Tesof
You want to become a master of English language teaching
at two and literature
you
have to
good factors :
linguistic
men ne
van kon Ng van
W -/
N van Auh Age van Auck
EF English faculty : khoangi vanArh
:
EF vision A
leading learner-centered and research faculty building competent life-long learners
:
up
leal-in dannhap
: global
and
knowballery
citizens
:
Yes it
.
A :
Attitude
competent is skill
learner is attitude
life-long
-> Tesol is one
of professional program
·
TBLT is updated version of CLT
All comsebook mound the would is TBLT
except Viet Nam
Approach) methodology) Activities
A 1 An
Essay (2 4 pages (
. 3 .
, ,
No need Sunn
any
an man .
skill
you can do after finish this course the
challenge you can most
,
A .
2 A portfolio
-
choose a book
pre-inten ,
take some lesson from book(Gennal E book)
(choose & unit from book to adapt and
create an lesson plan)
I have Simulation
teaching test for at
my subject
1 am
It ts
university
:
2X
night
3 I hope I can
get
:
the
way tochoose swistubble materia .
also how to lesson plea into the subject
to teach
I apply my
h.
Greate an
perfect lesson
plan .
1 effectively (Do notfarm)
=> Attention :
the to use text book
way
follow a
say i that anthe advantageand disavantages of is
unig
authen
Basic concepts .
⑥
Syllabus us Guniculum
Syllabus just about +
syllabus : a
specification of the work to be covered over a
accouse/subject period time ,
with a
starting point and a final
goal .
Syllabus Scuniculum focusing on
Syllabus Grading what is taught (the content
of subject)
.
and selection of content o in what order it is
taught (the way you
order the content base
(
on
your purpose
localized description of content
:
(specific Syllabus) the order which
they are to be taught .
for each option/Situation
base
A Now
day teaching emphasising
:
meaning
a on on
Al
focus 100 % on meaning &
grading how the
I of item/ with which students
the the
Grading : ordering speed
:
content is organized the
syldgebus/sown book progress through course
A
.
in ,
Sequencing staging
you mea
-
The time to teach
in a course
Caniculum
:
phanning I Curriculum
Chriong tink ho
:
Making general statements about (a program
implemention ,
management
·
language teaching us
language learning .
· student us kanen
·
Grading us
Sequencing vs .
Staying
.
·
Materials
·
Materials development
~ Tasks us Exercises
Sequencing :
the order in which items are taught new
range of language taught develops
How the
Si dien tie'n
progression (a principle development)
->
I whac lai hor)
upcycling
bar
->
Make save the first lesson always easies than the next lessons
staging The divided into units
:
a
way course is
.
How much material each unit contains
the speed of progression
the load
size of learning .
Famil
true
reduce the
phap) period
- ↳ : dem content in a
aut
-
2
my
.
staging
e
sequencing .
San
Overt presentation
guage teaching
·
of information
·
Anything done by materials developer or teachers to facilitate the learning of language
The eofteacher Implementor of materials) ig siding fai
lienating (ach)
:
Providers of opportunities for
learning
Not
givens of knowledge
A conscious
·
process
·
Memorizing information
·subconscious development of generalizations of how the
language is used
Learning be can
declarative knowledge
produdmal knowledge .
Methesd :
Discovered awareness
Giving leaners sample of the language in use .
Self Discovery learning .
Make simulation to make discor is themselves about how a
lang wage
feature is used .
language Aureness Approach ·
Student vs . learners
Lane's
autonomy :
Siti di ca
ugioi ho
Material
· text book
·
institutionally prepared material (gido vien
fitoy hop
· teaches' own materials
Basistor ! Co schol :
· leaner's language in put :
learner's
·
language practice
Einput -> Intake -
output
Internalize
Forms (tai lien ! !
of Material
Linguistic
Functions of maevids
source
o language
leaving support
.
For motivation and Stimulation
Authentic material :
produced in order to communicate rather them to teach
what it means in this course :
materials
·
pinciples of developing
I
choosing materials for a course
materials
·
Evaluating
·
Adapting meterials
writing materials
·
The differences between tasks and Exercises
Exercises Structure Task :
meaning
:
.
I
Farm-base -Meaning focused
- .
·
.
dieve
To
practice "conect languge language used to a outooms
-
-
an
production -
laguge useam
-language use as
-
A
an end
long ,
this yeu la hien .
not , phat aum
decin
2/1012823
(imagin)
I you need to
ye want
to meta
The answer for assignment .
house
1 Ask Ss .
i they next ever tried
have to
pent /apartment .
if they say no
; you need to inspire them by ask them imagine
about this Situation Cleaner's well
2 Ask them list all the things need
. house/apartment they would in a
like to rent
Ask Ss where need to look for house for rent
3
they
.
4 Gress the material--ads Teach
.
.
vocabulary .
Ask
they underline the words they don't know
After that use those words in clean sentences to make sure they
, picture which
can understand for them the relates
, supply phase
to
help them an understand the meaning by themselve
then
words
, glive
them some task to
-
thum can lenobber Heese
help
5 Askss
why used
abbreviationa Teach abbreviation inads .
who have abbriation (to save
Explain why money)
relatie to the true life ,
6 . Askss to choose the right house for based on their
ent
work
preferences (2)
(Individual for IS to
explore the material)
thing based
All the on learner's need
7
Asking
.
Play/Show one conversation about
afting
for house apartment
a for reat .
them
that
After conversation/script with
give
them a
gap
give Before you show the script, you supply a box of 5-7 words
more
script
with
I
that ask them discuss to
pe ,
them can
help deeply understand
papfilling Pain work Ask Es to the house
8 .
around
:
phone /apartment owne
·
Go to note ,
my mistake/evens
9 .
Review
-
At least two houns -
Nenchings vocab thi se bride 5 vi em vio
blac o has sink 28 the whe fe dirg
which hout
dong rung .
PP day tieng and hien dai Integrated teaching still:
A
chon 1
plan drk vo se dug" phen phin i
↳m nar bat in dink
-
The casebook
package .
A couse book packe
Between coursbook and textbook .
coursebook atspecial textbook is used in
:
particular subject
socidemany teached belong Pecto
text book : " to any
Science
, particular background -
Comsebook :
a bookthat .
contains all materials necessary for a particular
type o language learner ata particular level -
baseon integrated on multi-skills syllabus .
comubt any integrated a package of materials with
thecomeat bookaages
Me
-
at Least Student's book +
a
a teacher's book ,
Studentsbook :
"core" + main point of contact with
students
Teacher's book : detailed information to make the
best the
providing
use
o course
Workbooks :
giving extra price .
to form
A
parts working together t integrato an
acomsebook
hecomponentsin parkage is a
point for consideration e
Tupes I course books
Global comsbooks
local couse book .
Gloc cousebooks. :
Ecourse book .
Global courseboos :
GE couse -
Book .
Published international bW lishers
by p
-
pub
school parttate
use in various context (public , language school etc)
,
Local course book :
Produced for specific countries/regions
Using a national curriculum
Including to beal
references personalities places , ,
etc .
Glocal/localized comsebooks
·
An
adapted/localized recision a
global courserbor
a
kanners' barground
·
Providing "a better fit" (with
national !
and auniculum
Friend Global
Tiery Ach 10
:
·
Example :
The organization of comsebooks .
A mount materials
Routes
continuity within the .
Insufficient for Student to meet items only
E
· new once
recycling prepeating new item
again to
help s can remember it's
Items to be centered in structure several
on
way
a
(review
·
occasion in different context (himtric gap 1 i
king he, him
Saw ti do khi
gap do ...
(
=> Gate interesting feels
more .
tiecandal
->
progressive exposure (ts bhs fairy
↓ ↓
ho kei, igle Las
co Si
fing fie'n,
going ang kid
-> to
develop an
increasing understanly of use
and
meaning
.
Basic principle o
1 Moving fom
the gamas to
the a
items to
already known
-
Relating new those
Stick lin he give di mai him
may wa can
hom
~
qua
, Present simple ·
glmmal - Precaut
progressive .
&
I Past Conle moneug basig
I
Review ; ,
Simple
Past Progressive .
Gamman and vocabula items
·
Encountered in context .
Actively practiced
:
·
Recycled three/fom (or man) time .
General courses
Clean policy on
recycling
.
·
Progressive reinforcement of mwly taugh items
Getting familiarized with a umit
·
Content
· Objectives /Out come .
·
Relationship between Content and objectives/outcomes
Points fan consideration
Components in the package
Language content vocals
game , provocation
Still
Objectives/Outcomeskit noi
continuity (cotich hay khing)
Recycling/and barber
-
need
kaner needS .
Material learners' needs (phanlaino
discussing
·
P
dan)
Implicity
Explicity de sich bitacio
In methodolog used (dinvopp25 L Garner must
* Content and lampuage Intergrated learning (approach
and
continuity is Staying
:
Sequencing .
