WORKSHOP ON COMMUNICATIVE ENGLISH IN THE CLASSROOM- EMPOWERING THE STUDENT

1. WORKSHOP ON COMMUNICATIVE ENGLISH IN THE CLASSROOM- EMPOWERING THE STUDENT La Thanh Hotel- Nov 3rd, 2011

2. INTRODUCTION For any first-year or mixed-level (large) English classes, the approaches are basically the same for Reading and Writing AND Listening and Speaking: • Write a lot on the board. • Use a lot of body language (TPR). • Use a lot of pictures/photos, maps, posters, magazines, etc. (visual aids).

3. INTRODUCTION CONT’D • Use simple, short, clear instructions. • Give lots of examples (modeling). • Use some drills, memorization (dialogues especially), dictation. • Lots of pair work and small group activities AND, MOST IMPORTANTLY, • Use your more advanced Ss to lead the groups and help out as team leaders, your most valuable resource!

4. TEACHING READING AND WRITING?Why is it so important? • READING AND WRITING ARE THE FIRST STEPS IN LEARNING ANY LANGUAGE - WHY? • WHEN DO WE BEGIN THE READING AND WRITING PROCESS? • WHY IS IT GOOD TO START THIS PROCESS EARLY? • HOW CAN WE DO THIS?

5. READING AND WRITING ARE THE FIRST STEPS IN LEARNING ANY LANGUAGE - WHY?

6. WHEN DO WE BEGIN THE READING AND WRITING PROCESS?

7. WHY IS IT GOOD TO START THIS PROCESS EARLY?

8. HOW CAN WE DO THIS?

9. WAYS TO ENCOURAGE READING AND WRITING AND EMPOWER THE STUDENT READING • Internet! Comic books! Newspapers! Magazines! • At least twice per week, Ss take 20 minutes of free time to read whatever they want. In ENGLISH. • Something easy, fun and andfamiliar (something they can relate to) Something they choose and bring to class. • The more they read, the more they will have something to write about. • They must use their dictionaries to find the meanings of new words and build their vocabulary list.

10. And, best of all, the TEACHER gets two20-minute breaks!!

11. WAYS TO ENCOURAGE READING AND WRITING AND EMPOWER THE STUDENT WRITING • Aim: Improve writing skills. • Activity: Journal writing (portfolio). • Level:All. • Materials Needed: Notebook for each S. Source: About.com (http://esl.about.com/od/writinglessonplans/a/processw.htm)

12. Outline: • Encourage learners to write in their journal at least a few times a week. Just write anything - mistakes aren't important at this stage. • Ss should write on the front side of each page only. Ts will provide notes on the writing on the back. Remember to focus only on material covered in class when correcting Ss’ work. • Ask Ss to suggest themes and write a short text in their journal on this theme (hobbies, work-related themes, observations of family and friends, etc.). Write these themes on the board.

13. Outline Cont’d: • If Ss do not know the vocabulary for a theme, they should draw the item and write whatever they can about that item. • Collect the journals the first time in class and do a quick, correction of each one (while Ss are busy on another writing exercise, for example). • Ask Ss to rewrite their work based on your comments. (or just circle the errors and in groups, let them work together to correct) • After this first session, collect Ss' workbooks once a week and correct only one piece of their writing. Ask Ss to rewrite this piece.

14. OTHER WAYS TO ENCOURAGE WRITING • Ask Ss to prepare a personal education plan (PEP). • Where will I be in 6 months, 1 year, 5 years etc. (Goals?). • What are my objectives in English learning; what English will I need in the future (when the S takes responsibility for their work, they are more motivated). • Encourage Ss to write 5 sentences per week on a theme of their choice or make sure they give themselves a learning goal, for example, 10 new words per day. • Let them build a list of new words (with Vietnamese translation) in their portfolio. This is EXCELLENT for learning new vocabulary.

15. A LESSON USING A DIALOGUE TO PRACTISE READING AND WRITING The steps in a lesson plan are usually the same for any skill, adding different activities occasionally to add some variety and alternate group and individual work. • SHORT REVIEW OF THE LAST LESSON / WARM-UP (10 mins.) • PRESENT THE LANGUAGE (Introduce the new vocabulary, structure, grammar point, etc. – 20 mins.) CONTROLLED ACTIVITY • PRACTISE THE NEW LANGUAGE (20 mins.) LESS CONTROLLED • PRODUCE THE NEW LANGUAGE (45 mins. – this is the longest part of the lesson) FREE ACTIVITY • WRAP-UP (Conclusion, follow-up work to do and ask the Ss – What did you learn today? – 10 mins.)

16. Planning an Activity • When planning an activity, T should ask themselves these questions: • Why do we do the activity? • Just for fun. • To change the routine. • To review or reinforce a grammar point or correct a problem. • Is it beneficial, educational?

17. Planning an Activity • How will it help the Ss learn? • Will it work in your class (too many, too few Ss? appropriate level?) • Do you like it? Do they like it? • What did they learn from the activity? • Can the activity be adapted to other lessons? • What skill, function, grammar point are you teaching?

18. IN OTHER WORDS: THINK OF YOUR ACTIVITY IN TERMS OF OBJECTIVES. **WHAT DO YOU WANT TO ACHIEVE?**

19. 1. SHORT REVIEW OF THE LAST LESSON / WARM-UP (10-15 mins.) Encourage the Ss to join in a short class discussion(In the last lesson, the Ss talked about different foods and drinks). *Ask some QUESTIONS, for example: • What were some of the new words we learned in the last class (T writes them on the board) • Did you eat any of these foods since Tuesday? Where did you eat it? • How was it prepared? Who did you eat it with (WH-questions are better than Yes-No questions) • Ask some Ss to repeat the same questions to their classmates. Encourage interaction! • Ask some Ss to make a sentence with one or more of the words.

20. 2. PRESENT THE LANGUAGE Introduce the new vocabulary, structure, grammar point, etc (20 mins) • Remind Ss of the purpose of the activity (to learn how to order a meal at a restaurant; polite language; requesting). For this part of the lesson, the classroom text is usually used. • Get the Ss’ attention. Write new vocabulary on the board that will be in the activity and see if they can guess the meanings. • Play a quick game using the new grammar point. • MODEL the target language for the Ss (e.g. Would you like… etc.) Let the Ss repeat. Practise together.

21. 3. PRACTISE THE NEW LANGUAGE (20 mins.) • Arrange Ss in groups of 4-5 (grouping activity – 7 Categories) • Example: Let the Ss RECOPY a jumbled dialogue and, working together, put the dialogue in the correct order OR • This can also be a gap exercise (the key vocabulary was discussed in the Review / Warm-up)

22. Controlled Practice Activity Free Activity- producing a conversation Conversation Pieces: Offering and Accepting Complete these expressions: Would you __________ a drink? _______ you want ice and lemon? What _______ you like (to _______)? I’ll _______ a cup of coffee, please. ________ cup of coffee, ________. Work in groups of three. Make new conversations with this information: A glass of mineral water/ ice and lemon/ a glass of white wine/ VND 60,000 A cup of tea/ milk/ a cup of coffee/ milk and sugar/ VND 38,000 A glass of red wine/ a glass of orange juice/ ice/ VND 58,000

23. 4. PRODUCE THE NEW LANGUAGE (45 mins) –longest part of the lesson) • Ss are now ready to write on their own and T adds more! (make new conversations with new grammar and vocabulary). • T walks around and helps out (facilitator). • If a group or a S finishes ahead of the others, give extra exercises to hand out that relate to the lesson’s grammar focus OR the advanced S can walk around and HELP other classmates. • With time, the activities will become more complex. • In groups, Ss have specific tasks.

24. 5. WRAP-UP (Conclusion, follow-up work to do and ask the Ss – What did you learn today? – 10 mins.) • Ss can hand in their work to the T. As they progress, Ss should correct their own errors and help each other find and correct errors. • Finished texts can be used to fill the portfolio. • Points are given for correct, clean texts in the portfolio. • T takes notes on errors observed while going around the class and in the next class, put errors on the board for the Ss to correcttogether.

25. TEACHING LISTENINGAND SPEAKING - THE BIG CHALLENGE

26. HOW CAN WE MEET THE CHALLENGE?

27. WAYS TO FACILITATE LISTENING ANDSPEAKING ENCOURAGE STUDENTS TOTALK! TALK! TALK! • Internet! Television and Movies! Tourists! Music! • At least once per week, for 20 minutes, Ss take turns talking about whatever they want. In ENGLISH. • Something easy, fun and andfamiliar (something they can relate to) Something they choose and bring to class • Bring in a new word / new thing / intangible (action, problem i.e. missed the bus because it was full). Talk about it. Answer classmates’ questions.

28. WAYS TO FACILITATE LISTENING ANDSPEAKING CONT’D • Ss are expected to interrupt and to listen for errors and ask questions. • When S is talking, T doesn’t interrupt. Keeps notes. • T writes errors on the board when S is finished and all Ss together contribute to corrections. • Can also be done anonymously (collect all the errors and a few days later do accumulations of several Ss instead of focusing on one). • The more Ss talk, the more their confidence will GROW.

29. BUT, IT’S STILL A CHALLENGE • Ss don’t have the vocabulary (that’s why they first need to read and write A LOT). Therefore: • Encourage them to talk about what they know, what is familiar to them, and • Model the language. • Repeat the language. • Have lower level Ss memorize the language.

30. WHY IS IT IMPORTANT TO MODEL AND REPEAT THE LANGUAGE? • Important because of the big differences (grammar rules, word order, for example) between the two languages. • Especially helpful when used to correct a specific problem or relearn a difficult element.

31. LOWER LEVEL Ss MEMORIZE THE LANGUAGE e.g. DAILY ACTIVITIES Every day I wash my hair. I take the bus to school. I get dressed every morning. I read the newspaper. I cook my soup. etc. • Ask the Ss to memorize a few lines every day – check pronunciation. • This builds the Ss’ confidence. • You can change the activity to the past tense! AND don’t forget to model the activity first.

32. A LESSON USING A DIALOGUE TO PRACTISE LISTENING AND SPEAKING The steps in a lesson plan are usually the same for any skill, adding different activities occasionally to add some variety and alternate group and individual work. • 1. WARM-UP / SHORT REVIEW OF THE LAST LESSON (10 mins.) • 2. PRESENT THE LANGUAGE (Introduce the new activity (a conversation) The grammar structure is similar to the previous lesson – polite requests – 20 mins.) CONTROLLED ACTIVITY • 3. PRACTISE THE NEW LANGUAGE (20 mins.) LESS CONTROLLED • 4. PRODUCE THE NEW LANGUAGE (45 mins. – this is the longest part of the lesson) FREE ACTIVITY • 5. WRAP-UP (Conclusion, follow-up work to do and ask the Ss – What did you learn today? – 10 mins.)

33. SHORT REVIEW OF THE LAST LESSON / WARM-UP (10 mins.) • 1.Encourage the Ss to join in a short class discussion (In the last lesson, the Ss talked about different foods and drinks and polite language (offering/requesting) – Would you like, I would like….). • Ask Ss about something strange or fun that happened to them in a restaurant

34. Present the new (difficult) dialogue on the board and discuss the meanings. • Write the translation on the board (with Ss’ help!). • Remind Ss to add these words to their personal vocabulary list. • Review some pronunciation, especially if Ss are familiar with the phonetics chart.

35. 2. PRESENT THE LANGUAGE • (Introduce the new dialogue (conversation) the structure is similar to the previous lesson – polite requests – 20 mins.) CONTROLLED ACTIVITY • Give short, clear instructions for the activity. • T can ask a S to REPEAT the instructions to the class to make sure everyone understands. • We can use Vietnamese in the classroom sometimes to explain the grammar or explain more complicated instructions.

36. CONTROLLED ACTIVITY – RESTAURANT DIALOGUE • In groups of 3, the Ss will read the dialogue and complete the missing words using the words in the box below (Gap Exercise) http://bogglesworldesl.com/survival_travel_english/restaurants.htm Waiter: Welcome to Antico's. Here are your _____________. Today's special is_______________salmon. I'll be back to take your _______________in a minute.

37. Waiter: Are you _______________to order? Customer 1: I'd like the _______________ spaghetti. Waiter: And you?Customer 2: I'll have a hamburger and _______________. Waiter: _______________you like anything to drink? Customer 1: I'll have a coke, please. Waiter: And for you? Customer 2: Just water, _______________. Waiter: OK. So that's one _____________ spaghetti, one hamburger and fries, one coke, and one water. I'll take your _________________.

38. Waiter: Here is your food. _______________your meal. Waiter: _______________was everything? Customer 2: Delicious, thanks. Waiter: Would you like anything for _______________? Customer 1: No, just the _______________please.

39. 3. PRACTISE THE NEW LANGUAGE (20 mins.) LESS CONTROLLED • Let the Ss practise the conversation in groups of 3 (Waiter, Customers 1 and 2). • Let them change roles so they can practise all the dialogue. • Go around the room and check for pronunciation problems. • After 15-20 mins, review pronunciation together (only the major problems).

40. 4. PRODUCE THE NEW LANGUAGE • (45 mins. – this is the longest part of thelesson) • FREE ACTIVITY • Now the Ss are ready to produce the language. • Explain to the class what a SURVEY is. • One S will survey (interview and collect information) the others in their group and write the information on the handout. • Do NOT give handouts before you have given some explanation or they will be busy reading the papers and will not listen to you!

41. RESTAURANT SURVEY ACTIVITY • Give one handout to one S in each group. • One S interviews the others in their group. • Ss work in groups of 5 or 6. • T (facilitator / monitor) walks around the class and helps where there are problems

42. 5. WRAP-UP (Conclusion, follow-up work to do and ask the Ss – What did you learn today? – 10 mins.) • Ss share the results of the survey with the other Ss. • As a follow-up activity, Ss can write a short story about a funny/strange situation that can happen in the restaurant (example: Tourist accidently orders snake from the menu and only realizes when he pays bill!!) • This story can be for the S’s portfolio

43. GROUPING ACTIVITIES LOWER LEVELS • Fruits (match picture with the question) Do you have an apple? etc. • Match colored squares with the word • Song titles and the singers or group (well known) • Office equipment (or theme for the lesson) – match picture with the word • Description of something (e.g. A water buffalo in the field, A beautiful model) with the picture MORE ADVANCED • Countries and their capitals • Groups of 4 – If studying past tense that day, 4 short sentences that belong together (theme): I woke up, I took a shower, I ate breakfast, I kissed my wife and ran for the bus.

44. SUGGESTIONBOX • EMPOWER THE STUDENTS – ASK THEM WHAT ACTIVITIES THEY ENJOY AND WHAT DON’T THEY ENJOY • WHAT IDEAS DO THEY HAVE TO IMPROVE THE LESSON? ********** • QUESTION AND ANSWER PERIOD **********

45. CONCLUSION • All your students are different. • Some will learn faster by reading; some learn best by speaking and writing. • They can all help each other in different ways. • Focus on your Ss’ strengths and weaknesses. • All your Ss will enjoy a change of activity in the lesson.

46. CONCLUSION • When they are losing interest in a listening activity, switch to a speaking activity. • When they are tired of speaking, have them write something to get them involved again. • Many activities can be used again with the different skills. (Reading, Writing, Listening and Speaking) • Almost any activity can be adapted to the theme, verb or grammar focus or language function of the lesson. • Most of all, have fun with your students. Give them a lot of variety!

47. Cảm ơn và chúc các bạn luôn thành công! Thank you and I wish you much success!