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    5 Principles For Teaching YL

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    Kosorl Dowm
    Routine involves starting class the same way each time with the same instructions to help students feel relaxed. Understandable instructions means communicating clearly without language too difficult for students. Checking by evidence means asking students to use the language without help to see what they understand.

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    5 Principles For Teaching YL

    Uploaded by

    Kosorl Dowm
    19 views40 pages
    Routine involves starting class the same way each time with the same instructions to help students feel relaxed. Understandable instructions means communicating clearly without language too difficult for students. Checking by evidence means asking students to use the language without help to see what they understand.

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    5 principles for teaching YL

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    Routine involves starting class the same way each time with the same instructions to help students feel relaxed. Understandable instructions means communicating clearly without language too difficult for students. Checking by evidence means asking students to use the language without help to see what they understand.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views40 pages

    5 Principles For Teaching YL

    Uploaded by

    Kosorl Dowm
    Routine involves starting class the same way each time with the same instructions to help students feel relaxed. Understandable instructions means communicating clearly without language too difficult for students. Checking by evidence means asking students to use the language without help to see what they understand.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 40

    TEACHER’S CLUB

    (ចែករំចែកែំណ េះដឹង)

    Topic: FIVE Principles of TLLs


    Presented by SAN To (Mr.)
    Current job:
    CCF Training Coordinator
    ESL Trainer
    PHONE: 077 313270/070666836
    EMAIL: [email protected]

    Date: April 24, 2022


    5 Principles of
    Teaching and Learning languages
    Fertile Questions
    1. How do you scaffold the students ?
    2. How do you retrieve what have been taught?
    3. What assessment tools, assessment for learning, have you
    been using so far?
    The 5 Principles of Teaching and Learning langguages

    Repeated retrieval
    with gaps
    Meaningful Output

    Check by
    evidence
    Understandable
    instructions

    Routine
    1. Routine
    Start the class in the same way,
    every time.
    Use exactly the same instructions
    each time e.g. if you always say
    “open your books”, don’t say “get
    your books out”. Use the same set
    of activities that they already know.
    Why?
    Routine helps with understanding.
    They will recognize what is happening
    and be able to respond without stress
    or difficulty. Make them feel relaxed in
    class.
    When we hear the same things, we
    improve our ability to recognize it.
    When we do the same things, we
    improve our ability to do those things.
    Routines develop fluency
    If the student starts every lesson with the
    same conversation, they will be able to
    have this conversation with high fluency.
    This is good for smalltalk and common
    questions.
    Hello; What’s your name?; How are you?;
    What’s your favourite food?; Where do
    you live?
    Question

    What is Routine?

    Why developning a routine so important for the learners?


    2. Understandable instructions
    If possible, don’t use Khmer. Never use
    English that is too difficult for them.
    You can communicate by...
    ● using extremely simple English
    ● demonstrating the task
    ● showing images
    ● using body language and sounds
    ● if necessary, letting other students
    explain it in Khmer
    Why?

    The goal is to teach students to


    communicate in English.

    Instructions are the most common form of


    real communication in classroom learning.

    They also need to develop strategies for


    understanding. Understanding is an active
    process.
    Of course...

    Sometimes it is best to use Khmer.


    - communicate a complicated instruction
    - give a quick translation for a word
    - safety (e.g. get down from the table!!)
    Discussing questions
    ● What does real
    communication in classroom
    learning mean?

    ● What is the difference between


    real communication in
    classroom and role play in the
    class?
    Question

    Why does a teacher have to use


    understandable instruction?

    What does real communication in


    classroom learning mean?

    What is the difference between real


    communication and role play ?
    3. Check by evidence
    Pay attention to whether the
    students can use the English without
    help.
    Give every student the opportunity to
    produce the language without help.
    Don’t ask “Do you understand?” or
    “Any questions?”
    Why?
    If you ask “Do you understand?” they
    will never say “no”.
    You need evidence that they
    understand by asking them to show it.
    Wrong: Do you know that this is called
    a cup? Yes.
    Right: What is this? I don’t know. It’s a
    cup. OK. What’s this? It’s a cup. OK
    great.
    Don’t wait until the end of the lesson to find out what your students understand.

    They should be using what you are teaching actively, throughout the lesson.

    Don’t ignore the slower students. They require more time and more practice for
    every activity. Allow the faster students to become the teacher so that they do not
    get bored.

    Student 1: What is this?

    Student 2: It’s a cup.


    Question
    How do you check by evidence ?
    4. Meaningful Output
    Don’t just ask “What colour is this?”
    Instead, ask “What colour pen do you want?”
    Make them actually use English for real
    interactions.
    Make the content relevant to their lives.
    Why?
    Language is a tool for communication.
    Grammar, vocabulary, spelling, and pronunciation are
    only important because they help us understand each
    other more clearly.
    Khmer kids that move to the UK learn English
    immediately because they need it to live their lives. We
    need to create that need in our classrooms.
    How to create need?

    In CLIL, we are learning a topic. The information and activities are all in English.

    In order to understand the information from a text or a video, they need to


    understand the English.

    In order to communicate their opinions, ideas, and discuss with their classmates,
    they will need to be able to speak and write English.

    They are graded on their content, as well as their language, so they need to learn
    English in order to follow the lesson.
    Examples of meaningful output
    Output can be as simple as answering a question or as difficult as delivering a presentation.

    It becomes meaningful when it is true.

    e.g. Two students role-playing a doctor and patient is useful for language practice, but it is not yet
    meaningful output.

    If the student actually went to a doctor with a real problem, it would be meaningful output.

    We can create meaningful output by asking them about their real opinions.

    A survey is a great way to create meaningful questions, meaningful answers, and meaningful
    presentation of data, all using the target words and phrases of the unit.
    Example of a survey lesson

    ● Learn the words needed to ask and answer questions (language)


    ● Think of your questions (critical thinking)
    ● Write your questions (language)
    ● Ask and answer questions (language and critical thinking)
    ● Analyze the data (critical thinking)
    ● Present the data (language)

    If using paper/pen, this is good practice for speaking and listening.

    If using Google Forms, this is good practice for ICT skills, reading, and writing.
    The ideal lesson involves 80% student output.
    It takes time to build the language that they need, but
    once they have enough language to use, we should
    reduce the teacher talk and increase the student talk.

    If the student uses Khmer, when you know they could


    have used English, you should appear to be sad. Let
    them know that you want them to use English.
    Question

    What does meaningful output mean to you as a teacher?


    5. Repeated retrieval with gaps
    Retrieval: Trying to remember something.
    Two types of retrieval : Recall and
    Recognition
    Get your students to try to remember
    something they haven’t used in a while.
    Come back to the same words and phrases
    every 5 minutes, once a week, once a
    month, or even once a year. As soon as they
    start forgetting something, it’s time to “test”
    them again. If you don’t keep testing them,
    they will forget.
    Why?
    We learn something for a long time if we make our brains try to remember it a few times,
    on different days.

    Wrong:

    Jan 1. What is the capital of France? I don’t know. It’s Paris.


    OK

    Dec 31st. What is the capital of France? I don’t remember.


    What?! But already told you!!

    Right:

    Jan 1. Feb 1. Mar 31. Jul 1. Sept 31.

    What is the capital of France? It’s.. erm.. it’s Paris!


    At first, come back to it very
    quickly. Then, add bigger
    gaps.
    For example, when teaching
    a new word, come back to
    test it after 30 seconds, then
    after a minute, then after 5
    minutes, 30 minutes, a day,
    a week etc.
    Question

    How many types of retrieval? What are they?


    There are two
    types of retrieval
    1.Recognition
    2.Recall
    Recognition - you can recognize the target when you see it
    or hear it - multiple choice

    Which one is 2?
    a) two
    b) one
    c) three
    Example in a classroom → Hit the word that means 2!

    three one two


    Example in a classroom → Hit the picture that means chair!
    Example in real life

    San To (pointing at the table): ឲ្យ


    ស ៀវសៅមកខ្ញុំ ចននី!
    Jonny looks at the table. There is a
    pen, a book, and an apple. He gives
    San To the book.
    Recall - you can take the information from your memory
    without help - no options

    How do you say 3 in Enlish?

    How do you say សៅអី in ​English?


    Example in a classroom → What’s this? (teacher points to each one in turn)

    1 2
    3
    Example in real life

    ើ ន កត្ វូ ការអវ ?
    San To: ស អ ី
    Jonny: ស ៀវសៅ!!
    Flashcard Games

    If the student finds the target, it is recognition.


    If the student says or writes the target, it is
    recall.
    Quiz:

    1) What are principles 1-5?


    2) What does “retrieval” mean?
    3) What are the two types of retrieval?
    4) Can you think of activities for each type?

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