TRƯỜNG ĐẠI HỌC THỦ DẦU MỘT KHOA NGOẠI NGỮ GIÁO TRÌNH PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH 2 (TEACHING ENGLISH – FROM THEORY TO PRACTICE) TS. Nguyễn Hoàng Tuấn (Chủ biên) Th. Trần Thị Thanh Mai Bình Dương, tháng 12 năm 2014 ACKNOWLEDGEMENTS A number of research paper, academic journals and coursebooks from famous authors, i. Asher, Celce-Murcia, Chomsky, Cunningsworth, Doff, Harmer, Nunan, etc.
have been adapted for the development of Teaching English – from theory to practice and have changed the theories into something much more pedagogical and practical for those who are interested in how to teach English in reality – whether directly or indirectly. I am grateful to Dr. Ly Quyet Tien of Thu Dau Mot University for inviting me to compose this book and to our editors for their helps in shaping the book. I only hope that they will like the way it has turned out.
Trần Thị Thanh Mai i AUTHORS’ PREFACE With the ever-increasing development of technology, the classroom teacher and the program coordinator have been approaching a wider variety of methodological options for learning and teaching than ever before. They can choose methods and materials according to the learners’ needs, the teachers’ preferences and the constraints of the school or educational setting. To others, however, the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned.
Some methods recommend apparently strange and unfamiliar classroom techniques and practices. This book is written in response to synthesize and organize popular and practical approaches and methods in language teaching as well as to review some useful techniques and principles to deal with a particular teaching skill. Teaching English – from theory to practice is designed to provide a detailed account of major issues in language teaching, of ways of teaching English and of ways to plan a lesson. To avoid too much reading, each part is designed into various activities ranging from filling the blanks to jigsaw reading.
Further references are also recommended right after each session. This book is designed for prospective or novice teachers who are not yet familiar with the basic theories, methods, and basic practices of teaching English as a Foreign Language or for those experienced teachers needing a further grounding in the most current, up-to-date methods and practices to be more successful in their current teaching. The book introduces the basic skills of listening, speaking, reading, and writing as well as issues in language teaching and lesson planning. It also introduces the teaching of the micro-skills of pronunciation, vocabulary, grammar, and discourse.
ii CONTENTS ACKNOWLEDGEMENTS i AUTHORS’ PREFACE ii CONTENTS iii INTRODUCTION v ISSUES ABOUT LANGUAGE TEACHING 1 Chapter 1: How to choose a coursebook 1. Criteria to choose a coursebook 2 1. The role of coursebook in language teaching 6 Chapter 2: How to deal with content of language 2. Language function 9 HOW TO TEACH ENGLISH 12 Chapter 3: How to teach vocabulary 3.
Methodology in teaching vocabulary 13 3. Principles of teaching vocabulary 20 3. Techniques in teaching vocabulary 3. Strategies in teaching vocabulary 23 3.
Error correction in teaching vocabulary 24 3. Suggested activities in teaching vocabulary 25 3. Further reading 35 Chapter 4: How to teach pronunciation 4. Methodology in teaching pronunciation 38 4.
Principles of teaching pronunciation 39 4. Techniques in teaching pronunciation 4. Strategies in teaching pronunciation 42 4. Error correction in teaching pronunciation 45 4.
Suggested activities in teaching pronunciation 46 4. Further reading 55 Chapter 5: How to teach grammar 5. Methodology in teaching grammar 57 5. Principles of teaching grammar 59 5.
Techniques in teaching grammar 60 5. Strategies in teaching grammar 63 5. Error correction in teaching grammar 65 5. Suggested activities in teaching grammar 66 5.
Further reading 68 Chapter 6: How to teach listening 6. Methodology in teaching listening 72 6. Principles of teaching listening 74 iii 6. Techniques in teaching listening 76 6.
Strategies in teaching listening 78 6. Error correction in teaching listening 79 6. Suggested activities in teaching listening 80 6. Further reading 86 Chapter 7: How to teach speaking 7.
Methodology in teaching speaking 89 7. Principles of teaching speaking 7. Techniques in teaching speaking 90 7. Strategies in teaching speaking 95 7.
Error correction in teaching speaking 96 7. Suggested activities in teaching speaking 97 7. Further reading 101 Chapter 8: How to teach reading 8. Methodology in teaching reading 102 8.
Principles of teaching reading 104 8. Techniques in teaching reading 105 8. Strategies in teaching reading 109 8. Error correction in teaching reading 112 8.
Suggested activities in teaching reading 8. Further reading 115 Chapter 9: How to teach writing 9. Methodology in teaching writing 117 9. Principles of teaching writing 119 9.
Techniques in teaching writing 120 9. Strategies in teaching writing 123 9. Error correction in teaching writing 125 9. Suggested activities in teaching writing 9.
Further reading 128 HOW TO PLAN A LESSON 130 CONCLUSION 139 BIBLIOGRAPHY 140 APPENDICES APPENDIX 1 143 APPENDIX 2 153 APPENDIX 3 159 APPENDIX 4 169 iv INTRODUCTION Who is the book for? Teaching English – from theory to practice is a book designed for those who are interested in teaching and are just about to teach mostly learners of whatever age. What is it about? Teaching English – from theory to practice is about teaching English as a foreign or second language: what it is about, and how to do it. Here is what it contains. The first two chapters discuss general issues about teaching and learning: how to choose a coursebook, how to deal with content of language.
Chapter 3 discusses how to teach vocabulary with various aspects, i. methods, principles, techniques, strategy, error correction, suggested activities and further reading. Chapter 4 deals with how to teach pronunciation with various aspects, i. methods, principles, techniques, strategy, error correction, suggested activities and further reading.
Chapter 5 looks at how to teach grammar with various aspects, i. methods, principles, techniques, strategy, error correction, suggested activities and further reading Chapter 6 mentions how to teach listening with various aspects, i. methods, principles, techniques, strategy, error correction, suggested activities and further reading. Chapter 7 suggests ways to teach speaking with various aspects, i.
methods, principles, techniques, strategy, error correction, suggested activities and further reading. Chapter 8 is about how to teach reading with various aspects, i. methods, principles, techniques, strategy, error correction, suggested activities and further reading. Chapter 9 is concerned with how to teach writing with various aspects, i.
methods, principles, techniques, strategy, error correction, suggested activities and further reading. The last session is about how to plan a lesson. A list of references provides the authenticity and validity of the contents in the book. The book ends with four appendices of lesson plan designed for a whole lesson from grade 6 to 9.
v ISSUES ABOUT LANGUAGE TEACHING -1- CHAPTER 1: HOW TO CHOOSE A COURSEBOOK Aims of the chapter: In this chapter, the learners will be provided with some criteria to choose a cousebook as well as the role of a coursebook. Chapter 1 includes two main parts: + Part 1. Criteria to choose a coursebook. This part consists of five activities presenting various criteria to choose a coursebook.
The role of coursebook in language teaching. Two activities will be included in this part to deal with the role of coursebook in language teaching. Criteria to choose a coursebook Choosing a coursebook is a daunting, sometimes overwhelming prospect for both program administrators and teachers. Nevertheless, it is a prospect that must be respected as it has significant impact on the ability of students to meet their language learning objectives, and affects both the process of how they learn and the outcomes.
Many researchers have compiled checklists and guidelines for choosing appropriate course books for different students. Some are more detailed and some are less so, but all deal with more or less the same issues. It is very important to know what to look for when choosing a book. Before choosing a course book for the students in any course, it is important to create a needs-analysis for your own students.
What will the students need to know by the end of the course or school year? Once the needs-analysis is done, it's a good idea to create a list of items that you consider desirable in a course book. Based on these lists, any course book can then be analyzed. Below are a few basic questions (to help get you started) that should be asked when we are in the process of choosing a course book for our classes and our students. Initial Questions Do the principles stated in the introduction or teacher's guide reflect my own principles? Is the teacher's guide comprehensive and does it offer many extra ideas? Does the book follow the rationale of the current English curriculum? o How do I know this? o Where can I check it? Are the topics covered in the book appropriate for my students? Is the material appropriate for my students? Are there enough reading passages and tasks in the book? Are they varied? Are there enough listening comprehension tasks in the book? Are they varied? Are there enough writing tasks in the book? Are they varied? Is grammar presented, taught and practiced in the book? Is there enough practice of grammar in the book? Are there performance-based tasks in the book? Are these varied and include both oral presentations and written ones? Is the language authentic? Is the book appealing to me? Do I think the students will also find it appealing? Is the font size or style appropriate for the age group of my students? Do I think I would enjoy using this book? 2 Checklist for choosing a coursebook Use the checklist below to grade each book you inspect.
This will help you to judge all the books by the same criteria. It will also help you to see what you may need to add, substitute, adapt or ignore in the coursebook. What does the book offer the teacher? 1 2 3 4 5 1. Do the book’s priorities match with your priorities? 2.
Does the book seem to do what it claims to do? 3. Is it clear how to use the book? 4. Is the book clearly sequenced and structured? 5. Does it provide integrated revision of key items? 6.
Are there any useful, additional materials? 7. Does it offer lots of practical ideas? 8. How does the book develop a balance of all 4 skills? Does this meet your needs? 9. Does it provide plenty of varied practice of any one set of language items? 10.
Does it help you to set tests? 11. Does the book manage to avoid sexual, racial and cultural stereotypes? What does the book offer the students? 12. Does the book look interesting and fun? 13. Can the students easily see what they have to do? 14.
Does the book provide much for them to do independently? 15. Does it give them activities and tasks which are interesting and worthwhile in themselves not just language exercises? 16. Does it provide plenty for those children who cannot read and write with confidence? When completing the questions from the table, teachers should then follow this 4- stage procedure. The teacher can look through the various books to analyze each for answer to the questions on the next page.
It helps to have a chart to write down the answers for this so that the information is clearly displayed. By far the best way to find a book’s strengths and weaknesses is to try it out with a class, seeing which lessons work and which don’t work.