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Similar to Here is one way to change the check-up activity to be more activity-based:1. Group the students into teams of 3-4. 2. Assign each group one picture. 3. The students must act out the picture silently for their team to guess. No words allowed.4. Once their team guesses correctly, the next group takes a turn acting out their picture.5. Repeat until all groups have had a turn. This uses gestures (kinesthetic learning), turns it into a game by adding competition between groups, and encourages teamwork and communication within groups. It's a fun, engaging way to review the target language through embodiment and collaboration rather than individual tasks
Similar to Here is one way to change the check-up activity to be more activity-based:1. Group the students into teams of 3-4. 2. Assign each group one picture. 3. The students must act out the picture silently for their team to guess. No words allowed.4. Once their team guesses correctly, the next group takes a turn acting out their picture.5. Repeat until all groups have had a turn. This uses gestures (kinesthetic learning), turns it into a game by adding competition between groups, and encourages teamwork and communication within groups. It's a fun, engaging way to review the target language through embodiment and collaboration rather than individual tasks (20)
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Here is one way to change the check-up activity to be more activity-based:1. Group the students into teams of 3-4. 2. Assign each group one picture. 3. The students must act out the picture silently for their team to guess. No words allowed.4. Once their team guesses correctly, the next group takes a turn acting out their picture.5. Repeat until all groups have had a turn. This uses gestures (kinesthetic learning), turns it into a game by adding competition between groups, and encourages teamwork and communication within groups. It's a fun, engaging way to review the target language through embodiment and collaboration rather than individual tasks
- 1. ĐÀO TẠO GV MS HOA JUNIOR PACES & activity-based teaching
- 2. 02Activity-based teaching Phương pháp giảng dạy dựa vào hoạt động 01PACES Khái niệm paces
- 3. Do you like chocolate? Yes, I like chocolate. Hobbies Do you like …..? Yes, I like ………………
- 4. Xem phần trình bày và sắp xếp các bước sau theo thứ tự phù hợp 1. conclusion 2. proposal 3. analysis
- 5. Do you like chocolate? Yes, I like chocolate. Hobbies Do you like …..? Yes, I like ………………
- 7. PAC How? Lấy 1 ví dụ đúng Phân tích vì sao đúng Chốt lại điểm đúng
- 9. PAC Các cách đặt vấn đề Lấy 1 ví dụ sai Phân tích vì sao sai Chốt lại điểm đúng
- 10. Slip /sliːp/
- 11. Sleep /sliːp/
- 12. PAC Các cách đặt vấn đề Lấy 2 ví dụ Phân tích 2 ví dụ Chốt lại điểm đúng
- 13. Do you like chocolate? Yes, I do. I love it. Do you like chocolate? This is my brother. Do you like chocolate? Yes, I do. I love it.
- 14. PACES Lấy 1 ví dụ đúng Phân tích vì sao đúng Chốt lại điểm đúng Lấy 1 ví dụ sai Phân tích vì sao sai Chốt lại điểm đúng Lấy 2 ví dụ Phân tích 2 ví dụ Chốt lại điểm đúng
- 16. PACES 01 1. Khái niệm 2. Luyện tập
- 17. PACES SAMPLE
- 18. https://mshoajunior.edu.vn/ I can swim. I can fly. I can run.
- 19. https://mshoajunior.edu.vn/ hoajunior.edu.vn/ GRAMMAR oajunior.edu.vn/ Diễn tả khả năng: CAN What can you do? : Bạn có thể làm gì? I can play the guitar.: Tôi có thể chơi guitar.
- 20. https://mshoajunior.edu.vn/ Diễn tả khả năng: CAN What can you do? (Bạn có thể làm gì?) I can …………………. : tôi có thể làm gì ………………
- 21. PACES PRACTICE
- 22. PACES 1. Structure Is it [a book]? -Yes, it is Is it [a crayon]? -No, It isn’t 2. Phonics +Letter J – Sound / ʤ/ +Letter K – Sound /k/ +Letter L – Sound /l/ Vocab: Jam, King, lizard, jungle, lion, kangaroo 3. Grammar: past simple: be and regular verbs
- 24. A B Write 5 sentences to describe the differences between the following pictures.
- 25. ACTIVITY-BASED TEACHING 01 What? 02 Why? 03 When 04 How
- 26. ACTIVITY-BASED TEACHING 01 What? A method of teaching through activities in which the students are actively involved in participating mentally and physically and bring about efficient learning experiences. It is a student-centered approach.
- 27. ACTIVITY-BASED TEACHING 02 Why Why do we need to use activity-based teaching method?
- 28. ACTIVITY-BASED TEACHING 02 Why ✔ It enhances creative aspect of experience. ✔ It gives reality for learning. ✔ Uses all available resources. ✔ Provides varied experiences to the students to facilitate the acquisition of knowledge, experience, skills and values. ✔ Builds the student’s self-confidence and develops understanding through work in his/her group. ✔ Develops happy relationship between students and students, teachers and students.
- 29. ACTIVITY-BASED TEACHING 03 When P A C E S Conclusion (Kết luận) Proposal (Đặt vấn đề) Analysis (Phân tích vấn đề) Enhancement (Mở rộng) Small exercise (Luyện tập) Activity Activity Activity
- 30. ACTIVITY-BASED TEACHING 04 How Teacher: Everyone, look at me. What am I holding? (the teacher is holding a ball). Learners: a ball Teacher: Okay, so how can we say it in a full sentence? I ______ ______ a ball. (The teacher writes it on the board or slide) Learners: B. I am holding a ball. Teacher: Yes, I am holding a ball. I ______ ______ a ball. a. am hold b. am holding Đặt vấn đề Multiple choice
- 31. ACTIVITY-BASED TEACHING Teacher: Look at the pictures and tell what they are doing? 1. They ___________ (play) football. 2. He _________ (sing). 3. We ____________ (ride bikes) in the park. Check-up: Look at the picture and tell what they are doing? 1. They are playing football. 2. He is singing. 3. We are riding bikes in the park. Luyện tập 04 How Gap filling
- 32. ACTIVITY-BASED TEACHING Đa dạng dạng bài • Multiple choice • Gap filling • True/false • Odd one out • Classifying • Matching • Reordering • Short answer • Memorizing • Finding • Speaking/writing Đa dạng hình thức tổ chức • Individual • Pair • Group • Whole class
- 33. - Can read body language well and has a good perception of aesthetics - Tends to remember things that are written down - Learns better in lectures by watching them - Likes to use the hands-on approach to learn new material - Would rather demonstrate how to do something rather than verbally explain it - Usually prefers group work more than others - Retains information through hearing and speaking - Often prefers to be told how to do things and then summarizes the main points out loud to help with memorization - Often has talents in music and may concentrate better with soft music playing in the background ACTIVITY-BASED TEACHING
- 34. ACTIVITY-BASED TEACHING Đa dạng dạng bài • Multiple choice • Gap filling • True/false • Odd one out • Classifying • Matching • Reordering • Short answer • Memorizing • Finding • Guessing • Speaking/writing Đa dạng hình thức tổ chức • Individual • Pair • Group • Whole class Phù hợp với nhiều phong cách học khác nhau • Visual • Auditory • Kinesthetic
- 35. Check-up: Look at the picture and tell what they are doing? 1. They are playing football. 2. He is singing. 3. We are riding bikes in the park. Luyện tập ✔ Dạng bài: Gap filling ✔ Hình thức: Individual work ✔ Learning styles: visual, reading, writing Task 1: Biến hoạt động check up bằng dạng bài guessing + hình thức group work + phù hợp với learning style là Kinesthetic. Suggestion: Charade
- 36. Check-up: Look at the picture and tell what they are doing? 1. They are playing football. 2. He is singing. 3. We are riding bikes in the park. Luyện tập ✔ Dạng bài: Gap filling ✔ Hình thức: Individual work ✔ Learning styles: visual, reading, writing Task 2: Biến hoạt động check up bằng dạng bài speaking + hình thức group work + phù hợp với learning style là auditory. Suggestion: Whisper