietnamese, students repeat English or get students to play

games called "make sentences by using these words"; "what and where",

"ordering vocabulary"... This helps students understand faster and apply the to

the context better , prepare better for the coming lessons.

1.3 A riddle:

In teaching English to children, using games as an effective and useful

measure to create fun learning environment and attract students into the lesson,

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contribute to improving the ability to acquire knowledge and training foreign

language skills for students. And I used the puzzle method (A riddle) to help

students have a look on the topic they are ready to speak and give some further

information.

Example : English 7- Unit 9: Festivals around the world- A closer

look 1: I help students remind the previous lessons and consolidate their

knowledge about the name of the festivals by calling students to describe the

picture that they chose and offer their simple typical description.

+ "You can see the old man in red"

+ "You can throw the water Into everyone. What is it? ".



1.4 A language game (Crosswords, noughts and crosses, ect)

In teaching English to children, using games as an effective and useful

measure to create fun learning environment and attract students into the lesson,

contribute to improving the ability to acquire knowledge ; training foreign

language skills for students and stimulate their pleasure and inspire their

speaking ability.

Example: English 7- Unit 5: Vietnamses Food and Drink Communication: I got students to participate in games to consolidate learned

vocabulary and consult to talk about food of the groups. By participating

noughts and crosses game in groups, It will stimulate the struggle between the

groups and make them to forget shyness when speaking English.

bitter

fragrant

tasty



Delicious

Sour

Sweet



Salty

Spicy

terrible

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Eg: The lemon is too sour to use this food.

1.5. Don’t drop the ball:

This technique is used as a familiar game to communicate. It helps

students remember longer and create their speaking reflections.

This method is often used in Pre-Speaking. When entering the class I took

a little ball with me and asked a few short questions, for example: "Did you

have a good weekend ? ".

After finishing the question, I tossed the ball toward students so that they

could catch it.If the student did not answer the question, I quietly took the ball,

repeated the question and did again to another child.

When students answered the questions, I signaled to them to toss the ball

back to me. If the student answer a short answer, for example, "Yes", I did not

catch the ball when they came back me and let it fall off the floor and expressed

dissatisfaction. After a short time, I picked up the ball and asked that student:

"Where did you go?" and tossed the ball back to that student. I continued doing

until the students answered more fully and asked again, for example: "To the

movies. How about you? ". At that time, I expressed satisfaction and caught the

ball,then tossed it toward another student for them to answer the question.

2. While speaking ( While- speaking ) :

After attracting the concentration, attention of all students in the

classroom, teachers give speech purposes and the instructions.

* The types of exercises in "speaking" skill, I have applied as follows:

- Controlled Speaking (Controlled practice)

+ Repetition drill and Substitution drill

- Free Speaking (Free practice / Production)

+ The list of main ideas and Hot seat

- Practice groupwork skills

2.1. Controlled Speaking (Controlled practice)

Students relied on situations tips (through drawings, words, given

sentence structures or conversation samples) to practice speaking as required.

Studnts practiced in individuals/pairworks/groups under the control of the

teachers (correct pronunciation, grammatical errors, given word cues...).

Students call individuals or pairs to practice (talk again) speaking as required.

a. Repetition drill (repeated exercise ):

With the advantages of this exercise form, the students will get used to the

stress system, rhythm and intonation of English. Therefore, the meaning is

expressed. Besides, students can get used to the sound system of English

through listening - speaking. Then students will get used selecting appropriate

vocabulary for each question and context.

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