Complete Tesol Teaching English To Teenagers Thien Pham [PDF]

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Key subject Teaching English for teenager Full name Nguyen Huu Huy Course date 19-24- 2021 Teaching English to Teenagers Welcome to the key subject Teaching English to Teenagers with AIT I. Key points for teaching English to Teenager                      

Cultural differences and understanding Physical development of the student Academic development of the student Appropriate use of idioms and slang Motivation and encouragement for the student Team work and preparation in the classroom Understanding Professor Rassias methodology for students Activity based methodology activities for all skills Teaching Pronunciation skill Teaching Listening skill Teaching Speaking skill Teaching Reading skill Teaching Writing skill Teaching Grammar skill Lesson planning Philosophy of Teaching Music and song used appropriately in the classroom Drama used appropriately in the classroom Video used appropriately in the classroom Approaches and Methods in the classroom Behavior management in the classroom Understanding students learning needs and goals

II. Lesson plan III. Relevant activities

ANSWERS OF CONTENT: I. Key points for teaching English to Teenager 1. Cultural differences and understanding: Teaching and Learning Languages in Vietnam : As Vietnam is a developing country of almost 100 million people of 54 ethnic minority group ,so Vietnam has colorful variety culture and long emotional history , every year Vietnam grows 5-6 percent of economy which is opening and integrating to most of the countries in the world , otherwise Vietnam has very young population , it has about over 60 percent of people at working ages , so foreign languages have been learnt and taught for long time now, of course English is also the common too and it has become compulsory subject at school . It is very important for teacher to understand that in the same class, there are cultural differences and a diverse group of students who have different backgrounds. This allows teacher to form a safe environment for all students. This also helps implement culturally respond teaching and pedagogical practice in the classroom to ensure the success of teaching for every student Here are some of cultural difference that teacher might notice in student behavior:  Body language and gesture: there are some body language and gesture that could be misinterpreted or found offensive so teacher needs to research before coming to class  Eye contact: most of students refuse to use eye contact with teacher. In western cultures, this is a sign of being not attentive. But in many other cultures, making direct eye contact is a sign of disrespect  Dress code: the way teacher dress is a big concern in many countries and it also reflect professionalism  Asking question: in some cultures, asking question while learning means that teacher is doing something wrong  Making mistake and correction: many students will find it very embarrassed or ashamed to make mistakes or to be corrected in front of other people

 Active listening skill: in some countries, students are taught to use model or observation in learning. Therefore, they don’t use active listening skill to understand concept Teenagers are a varied and fascinating group of individuals. They are changing physically, sometimes at astonishing speed, and are often preoccupied with their appearance. They are coping with new and strange emotions and at the same time they are learning to think in a more abstract way, which allows them to discuss issues and ideas ( they love debates). Through these changes, teenagers are trying to establish their identity and learn who they are. Nowadays Teenagers update new high technology, which they can generally use with ease and efficiency. They live in a world where sounds, images, words, and ideas come at them in a constant stream from many different sources. They usually think nothing of surfing the Internet, texting, listening to music, and watching TV at the same time. Teaching English to teenager’s classroom ,the materials should help students explore and establish their own moral and ethical values. What is right and wrong can be a challenging area for teenagers, and it is important that they have the chance to hear the opinions of others, voice their own, and judge for themselves. What the teachers should :  Avoid asking teenagers to do something that may embarrass them in front of their peers, unless you know that they have a particular talent for performance.  Avoid activities that students might see as childish or patronizing, such as miming or answering questions the answers to which are obvious.  Take the opportunity to put students into pairs or groups. Pair and group work allow them to work in English with reduced risk of embarrassment and also allows shyer students to make their voices heard.  Learn as much as possible about your students as individuals and as learners. A successful class is often one that allows students to achieve the goal in whichever way suits them best.

2. Physical development of the student

For Teenagers , they are normally around 11 from years old to 16 years old , the students are not children but not yet adults , so the physical development of this ages are different from others . The students are considered to be in the in between stage. Girls seem to be more mature and boys are beginning to grow facial hair. And Students also begin to have an increase in their appetite due to their rapid growths For most of the  girls, physical develops sometimes start happening as young as eight years. Physical changes in puberty include:  breast development  changes in body shape and height  growth of pubic, and body hair  The periods time may start For most of the boys, physical changes usually start around 11-12 years – but any time between 9 and 14 years is normal. Physical changes include:  growth of the penis and testes (testicles)  changes in body shape and height  Muscular: During the early adolescent stage, boys begin to see an increase in their muscle development often leading to popularity and leadership in sports.  erections with ejaculation  growth of pubic, body and facial hair  Voice changes. What teacher can do? • Do not compare students and their abilities with others . • Observe and record the behaviors if any student is not developing typically then share it with their parents or report to school to find down the solution.

3. Academic development of the student Academic development is the joint responsibility of the student and the academic or educational or professional development During this time of the students, as they are teenagers, they are slowly aware of family , works and the community too , this effect their life ! They need to overcome to develop to their

fullest potential, they have not responsibilities and experiences like adults but they have knowledge. There are some ways to help students develop academically are by offering special services and activities, study sessions, language learning, and other diverse learning opportunities (mathematics, physic, literature, science, history…). Factors Affecting Academic Development: They are sometimes too emotional, or can't focus. Sometimes they can't concentrate on a task or is overly emotional, he or she can't process information and learn. These are potential factors that may affect a student's academic development:  Problems at home (parents get divorce? violent…)  Economic hardships  Low parental support ( poor family …)  Not knowing the language Being a teacher, we all should understand, be their friends sometimes to sympathize and share . There are some solutions, such as language learning programs and programs that help with counseling and economic situations, can help boost a students' academic success, asking help from community, sponsors …. Academic development helps students build competencies that also help students personally, socially, and in a career or set up career exchanging ideas, giving advice … between the students and Teachers or the Department for Education Innovation … With the lecturers’ help, they can identify students who are performing poorly to invite them to talk through and address their challenges. Through academic development, students grow relationships in life.

3. Appropriate use of idioms and slang English Idioms are linguistic expressions or lexical items representing objects, things, concepts or phenomena of material life particular to a given culture in using language. They are necessary to any language in order to keep the local or native and cultural color or styles of that language and English too. And Slang is the use of highly informal words and expressions that are not considered as the standard use of language. It is also often used as a way to say words that are not appropriate

Idioms can be considered as a part of everyday language that we use but it’s really hard to understand or translate if we are not native speakers or we have not learnt yet. Teenagers are curious and interested in new ways of language, so they may want to use the Idiom and slangs of English too but it depends on the situation and context that the Teachers let them use or teach them too. Students will approach the language in a new way which is different from vocabulary, grammar and formal English that they study at school. Student can improve their English skills in daily situations. Students will not only study the language but also know more about the cultures. Teaching Idiom and Slang to Teen are speech equips and effective vocabulary that they speak as native speaker, also fun for Teachers and the student but very important for them and they will learn through the course or before the exams but they find more difficult, challenged and frustrated Teachers should explain or introduce a simple context that students can fully understand the meaning Another way that teachers provide a picture of the context that help students imagine or illustrates the meaning of the idiom or slang . Here are some different ways of using the idioms: -Using an Idiom of Similar Meaning and Form -Using an Idiom of Similar Meaning but Dissimilar Form - Translation by Paraphrase - Translation by Omission Some Idiom and slang: -On nine cloud= super happy - Can it =Shut up - Under the weather= someone is ill or gloomy. -Stick your nose into something= to interfere -Heart in mouth =too scary

5. Motivation and encouragement for the student:

To have successful teaching lesson, objectives or goals of teaching Teenagers, the teacher plays a very important role by providing an open and friendly environment for learning. To have Students’ enthusiasm in the classroom, including perceptions about the lesson's usefulness, confidence and self-esteem and how patient they are. Different students have different levels of motivation and ways of encouragements for them:  Teachers should give more activities or interesting projects to students  Set up more field trips for out door to change the atmosphere of learning and teaching  Teenagers are very competitive , so we should give the them discussion or debates where they give their own ideas  Whenever they are right or do the right things , we praise them or rewarding them  Giving them excited or interesting lessons , topics and new subjects, teachers the classroom energy and encourage to make them student involved .  Provide students a variety of books to encourage independent reading. Developing an interest in reading can foster a thirst for knowledge.  Make assignments that are neither too hard nor too easy. This will avoid discouraging students through long hours of work -- or boredom if assignments can be completed too quickly.  Give respect or listen to them as they want to be treated as adults ( but lack of experiences)  Encourage or give them interest of why they have to learn English? For better future? as English is an international language , the tools to communicate wherever they travel or work … …

 Teachers should be friendly to them but Teachers should be firm ,strong and setting the line between Teachers and Students to make sure that they cannot cross the Line .Always be fair and consistent , even invite them to create the rules for class .

6. Team work and preparation in the classroom At School for all teachers and students, Team Work and Preparation are great ways to teach and learn English.  Team Work : -Teamwork is a joint action by a group of students, in which each student treat equally his or her individual interests and opinions to the unity and efficiency of the group .This does not mean that the individual is no longer important; however, it means that effective and efficient teamwork goes beyond individual accomplishments. The most effective teamwork is produced when all the individuals involved harmonize their contributions and work towards a common goal. -Teaching Teenagers, Classroom Teamwork Activities, can be very fun, bring students together. Classroom teamwork activities get students working together to make decisions based on creative thinking, communication, collaboration and rewarding opportunities and experiences -Teamwork also can help sensitive students overcome their fears and learn how to deal with critique, improve self –confident or communication and social skills -The more they take part in a team and make a contribution, the more confident they become. Making an effort to do your best in collaboration with others is important for your own development. This will help them for their future career. -Teamwork is a great chance to contribute to the project that students are involved in, and, most importantly, it can show their unique strengths and abilities which make them more creative . -Participating in team activities can help students develop essential communication and collaboration skills while preparing them for success inside and outside of the classroom, such as active listening and effective speaking which are communication and social skills -When working as a team, students learn how to listen to their leaders and coaches in order to perform their individual roles. Students learn how to listen to one another in order to function as a cohesive unit.

-Teamwork teaches students how to respectfully and confidently express their ideas and opinions effectively in a group setting.. - Teachers can apply many teaching styles and activate many learning styles for students to evaluate them and see their improvement during team works time How to Teach Teamwork Skills to Students:  AT HOME  Successful teamwork begins with great communication skills.  If you want to teach these skills to your students, led by example.  Listen carefully to what she says and make sure you communicate with her in a clear, respectful manner.  Family activities such as board games and cooking are great for teaching important social skills such as collaboration, compromise, and respect.  By giving each student a responsibility to take part in during the baking process— whether the process involves cookies or pizza or oven-fired pottery—you can help each student build his or her confidence and social skills over time  AT SCHOOL  Teach the lesson inside a fun play game, more game or activities  School is the perfect place to develop your student’s teamwork skills.  She should have plenty of opportunities to develop her listening and speaking skills during partner activities and group projects.  Team sports, school plays, and debate teams are also great experiences for learning how to be a part of a team.  Don’t underestimate the impact that a qualified, professional instructor or coach can have on your student's enjoyment of team activities.  Engage the students in a team sport with a good coach.Team sports offer an incredible array of social skills lessons, including learning to compete against their own personal best versus against their teammates or competitors. Examples include diving or gymnastics instead of soccer or softball  Introduce other fun team-based activities.  Preparation : Before teaching, with good preparation, teachers feel confident because we know exactly what to do in the class and how to get it. Preparation in the class is not just about preparing content of the lesson, how to teach students but also the way teachers set up classroom ,teachers should prepare the lesson for class as it is the first and most

important steps. It is not as simple as writing out a fun and engaging lesson, but rather a calculated procedure to reach a specific goal of lesson. Teachers should look at the material that covers for the class period. It is useful to look at how many pages or what material you want to get through in the given amount of time and highlight the main aims such as targets of activities, vocabulary or grammar… Teachers should take some steps for Classroom Preparation: -Create an agenda for the day and build a lesson plan to support the agenda as there are different agendas for teenagers to other learners, and some teenage students talk nonstop and are usually not that enthusiastic about the activities planned for a lesson -Review your lesson plan and be ready to present the material. -Have your lesson plan ready but have a backup plan in mind in case your first plan falls apart.

7.Understanding Professor Rassias methodology for students Mr. John Arthur Rassias was born on August 20, 1925, an American professor who developed a method for the teaching of foreign languages, the Rassias Method, also known as the Dartmouth Intensive language model. For his teaching philosophy is unique ways to make the student quickly comfortable and natural in a new language create more energy and passion , enhancing students’ creativity and wake their brain up , even encourage dialogue from the first day of class Mr John Rassias made language learning lively, emotional, manic…and fun. He was a master teacher It reflects the way a child first learns its mother language. This makes students feel free of fear or making mistake. The teacher has to create an environment in which students will speak and think in English ( no mother tongue or their language ) this make their brain more creative , and they are active participants in the class, not only observer or listeners ( two ways learning and teaching ) . Learning will become more exciting, fun, and creative and interesting.

8. Activity based methodology activities for all skills Activity based methodology activities is a method or technique adopted by a teacher to emphasize his or her techniques of teaching through action in which the students are interested

comprehensively in and realize effective learning practices. It is the procedure in which the child is effectively included in taking interest rationally and physically. Activity based method is student center learning that is taught through many activities in class. The activity-based learning encourages students to actively participate in their own learning experiences through practical activities, more fun such as problem-solving, team or pair work, role play and independent investigation. The Principle of activity based learning: Role of teacher Role of students A planner, an organizer, Active participation observatory , evaluator Facilitator More interaction in collaboration with others Decision maker Discussion (discourse) and research Knowledge imparter Confident and well repaired Disciplinarian Involved in program flow Benefits: 

Helping students understand learning material or lesson and memorize information  well

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Encouraging students to be independent and inquisitive: By asking them to work on their own, pair or in small groups which make students to be independently inquisitive, think critically, and learn from their own experience and others .  Supporting social development: During the time of activity-based learning , they are more responsible for their own learning experience, group-based activity work also helps students develop teamwork and social skills. 

Emphasizing the relevance of educational material – Students don’t always understand the relevance of learning material when simply putting pen to paper, so activity-based learning helps them understand the ‘real-life’ relevance of learning material by encouraging them to explore , solve realistic problems and scenarios in life .  

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Encouraging kids to express themselves in different ways – it is creative in the way they express their knowledge. This learning method provides students with the opportunity to express what they have learnt through the act of doing as well as through the act of verbal presentation.

9. Teaching Pronunciation skill Teaching pronunciation skill is the best way to encourage students as they are young learners who are quicker in learning language skills , especially to speak , read and listen English as much as they can If they are lack of pronunciation skills or do not know how to pronoun correctly , they cannot use or dare to use English properly There are some key points: -Sing a song correctly or introduce stress and intonation - Word stress: help student improve their pronunciation by focusing on short sentences using standard word stress patterns. At this point students also can begin becoming familiar with IPA. -Silent letter :this is way different from Vietnamese that every single syllable will be pronounced -Minimal pairs: understanding small differences in pronunciation between similar words is the great way to help students notice these differences - Choral drilling - Speech Pathology -IPA : symbol card game-this card game helps students learn phonetic symbols. Cards are included on the site that you can print out and use in the class. - Voice and voiceless sounds -Tongue Twister -Listen and record your own voice

10. Teaching Listening skill

In learning English ,Listening skills is the ability to identify or understand what others are saying or speaking that listeners should know and understand speakers’ pronunciation, grammar, vocabulary and even intention too Listening is one of the most difficult way for the students that the teachers should give them in situation or context then ask what they make them find difficulties or problems then teaching them as there are mainly two categories of listening :Listening for a purpose or entertainment .And some difficulties : - Stress -Voice of speakers - Vocabulary : the students do not have enough ! -Structures , contraction or Speed …. Teachers should assist students : + Pre teaching vocabulary +Choose the topic or predictive skills +Scanning or specific information or skimming ( general idea ) : this is for higher level students +Deduction from context +Create interest - incorporate activities to have students motivated and engaged in listening skill. This will relax student and create more confidence for student. +Listen and draw story: teacher can read a story, students listen and then they have to draw in a paper. +Chinese whisper: teacher divides students and line up into 2 teams, teacher then give one person on each team a message in whispering way . That person has to whisper the message to the ear of second person in the line. The second player repeat it to the third player and so on. When the last person is reached they announce the message they heard to the entire group.This help students concentrate on listening skills

Teaching listening methods : -Respond by movement : + Total Physic Respond (TPR ) +Listen to and follow instructions -Respond by drawing : Listen to and follow instructions -Respond by speaking :Listen to the questions and respond appropriately -Respond by writing: Write answers to questions Some activities of listening : Teenagers love activities  Listening for general ideas :Micrologue ,Match headline to story , Quiz …  Listening for specific information :Note taking checklist ,Fill in the blanks ,table completion  Listening to make predictions :Write a story to match the headline ,Dialogue or predict the end of story ..  Listening to give feedbacks : Role play as state preferences ,introductions ,at the shop ..  Listening for details : Dictation Micrologue ,Record on map ,listen and follow directions ..

11. Teaching Speaking skill Teaching the speaking skill is an important part of teachers’ role that give students skills to use English to practice speaking ,express their ideas ( some people even don’t know how to write but they can speak ) but this take time to learn due to some problems or difficulties that the students are facing : -Lack of vocabulary -Pronunciation -Endings S -Verbs’ Stress -Grammar

- Not confident Types of the Speaking skills : • • • • • • • •

Discussions Student biography exchanges Role-plays Interview Debates Marcrologues and Micrologues Activities Variety Show

Approaches for Teachers : • • • • •

Communication : Role play and communication activities to practice listening and help students use the language in context … Task based : Real life tasks such book the bus ,flights… Audio Visual lingual : Practice particular sentence structures showing natural English conversation such Skype or video calls … Information technology : PowerPoint to present The Natural Approach: Let the students speak freely , don’t over correct , just one point one lesson.

Some other suggestions for teaching speaking skills:  Provide maximum opportunity to students to speak language  Try to involve each student in every speaking activity; for this aim, practice different way of student participation.  Reduce teacher speaking time in class while increasing student speaking time. Teacher steps back and observes students.  Indicate positive signs when commenting on student’s respond.  Picture describing: teacher divides students into teams. Teacher gives each team a picture and let them discuss. After that, each team choose one person will describe the picture to the whole class.

 Story completion: teacher starts to tell a story but after 3 or 4 sentences he or she stops. Then, each students start to narrate from the point where the previous one stops. Each student is supposed to add from 4 or 10 sentences. Students can add new characters, events, description…

12. Teaching Reading skill Reading skill is another great way to use English for teenagers ,teachers should encourage them to read more to enrich their knowledge and English reading too , they must be able to do or practice the following:  Study more vocabulary: understand letter sound and use them to read and spell the words. And students should know 98% of vocabulary in reading and guess 2%  Reading skills: develop reading skill such as phonemic awareness, spelling practice, vocabulary learning, and grammar study  Practice reading enough to become fluent readers.  Learn to self-monitor when reading for comprehension and errors.  Reading is a purposeful enterprise  Reading should be appropriate to student’s level  Integration of skills: reading should integrate other skills like speaking or listening …  Reading strategies: teacher should train the learners to acquire reading strategies such as: previewing, setting a purpose, predicting, asking question, connect to background knowledge…  Reading a lot: teacher encourages student to read as much as possible as hobby

Practicing reading skill in 6 steps: • • • • • •

Predicting the content of a text before reading Scanning the text for specific details Identifying a text type and the purpose of reading Establishing the context for a reading text Guessing the meaning of words from the context. Skimming a text for the main ideas.

Teachers also can follow : PPP  Present : Pre teach the vocabulary then read the story in the DRAMA voices  practice :Students read the story and reorder the story  produce : Students read the story in small group and role play Materials : • • •

Real trending materials: social networks... Appropriate formal patterns: school announcement, advertisement, emagazines, etc. Literary works for teens English academic levels Some may be orally proficient but not academically proficient in English

13. Teaching Writing skill Teach Students writing skills , the teachers should understand the difficulties or problems of writing that students have : • •

Lack of vocabulary ,ideas, structures … Lazy writing as it takes time , now high technology of internet ,phone …

Tips for Teaching the Writing skills :  Building in earlier skill: teacher should build on and maintain skill like grammar, spelling, part of speech, voice, tense and writing style then giving tasks of writing activities such as email ,list ,memos, actual forms ,applications ,daily diary …or write for different purposes or use realia  Be sure to use the resources that incorporate the interests and needs of students  Encourage creativity: Teacher encourages students to take new approaches to assignments and method of reading.  Students should only write what they can already say  Emphasize critical thinking: teacher encourages students to really think about the things that they are reading and writing. This will prepare students everything from analyze new stories to participating fully in the political process.

 Prepare for the real, academic writing: this means employing argumentative skill, express themselves clearly, using logic, and follow proper format. Give them opportunity to practice these skills while pursuing topics that interest them.  Encourage reading: get the teens reading well written, classic literature. Give them books in widely varying style so that they can see the differences in voice, description and word choice.  Teach carefully word choice: guide students until they can learn to balance description, dialogue, detail and information.  Develop handwriting skills: An important skill for teens to develop is adult-level handwriting. Encourage legibility, even lettering and clean lines.  Set the reasonable time limits for students to work in and give them help if they are unsure .Do not mark all errors in student writing .Only correct one point being taught in the lesson  Create profile for students in which you keep regular updated copies of student work. Some great Writing Key skills or topics for Teenagers : 1. Description : People , places ,objects … 2.Opinion : Write their own and others likes or dislikes and favorite things 3.Directive writing : Directions using maps… 4.Dialogue: at places where the speech happens like restaurants , hotels,schools.. 5.Information : Sports, Family profiles , culture.. 6.Review : Writing their opinions of music ,movies.. 7.Creative writing :Stories and characters…

14. Teaching Grammar skill Grammar skill is great one to teach Teenager students to learn to use English properly , especially for speaking and Writing skills because grammar using is the keys to structure sentences and communicate effectively What to teach:

• • • • • • • •

parts of speech conjunctions tenses prepositions and phrasal verbs idioms and slangs clauses and types of clauses types of sentence punctuation

Materials : • • • • •

Dialogues Rules formulae Pictures Realia

Tips for teaching Grammar Skills :  Teachers use incorporate points with a communicative task to practice , focus on one grammar point one lesson  Set the reasonable time limits and demonstrate a concept well before asking students to complete a task  Do not teach grammar explicitly to Beginner levels , use team quizzes for review to make fun  Use Macrologues for brainstorm particular words types and Micrologues for practicing tenses  Teachers should present grammar in context: to help student understand grammar point better, instead of just saying grammar point. This will make teaching grammar more interesting and engage students  Teachers show grammar in use: teacher can let students practice grammar by providing them a real-life situation when they need to use this or that structure.  Add creativity: A sprinkle of creativity will not only encourage the students, but also prepare them for all future situations when they have to innovate and improvise. Teacher

can create some funny activities or games with grammar to show students that grammar doesn’t have to be boring. .

15. Lesson planning Lesson plan is really important for teachers to prepare all as road map or plan of which the teachers will teach with the set curriculum as a guide to get : + The Goals or objectives of lesson +The professional +Flexible : in case some things change +Students /teacher challenges Steps for creating an effective lesson plans for teaching teenager: • Set up standard for lesson plan: to maintain uniformity for the students who are learning as consistently as possible across classroom and subject. • Plan objectives: the goals of the lesson plans must clearly be defined so that the students understand what is expected of them. • Add helpful resources materials for the lesson covered: this can boost the class engagement and promote better learning. • Mention lesson plan details: it should specify detail about the content, lesson objectives, materials, procedures for delivering instruction, student groupings, all in one place • Plan a quick self –evaluation: take time at the end of the lesson to provide you with a quick evaluation. Think about what could have been better. • Create a lesson plan notes: add any additional thoughts and notes on the next steps. Lesson closure notes offer an opportunity to reinforce student learning.

16. Philosophy of Teaching

Being a teacher ,a noble job , my philosophy is to bring my open mind, a positive attitude, and high expectation to the classroom for students every day. With good example ,dedication, preservation, and hard work, empathetic to stand by and to solve their academic problems ,especially Teenagers students , they will raise to the occasion that is my mission for my students and the community, focusing on the student’s learning experience, to bring consistency, diligence, and warmth to my job but be firm ,giving rules …in the hope that I can ultimately inspire and encourage the student to achieve their goals of learning and my teaching’s objective . Some main keys to focus : As teaching is an art and different individuals have various artistic styles of teaching and learning, each teacher has his or her own creative and artistic way of teaching :     

Language Acquisition Purpose of learning ESL Teaching styles or a description of how you teach Justification for why you teach that way Soft skills integration

17. Music and song used appropriately in the classroom Teenagers love music and songs so much that they listen every day as their interest and hobby too,so using Music and Song is great fun way to teach English language in the classroom, it is sometimes also a part of your lesson plan , that enables or inspire students to relax and enjoy their learning lesson ,especially the listening and speaking skills . There are many different media for using music and song but we have to check it all to suit the students in term of contents and types then the resources too To get the right music and songs in class, teacher should think about some of these following ideas:  Carefully check or examine what music and song, lyrics are age appropriate that you want your class to learn  Think about the language of the class  Only use English language songs

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Use the rap chants Sing along with your class Play games that incorporate music and song Allow students to choose songs they would like to learn from prepared song list Teacher check if there are any specific cultural issues regarding the make- up of the class Prepare the follow up activity for the song you are singing Have students write the lyrics to music

Here are some steps to make a song focus of the class:       

Let students listen to the entire song Ask some questions about the title Listen to the song again this time with lyrics Focus on particular verb tense or aspect of grammar Focus on vocabulary, idioms and expressions Round things off with some creativity. Sing the song with your students as a class

18. Drama used appropriately in the classroom Drama , a valuable teaching tool, is to get engagement of students in teaching English in the classroom that drama is about dialogue or role play , language, and interacting with others in specific “scenes” with appropriate language. When teachers use drama in teaching English , it makes students more active to get students up and moving around and interacting with each other, especially to improve speaking and listening skills and it is more meaningful to connect all students and teenagers love them so much too . Some tips for Incorporating Drama in the classroom :  Act out the Dialogue: Teachers have students act out the dialogue from their textbooks by pairing them up, like role play have them choose roles, then work together to act out the dialogue, figuring out for themselves the “blocking,” or stage movements. This is effective for a beginning activity of incorporating drama in the classroom.

 Perform Reader’s Theater: Teachers hand out copies of a short or one-act play, have students choose roles, and then read the play from their seats without acting it out. However, teachers should encourage them to read dramatically, modeling as necessary.  Act out the Story or Role play : If teachers teach reading skills like reading a short story ,have students act out the story or part of the story, working in groups and assigning roles and determining the blocking. This is particularly effective with “short-shorts”: brief, one-scene stories with limited characters.  Write the Dialogue for a Scene: Teachers let students watch a brief clip of a movie without the sound on. Have students write the dialogue for it and act it out.

19. Video used appropriately in the classroom Video using brings a whole new dynamic way in teaching English that students can view language in natural to setting and within limitless contexts to engage or inspire students in learning English to achieve great goals that our modern life supports to teaching tools . Benefit of using video in the classroom:  Video engages students of all ages and abilities which are designed to catch and keep students’ attention.  Video motivates students with authentic content  Video provides context to help understanding: video provides strong visual cues. These help students understand what’s happening even when language is hard to follow.  Video expose students to a variety of language ad cultures: video offers unlimited opportunities to expose the students to different accents or dialects of English.  Video introduces culture and new idea: video brings outside world to students, introducing new culture, new places and ideas. Some tips to use Videos in the classroom:  Using video brings a whole new dynamic for the students in the class where they can view the language in natural settings .This is very important way to immerse students in the English class When teachers use the videos , it should be set the duration from 30 seconds

to 3 minutes for pre- task , 5-10 minutes for children and 5-15 minutes for adults for main activities  Teacher has to be sure that video which is using, matches the lesson topic or checks video clip for any use of bad language or inappropriate scenes.  For teenager, video should be about documentary style films, humorous video, or content that relates to their interests or work

20. Approaches and Methods in the classroom English Teaching methodology covers three things : The approaches ,the methods and the techniques  Approach :the best theory way to teach the particular lesson There are 10 approaches that teachers should use:  Communication : Listening and speaking skills are used to practice conversations such as Introduction and meeting , Describing ,Asking …  Natural approach : create freedom or relaxation for students to speak without fears of corrections or mistakes  Task-based : Booking food/bus  Lexical approach : For teaching vocabulary of family ,occupations …  Student-centered : using topic and vocabulary but for lower level music can be suitable  Whole language : for higher levels ,especially IETLS teaching ,to use all skills ,vocabulary ,spelling and grammar  Grammar translation : for higher level ,focus on grammar  Total physical response : lower level as children as singing ,listening to music  Audio –visual lingual : For beginner or upper level like film, clips and songs …  Electric approach  Methods : the list of teaching techniques which are used in the lesson  Visual :Poster , Flashcards ,realia ,graphic ..  Kinaesthetic : Games , roleplay to make students more active  Auditory : Using video and audio od DVD ,CD…  Tactile : Using card and board games ,projects ,role play …example in teaching reading and listening lesson

 Techniques :Teachers use different tasks and activities to enable or encourage students to practice the language skills identified in the lesson such as : Flashcards ,Role play, discussion ,pair works and worksheets Some tips for teachers : Be Supportive and Encourage Curiosity:  Support or give ideas, advices to students or sharing with parents and family members in a student’s education so that they have support at home in planning for their own future  Encourage parental involvement in student learning and find ways for them to be included in the student’s support system  Be a positive influence to students, they will respond in a positive way!  Praise good behavior and academic improvement  Be an advocate for students in any appropriate way that they may need  Reach out to students in need. If you suspect they are having problems at home, allow them to open up about it ,be by their side which can increase student engagement and long term learning. It can also result in the student investing more time and resources into creative product at the expense of the academic content.  Collaborative learning: the value of learning in groups is well supported by research and is required many disciplines. It has strong benefits for at risk students.  Give sufficient or enough opportunity for and require respectful communication between peers  Teach students about cultural diversity and tolerance  Encourage and promote extra-curricular activities like clubs and teams Create a Pleasant Classroom Environment  Engage students to help design the classroom environment is a way that makes them comfortable, relax and feel free to learn  Let students have a chance to decorate the classroom walls  Allow students to have a hand in creating the class rules, so everyone is comfortable with them  Be patient with students so that they feel valued and respected and feel safe enough to share ideas  Demand that students be respectful of one another and if someone isn’t, handle it immediately.  Accommodate students who need supplemental help or have assistive needs Be Interested in Your Students,be their friends or Create a Trusting Relationship with Your Students:

   

Ask students about their time outside of class or home Learn every student’s name and use it often! Provide opportunities for students to talk about themselves Create plans with each student for their learning goals for the year and refer to them regularly when students meet a goal  Be involved in your community and show support for student-led organizations  Interact more in class, lecture less  Smile, be friendly (yet professional, be firm)!  Be enthusiastic about teaching your subject matter  Allow students to get to know things about you Make Students Engaged in Your Class  Vary instructional methods so to reach all students  Do not make lectures the main focus of all class periods  Work in fun activities to keep students from getting bored  Use technology when possible and appropriate  Be aware of what is happening in your classroom. Monitor, monitor, monitor!  Plan effectively and make sure transitions in your instruction are smooth  Relate new information to popular culture when possible  Expect students to live up to their potential  Make sure students understand before moving on to new concepts Be Effective at Classroom Management  Apply reasonable and consistent disciplinary policies that are agreed on by parents and students and enforce them fairly  Communicate clear expectations for behavior  Be flexible with instructional strategies to personalize instruction when needed  Establish a reward system for good behavior and academic achievement  Encourage respectful communication, even when viewpoints differ  Assess students regularly to ensure that they are in line with expectations

21. Behavior management in the classroom Behavior is really important issue in classroom management for teachers , especially teenagers who are emotional and characters changing as they are growing up in both physical and mental ! Here are some tips for teachers :

 Create a class identity or Name : At the beginning of the school year teachers should decide on a class name or ask students to name themselves class which can be based on your theme for the year then they vote until teachers decide on a class name. Remember to keep it fun, your kids will come up with great ideas. For example : • Super hero • Avengers • Ninja Warriors  Build relationships: Teachers should build great relationships with students shows that you love and care about them. At the start of the year, surveys and get-to-know-each other activities are a great way to begin to build a relationship with students. When the school year continues, community circles can help maintain your community and create a space for open dialogue ,share and familiarity. Once students realize you are invested in them as individuals you can build respect, which will make a difference when holding students accountable for their behavior. Some examples:  • • • • •

Positive phone calls home ( have contact book phone numbers) Getting to know older and/or younger siblings who go to your school Home visits Personalized notes Supporting students at extracurricular activities Eating lunch with students

 Collaborative class rules: Making rules between Teachers and students is a great classroom environment which is cultivated and address how students are expected to interact with each other, with the teacher, and how students are expected to interact with the physical space. When students are given the

opportunity to contribute to the rules that will govern their class, they develop a sense of ownership for their classroom.Even teachers can ask them to create their own rules  Routines: Teachers should set clear routines for everything you would like students to do in your classroom. Although it can be tedious, be explicit about everything. Do not assume that students know the expectations for your classroom and be sure to show them how you would like things to be done. Give students multiple opportunities to practice the classroom routines; provide ongoing support for routines and behaviors; reinforce expected behaviors and explain the consequences if the expectations are not met. Here are some examples :       

Transitions between activities Asking for help What to do after work completion Lining up Sharpening pencils Turning in homework or completed work Using the restroom

 Rewards or celebrate success : Whenever they do good job or finish their duty , rewards can be individual, group or class-based. In the same way students contributed to the class rules, allow them to contribute to the rewards. This will create buy-in and motivate students to work toward rewards they really want. This can be simple things as points , praise and thanks to them Praise focuses on the specific behavior the student is doing correctly. Praise students to other students, teachers, and administrators. Highlight positive behaviors enthusiastically— students love to be acknowledged for a job well done.  Quiet, quick corrections:

When students are making mistakes, weakness should not say out , they are often seeking attention, so it is important for teachers to remove the stage when addressing them. Use a silent signal, or proximity, to address a behavior. If that still does not work, quietly and quickly bend down and whisper to the student what you would like them to do and the consequence they will receive if the expectation is not met, then move away. If the student still does not comply, administer an appropriate consequence. Avoid using shame and intimidation to correct a student. Quiet corrections allow you to remain in control of the situation and keeps the public stage out of the student interaction.  Be calm, firm, and consistent: Teachers should not be emotional, rather it should be a response to the clearly outlined rules and routines of your classroom . Avoid threats like, “If you don’t…then I will…”, but instead deliver consequences firmly, as they have been outlined to your class. Consistently give consequences to all students 100% of the time they are not meeting expectations. Students will quickly notice if you do not always give a consequence or if you give consequences to some students more than others but be firm and consistent .  Set high expectations Teachers should have a clear vision of how you want your classroom to look behaviorally and how you want your students to perform academically, and then backwards plan from your vision. Be prepared to scaffold students behaviorally and academically, if needed. Students will work to meet your expectations, so keep them high. Creating an academically engaging, rigorous class is a great way to manage behaviors. If you make your class engaging students will be invested in the learning experience and less likely to be off task or misbehave.  Be an example or Mirror Teachers are always the examples for students ,so to model the behaviors you would like your students to display. Be open to the fact that you make mistakes and be humble enough to admit your mistakes to your students. Remember that respect is reciprocal so be sure to show respect to students if you expect to be respected in return.

22. Understanding students learning needs and goals

As I have mentioned in the first part : Cultural different and understanding . Understanding students learning needs and goals is really important for teachers in teaching and especially Teenagers , get the goals of teaching and learning . Teachers need to know about their students :     

preferred learning style cultural background important relationships interests personalities.

Then teachers will set the strategies or design incorporated learning program, methods….. based on the different needs of students and promote academic growth:  Teacher needs to put the focus on the students and learning rather than the teacher and teaching method.  Having a clear objective helps teacher choose appropriate methods and approaches of teaching.  Knowing students learning need and goal also help to defining students’ strength and weakness. Students can actively and excitingly participate in class activity because they know what exactly they are learning.  Setting clarified criteria will help to focus on learning needs and goals.

Reference: Myself learning and teaching styles Australian international Tesol Exam and manual book www.rassias.com www.tesol.org

www.kickboardforschools.com internet II . LESSON PLAN LESSON PLAN 1 Topic: Can ( Ability) : Can you …? She/he can play piano. Level: pre- intermediate ( upper beginner ) Length: 45 mins Age: 12-14 Language Skills: Speaking ,Writing ,Listening TESOL Methodology: TPR, PPP, Student-centred.   Lesson Objectives:

By the end of the lesson the students will be able to use s new words , grammar point “ Can ” to ask someone’s ability and answer and using this grammar points in real life

Resources:

Board, markers, flashcards, handouts.

  Stage

Activity

Description

Warm up

Simon said

Teacher explains : Do what Simon said -asks students to stand in a circle -teacher says and students do follow Simon said - when Simon said jump in, all students jump forward When Simon said

Resource

Timin g

Teacher

5 mins Thien

jump out, all students jump backward -students do like what Simon said few times then teacher changes the rules - when Simon said Turn around , all students tourn around - when Simon said Touch your toes …others -Sometimes Teacher does some activities but No Saying Simon Said , if some students do ,ask them stay inside the circle. Keep playing and having fun -T congratulates the last ones got no mistakes is winner and thanks to other for joining Pre-task

Teaching 1 (Present Vocab)

T asks Ss to look at the picture ( A boy Picture  is swimming in the Pool ) , T asks class : Look at the picture , Can you do it ? Can you swim ?

1 min

Thien

Flashcard *Meaning: For each new word, T Flashcards 7 mins Thien Presentation shows the students the picture representing the meaning of the word for at least 05 seconds. Jump , Play , fly ,sing ,cook ,swim *Pronunciation:  1. T pronounces the word loudly and clearly, makes sure the students see the picture and hear the pronunciation of the word. (at least 5 times) 2. T gets students listen and repeat the word.  T  should do it for the

whole class then gradually focus on a small group then each individual. *Form: T puts the flashcard on the board, writes the word below the picture (if any) and does the review session.

Task 1 (Practice Vocab)

1, 2, 3 Vocabulary

1. Teacher writes the name of the Flashcards 5 mins Thien activity on the board and says the name aloud. Class is divided into 02 groups, standing in 02 lines facing each other. Then T introduces the rules. 2. A Student from each team steps to the middle of the 02 lines and stands back to back. Each S will be given a flashcard, holding on their chest to make sure the other to see clearly 3. T will count from 1 to 2 and at the same time the student moves 2 steps forwards. When T count to 3, they both turn around and try to read aloud what’s in each other’s flashcard. The person who gets it faster wins, get one point . Teacher finds the group who get more point is the winner .

Teaching 2

Teacher shows picture again then Pictures asks one student : Can you swim ? he may answer yes or no

9 mins Thien

Present Gramma

T writes down on Board the sentence : Can you SWIM ? Yes , I can No , can’t Then Teach goes around to ask some individual that question or can call some students stand up T writes some more examples : Can you play piano ….?

Task 2

Interview

6 mins Thien

Interview

T asks students to prepare paper Interview and pens T gives example : Tuan , can you play piano ? Students have to move around class and ask their friend (at least 5 people) some questions using grammar “Can you …?” Students write down answers When students finish, teacher will ask some couple of student up in front of class to interview each other

Teaching 3

Then T keeps one couple and ask one   student to come : Student 1 Chinese?

Tim : Can you speak

6 mins Thien

Student 2 Tom : yes I can Teacher asks student 3 Linda : Can he ( Tim) speak Chinese ? Teacher answers : Yes , he can then asks Linda to repeat Then Teacher writes down on Board : Can he /she speak Chinese ? Yes , he can No , He can’t : Teacher demonstrates ( two hands cross the chest) Then Teacher goes around and stands next to one student , pointing to one other : Can she ( Sue ) fly ? …. Teacher asks students to practice this Grammar point by asking them work in pairs by giving picture of actions of some one on Board Teacher goes around to cross check if they make mistakes of speaking or writing Task 3

Act It Out Teacher prepares small Flashcards - Flashcards  5 mins Thien And Find Can Can't. Your Partner Can you …? Can she/he Gives one card to each student and tell them not to show it to the other students. Then, students must find a partner with the same card. To do this, students can move around the classroom while acting out the action

verb which is on their card. For example, a student with the ‘jump’ card would jump around the class. Then if a student finds another student doing the same action, they can ask ‘Can you jump?’ and if they also have the ‘jump’ card they can answer ‘Yes, I can.’ Once students have found their partner, they can go to the teacher and show their cards. Homewor Worksheets T gives Students worksheets to practice at Can for 1 min k and exercise ability and exercise

Thien

***NOTE:* Make sure the instructions are totally clear. * Remember open body language. * Maintain a clear and loud voice. * Play the demo as long as needed to make sure all students not only understand the rules clearly but also feel included. * Remember the ICQ, CCQ. LESSON PLAN 2

Topic:Simple past tense Level: pre- intermediate Age 12-14 Length: 60 mins Age: 12-14 Language Skills: Grammar ,Listening ,Writing and speaking TESOL Methodology: TPR, PPP, Student-centred.

Lesson Objectives:

By the end of the lesson the students will be able to use grammar point to provide an enjoyable way to learn and practice new verbs using the past tense

Resources:

Board, markers, flashcards, handouts, Paper for making verb cards ,story

  Stage

Activity

Description

Resource Timing Teacher

Warm up Charades (or Guess the words )

Teacher writes down the name of game Board on board and T Divides class in two teams Marker -Call one student of each team to come, standing look at the class and T writes a word on Board Their team has to use body language, explain to describe the word, CAN NOT SAY the word. After 30 seconds if the team can’t guess what the word is, the other team has the chance to guess the word and take the point( use a Bell for the student who think got the answer after their team explains ) -The team who guesses more correct words will be the winner ,T thanks to other for joining Example : topic of Animals words…

5 mins Thien

Pre-task

T asks Ss to look at the picture : A boy Picture  went to bed with his mum at 10 pm

1 min

Thien

10 mins

Thien

T says out and writes down on board , underline the word WENT ….He went to bed at 10 pm last night Teaching 1 What

Teacher goes around and asks some students what did they do last night ,last week ?

did you do …?

Then Teacher draws a timeline on Board marking three times : past ,present, future

I went … We ate … (Present Vocab)

Teacher writes down the question and anwers after asking students : What did you do last week …? I went to the Zoo last week I visited my cousin last week Teacher explains how different Went and Visited ? Regular verbs : adding ED , ending letter T , D ,Ch , Sh how to pronounce Irregular verbs :Took , flew , Went … learn by heart Teacher lists signal words describing time of action in the past such as: yesterday, last, ago, etc. and then explains how to use them in a sentence and make an example Task 1 (Practice Vocab)

Matching pairs

Teacher writes down the name of Game Cards on board Teacher prepared the cads of verbs in present tense and past tense , mixed

11 mins

Thien

them up 1. T divides the students into 2 groups 2.T asks students from two group coming up to take one card each 3.the students go around and match up the correct form of verb and make a sentence and write down on the team side ,if they can not make the sentence ,give turn to others Which team has more correct word forms and sentences will be the winner Exemple : Fly – flew …Take –Took Teaching Roleplay and pair 2 work What did she/he do ..?..

T asks one student come up in the of class and asks :

11 mins

Thien

12 mins

Thien

T :What did you do last night ? S: I watched TV last nights Then T asks one other student : What did he do last night ? That student answers : He watched TV last night … Teacher goes around and asks with other irregular verbs then writes down on Board Teacher asks students to ask their partner about their family member what did your mother do last night ,last week?....write down in their notebook

Task 2 Practice of using more

Find someone who …

Find someone who … Teacher divides class into 3 groups , it depends on how many students in your class .

past tense point

Teacher ask students to interview each other to find out what did they do certain things on last summer holiday .Example :What did you do last summer Ha ? Last summer, I went to Halong Bay with my family …then one student of each group come up to do presentation what they know about their partner did last summer , which group has longer story and activities will be the winner

Follow up What did you do ..?

Back up

T asks students to write down what did   you do ..last weekend, this morning , last year , last Christmas time..?

6 mins Thien

Then T asks some students coming up to present her or his time…

Teacher explain one more time about   the grammar point of Past tense for students to understand when they use them at time in the past and no longer happen at present

3 mins Thien

Teacher mentions about regular verbs and irregular in past tense ,asks students to look for other verbs, all learnt by heart ! Homewor Worksheets T gives Students worksheets to practice past tense 1 min k and exercise by writing their last summer holiday with family or a trip and exercise too

III. relevant activities:

Thien

1.

Simon said

2.

Matching pairs

3.

1,2,3 Vocabulary

4.

Charades

5.

Find someone who ..

6. Role play or ,pair work ,team work All 5 Relevant Activities are used in two Lesson Plan Role play or ,pair work ,team work Activity has been explained in key point 8.