It Is Very Difficult ^.^

I will prepare a lesson plan for  lesson 2 of the unit 3: How are you?

Before beginning this work, I think that  my problem is the content of  this lesson is very simple. It is very difficulty to teach in 35 minutes.Then, I watch some sample lesson plans and I know what should I do. The methodology teaching  is the most important thing and I have to work by myself . I have spent  much times to look for the documents that are related to my lesson. I really was stress when I don’t know how to teach pronunciation in the words that are colored differently … Because  I think that if I teach by the way that I have learned and  I don’t use Vietnamese to explain and guess, the children will not understand.

Last  week, we are not in the class, so we have more  times to prepare our lesson plans. Honestly, I’m very happy when  I know that ^_^because  I want to prepare more carefully.

I give some questions that can help me to easier and clearer work:

– What is the main content of the lesson?

– What activities can I use in each part of the lesson? What is the purpose of this activities?

– How do I manage my class? What classroom rules can I use in my class?

– What teaching aids should I prepare?

– Should I use a game in my lesson? If yes, so  What game is suitable with children?

And now, I have done my lesson plan, but I still fell insecure and I can not image how I teach….

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It’s difficult to build a lesson plan for teaching children:(

I am trying to make a lesson plan. before i thought that it’s not difficult and i can do it well.  However, at that time, i felt it so hard. I do not know how to create the lesson. I have 1 lesson which divided into 4 main parts. Listen and repeat, listen and tick, read and match, let’s play. The big problem is choosing suitable teaching method for each part,….and i have not foud them yet. Perhaps my teacher will be dissappointed in me:((. I am very sorry,  my teacher. I did try my best, however the result is not good as i expected. I will have to teach unit 9 lesson 2. I think i can teach children but i do not know how to motivate them. Should i used powerpoint, chalkboard, or poster? I just have 15hours left to finish my lesson, so now i will return to do it^^.

idea

I am preparing a lesson plan, but i find its not easy as i think. The knowledge may be simple, but the way to organize is quire difficult. When i taught Grade 6,7 i thought its so so, and i did quite good…. but now, just teaching students how to say ” hello”, introduce themselves like “i’m Bich”……. they are students that never know English before, so for them English is brand-new. im trying, but i can not image how they think about it. my brain becomes empty, i mean there is nothing in my mind. i fought some songs, some games, some materials, but it was boring….

Well, everything is theory… practicing is much more difficult. Anyway, i will try!^^

15 Stages of Using Pre-School English Songs

1. Have it on in the background
Although it is usually okay just to go straight to step three “Listen and do” below, especially if you are not scared of looking like an idiot while doing the song by yourself for a while, it is possible to lead up to that point if you want to. This is particularly useful in school systems where children are expected to be somewhat regimented and with children who need some persuading to move around, e.g. a first class where the parents are sitting in. The most basic way of introducing the music is to have it on in the background without commenting on it or using at all. If possible, put it on at the stage of the class when you are planning on using it in future classes

2. Introduce the meaning and actions
Although kids can learn from listening and copying without too much conscious effort, there are some situations in which a bit more explanation first could be appreciated. For example, the students could listen to the song and watch the teacher or puppet do the actions

3. Listen and do
The next, or usually the first, stage is to play and/ or sing the song with the teacher doing the accompanying actions and trying to persuade the kids to join in. Doing it this way means even students who are too shy to sing can take part, the actions make the meanings clear, and kids look forward to songs as something fun. Ways of making sure they take part include making (most of) them stand up before the song starts, taking a few by the hand to join you jumping around the classroom, and calling out to kids to take part by name.

4. Use the words of the song in other classroom activities
This can be to elicit and practice that language (e.g. using the songs to help students remember letters or body parts you want to bring up for another purpose), or to make the meanings of the songs clearer and so help with the stages below. Any normal pre-school English class activities can be used for this purpose, e.g. mimes, flashcards, realia, storybooks or conversations with puppets.

5. Hum and vaguely sing along
As the weeks go by, the students will start to sing along, although without many of the words being identifiable as English. They will usually progress to the next stages naturally, but you can get to this phase and so be ready to move onto the next one more quickly by using songs they already know in their own language, anc can speed up reaching the next stage by using the tips below.

6. Sing a few words and mumble the rest
The next natural stage is that the most important words that the kids sing become closer to your pronunciation or the pronunciation on the tape. It isn’t worth trying to drill whole lines of the song at this stage, but by getting kids to shout out the important vocabulary in the song with a little gentle correction as you use it in other stages of the lesson such as TPR and guessing the flashcard can help reach this stage more quickly and improve their pronunciation

7. Copying well enough, but no idea of the division between words
In a stage that is slightly confusing for both the teacher and the children, at the same time as students are picking out individual words from their meaning or the fact they are pronounced most clearly in the song, other kids (or sometimes the same ones) can take to repeating whole lines of the song as more or less natural linked speech without making any division into individual words, either in comprehension or in pronunciation. This is both a good thing (and one reason why parents want their children to study English from very young) and a bad thing. The good thing is that if young children do have the ability to pick up a natural English accent that their parents expect, it is in precisely this kind of thing rather than the vowel and consonant sounds that their young mouths often still have problems with in even their own languages. With more disciplined and cerebral classes, you could even have them sing the song word by word stopping and starting as you point at your fingers. This can also be done with words on the board- even if they can’t read yet, as they are basically just counting as they sing.

8. Do the action that the teacher says rather than the one on the tape
After a while they will stop listening to the song because they already know what order the verses, actions etc. are coming in. You can shake them out of that by replacing the actions, animals, body parts etc that they should mime as they sing with others. For this it helps if you can turn down the volume on the CD player at the point when you shout out your variation, or if you just sing the song without the CD and get everyone to pause before you say the unexpected word or phrase.

9. Drill the words of the song
This stage has the distinction of being the only one in this list that is naturally neither fun nor something kids would choose to do, and many teachers skip it for songs with kids of pre-school age. There can be pressure to do it, however. If so, it is best to do it before you use the song in class in that lesson, so the kids gradually realise the connection between what you are saying and doing and the upcoming excitement of the actual song. Do the usual actions that you do with the song as you drill, or at least a stand still or sit down version of them. Also use your arms to show things like long vowels sounds and the rhythm of the sentence. Keep their interest and emphasize these points by exaggerating them before going back to normal. Silly voices can also help.

10. Correcting your version
Correcting your mistakes can also be used during singing of the song and be an excuse to take a little break to kind of do some drill. . This also gives them some silly and creative ideas for when you let them make their own variations (see below).

11. Sing faster with natural rhythm
To help further with distinguishing individual words but making sure they don’t lose their natural rhythm and intonation, get them to sing it really slowly and then quicker and quicker, changing what kind of pronunciation you are concentrating on as the speed increases.

12. The kids choose the song
This is the first stage of giving them control, leading on to the stages below. This is best done when they have got used to having various songs at various stages of the lesson, e.g. they know three hello songs, two warm up songs near the beginning of the lesson and three goodbye songs. They can then choose which one they like at one or more of these points.

13. The kids choose how to sing it
Once the kids have got used to doing the songs more slowly and more quickly as suggested above, you can move onto singing quietly, sadly etc. You can then let individual students choose how they want the next verse to be sung.

14. The kids remember/ choose the next verse
This works with songs where only a few words change in each verse and the order can be mixed up. While singing, stop and ask the students to tell you what usually comes next or to choose from the available remaining verses. This leads onto the more creative stage below.

15. The kids change the words
As the final stage, the children can change words or phrases in the song to make their own versions of it. This is more fun, means you can practice more vocabulary with the same song, and helps show where the word divisions are.

This article is available on http://edition.tefl.net/articles/teacher-technique/15-stages-of-using-pre-school-english-songs/

Why do We Use Game in the Class?

Some think that games are for fun. Even some teachers pay over 30 minutes to play games that are just to amuse their students. Besides that, some others never offer games in their classes. Playing games is a waste of time, and they want their students seriously pay attention to the lesson.

According to me, game is one of the elements that make the classes lively and effective. We should  choose a game that is interesting, and friendly competitive. After the game, if the students can understand more about when and how to apply the vocabulary and grammar, the teacher are success.
In other words, using game is necessary in class. Learning language is a tough job that every learner has to pay their effort every moment for. I often use games in my lessons since I think that games are helpful and interesting. They help and encourage my students to sustain their interest.
Here are the advantages when we use games in class:

1. Games are a welcome break from the usual routine of the language class. Help to change the atmosphere to energize your students.

2. They are motivating and challenging. Fun and real situation always make students excited. They will forget all kinds of mistakes and shame to stand up and talk.

3. Games can give chances to drill all types of skills.

4. They create a meaningful context for language use. Real situations can bring them closer to the use of language.

Source: http://anhvankynang.com/content/why-do-we-play-games-class

8 simple rules help the teacher motivate the student

Teaching English is a complicated process that requires the efforts of both teachers and students. However, in many cases, teachers have many difficulties when students show lack of interest in the study. I would like to introduce 8 simple rules which teachers can apply to help students get motivation in learning English.

Rule 1: Constantly emphasize key concepts.
Repeat these concepts in lectures and homework assignments throughout the class. Through the introduction of questions relates to the main topics in each exam, teachers can encourage students to learn, repeat and apply that knowledge in different circumstances.

Rule 2: Use of visual media (visual aids)

Use of visual media (visual aids) help students understand difficult and abstract concepts because nowadays trend’ students is audiovisual. With these students, a schematic or diagram will have the effect more than thousands of written words or verbal lectures.

Rule 3: Use logical thinking as needed

 Please point out to students that the information is accurate data to keep in their mind and information can be deduced through logical thinking. Teaching student deduces and approach new knowledge by means of thinking

Rule 4: Use classroom activities to reinforce new knowledge

After teaching the students the basic concepts, teachers should give students activities based on the new knowledge

Rule 5: Help students make links between new knowledge and learned knowledge

 If the student can contact the old knowledge, new knowledge learning will take place more easily and more convenient. For example, when teachers teaches students about the future continuous tense “will be + Ving”, teachers can repeat the present continuous tense which they knew “to be + Ving”. This will help students understand more easily.

Rule 6: Recognize the importance of learning vocabulary

They often encounter difficulties with the all new words, especially specialized words. To students receive them, teachers should make them easier to understand by attaching them to the students ‘daily life.

Rule 7: Be respectful students.

Students should be respected since Primary school. Teachers can stimulate the responsibility of the students by giving them positions. This is quite effective with students of universities and colleges because they will try my best to assert themselves

Rule 8: Keep students at a high level.

If students are not required to study at a certain standard, only students with high self-sense are hard-working. On the other hand, the high requirements in teaching not only motivate students but also to create excitement for students to achieve these requirements.

Each rule has very different effects. In my opinion,  rules 7 and 8 are more important. If students are not respected and not be kept at a high level, those rules will be less effective.

 

 

 

Teacher – Student relationship

    Improving students’ relationships with teachers has important, positive and long-lasting implications for students’ academic and social development. Solely improving students’ relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict relationships. If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn.

Teachers who foster positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs.

Today, I will give three Elements of the Student Teacher Relationship.

 To Student:

–         The student must respect his or her teacher and hold him in the highest esteem.

–         The student must trust the teacher’s concern. The student must believe that the teacher always has his or her best interests in mind. If the student would sense some ulterior motive, some self interest, or even carelessness in the teacher’s instruction, he or she would not be able to surrender whole heartedly to the teacher’s advice, and this would make the entire exchange meaningless.

–         The student must commit himself or herself to following the instruction with utmost discipline, for only then can the intended effect be realized.

 To teacher:

The first is fulfillment of the prerequisite of getting to know his students individually, to probe the innermost depths of their hearts as well as examining the outer details of their lives.

Secondly, the teacher must express love and affection toward his students. It is this affection that dissolves the students’ natural tendency to resist being told what to do.

Finally, the teacher must take time to reflect upon his students’ progress.

 

 

 

Teacher- student interaction

Student–teacher interaction, both in and out of the classroom, is influenced strongly by the teaching perspective embraced by the teacher. Within the instructional communication discipline, teaching can be viewed from two perspectives: the rhetorical perspective and the relational perspective . Teachers whose student–teacher interaction is governed by the rhetorical perspective communicate with their students as a means to influence or persuade them. Communication is teacher-centered, which means that teachers send a message to students who play a passive role as the recipient of the message. To communicate effectively with their students, teachers focus on teaching clearly, making course content relevant, and acting in an assertive manner (Teacher Clarity ). In essence, their in-class communication behaviors center on performing their classroom functions as lecturer and discussion leader and managing the classroom. Conversely, teachers whose student–teacher interaction is governed by the relational perspective communicate with their students as a means of developing a relationship. Communication is mutually created and shared between students and teachers, with an emphasis on the role of shared emotions and feelings used by students and teachers to respond both affectively and effectively to each other.

Following definitions will really help:

Emotional support refers to the ways teachers help children develop warm, supportive relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence. This includes:

  • Positive climate — the enjoyment and emotional connection that teachers have with students, as well as the nature of peer interactions;
  • Negative climate — the level of expressed negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom;
  • Teacher sensitivity — teachers’ responsiveness to students’ academic and emotional needs; and
  • Regard for student perspectives — the degree to which teachers’ interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view.

Classroom organization refers to the ways teachers help children develop skills to regulate their own behavior, get the most learning out of each school day, and maintain interest in learning activities. This includes:

  • Behavior management — how well teachers monitor, prevent, and redirect misbehavior;
  • Productivity — how well the classroom runs with respect to routines, how well students understand the routine, and the degree to which teachers provide activities and directions so that maximum time can be spent in learning activities; and
  • Instructional learning formats — how teachers engage students in activities and facilitate activities so that learning opportunities are maximized.

Instructional support refers to the ways in which teachers effectively support students’ cognitive development and language growth. This includes:

  • Concept development — how teachers use instructional discussions and activities to promote students’ higher-order thinking skills and cognition in contrast to a focus on rote instruction;
  • Quality of feedback — how teachers expand participation and learning through feedback to students; and
  • Language modeling — the extent to which teachers stimulate, facilitate, and encourage students’ language use.