Bài giảng môn Tiếng Anh - Unit 4: School education system

E12Top-down & Bottom-up processingTop-down & Bottom-up processing Production of spoken discourseLanguage knowledgeSpeaking strategiesBOTTOM-UPPragmaticsTOP-DOWNKnowledge of presupposition & contextSocial knowledge (style)Speaker’s intentionmetacognitionMacro-skillsMicro-skillsOUTPUT (production)a 2-minute talk on a topic (our modern house in the future)Pre-speaking (Unit 8 – FUTURE LIFE) IntensiveBackground knowledge of our future modern house useful in focus-on-form lessons (e.g. grammar)	=> attacked in the 1990s: teacher-centered; Ss learn in 	“straight” lines	Presentation Practice Production 	no knowledge 	providing knowledge	practice	production	=> different from human lang. learningTask-based learning / instruction	=> learning process focus on tasks, not structures	=> Ss learn by solving a problem / doing a task	=> student-centered	=> a kind of PPP upside downPre-taskIntroduction to topic & taskLanguage focusAnalysisPracticeTask cycleTask, planning, reportPPP variations & alternatives T. and Ss can decide at which stage to enter the procedure1PPP variations & alternatives=> Trilogy E – S – A 2	Engage = ss’ commitment useful in a skill lesson	=> focus-on-form occurs naturally while ss 	hear or read, i.e. Ss analyze their own 	language use AFTER a communicative task	PPP variations & alternatives=> Trilogy E – S – A Straight arrows lesson procedure=> ESA, much like PPPBoomerang lesson procedure=> EAS, more task-basedPPP variations & alternatives=> Trilogy E – S – A Patchwork lesson procedure=> A variety of sequences123456D. Teaching speakingUnit 6: FUTURE JOBSPART B – SPEAKINGTeacher: HOANG THI HANHD. Teaching speakingUnit 4: SCHOOL EDUCATION SYSTEMPART B – SPEAKINGTeacher: DAO THI THANH TRANGFACILITATING SPEAKING TASKSCOMMON TACTICSProvide more language inputElicit more cluesPersonalize the contentsReduce the workloadAdapt instructionsCombine tasksRearrange tasksPROVIDE MORE LANGUAGE INPUTRevise old vocabulary and structuresUnit 4 – Education – Task 3: revise structures to talk about similarities and differencesProvide words and expressionsUnit 7 – Economic reforms – Task 2: what verbs to be used with each contentELICIT MORE CLUESMake students talk about specific thingsUnit 6: Future job – Task 2: What do you like/ don’t like about each jobSalary: how much is high enough?Location: home town or a far-away city?Unit 8: Life in the future – Task 2: Predictions about the futureDevelopments of science and technology: people landing on Mars; talking robots, intelligent house, etc.PERSONALIZE THE CONTENTSBring out students’ previous knowledgeMake teaching contents age-specificUtilize students’ imaginationUnit 16 – ASEAN– Task 2: What else do you know about these countries?Unit 7 – Economic Reforms – Task 2: What changes do you want to see in school?Unit 8: Life in the Future – Task 2: Allow students to make wild predictions (fashion, transport)REDUCE THE WORKLOADUnit 7 – Economic Reforms – Task 2 Each group is in charge of one field onlyGroup 1: Ministry of EducationGroup 2: Ministry of HealthGroup 3: Ministry of AgricultureADAPT INSTRUCTIONSAdapt instructions = Make it easier to understandUnit 15 – Woman in Society – Task 2: Read and respond = What do you think of?Adapt instructions = Adjust requirementsUnit 1 – Home Life – Task 1 REARRANGE TASKSMove from easier task to more challenging taskUnit 2 – Cultural Diversity – Do Task 2 & 3 before Task 1COMBINE TASKSUnit 11 – Books – Task 1 + 3, Task 2 + 4The End03/8/20088h00-8h15: Giới thiệu phương pháp dạy LISTENING 8h15-9h15: Problems # Solutions (LISTENING) 9h30-10h15: Xem tiết dạy LISTENING10h15-10h40: Xem Video clip 110h40-11h00: Nhận xét