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Time allotted: 20 periods (C. Oanh & C. Khanh) Morning Session 1 8: 30 a.m.9 : 30 a.m. Topic focus Tasks + purpose(s) Expected Time 10 min. 20 min Teaching/ learning aids Colored paper flowers Projector

Human brain- (1) Warm-up: Self-introduction flowers functions and facts (2) show a picture of human brain with some blanks (trainees: fill in the gaps with names of brain hemispheres and their functions) (3) quiz (4 questions- facts about human brain) Children as active learners (4) True/ False statements (8 statements about children brain in relation with their learning): work individually (5) Compare & share in groups about the statements (6) summarise the following main points: * Experience shaping the brain * Learning involving feeling * Memory enhanced by multi-sensory * Making sense in learning BREAK TIME

30 min

H/O1 Projector & H/O2

10:00 a.m. The young 10: 40 a.m. language learners

(1) task 1: trainees are given pieces of papers which are about the characteristics and abilities of children (5-8 yrs & 8-10 yrs of age) in order to categorize them according

10 min.


to childrens age group (2) trainer summarizes the key points about childrens characteristics & abilities in relation with language learning (3)task 2: group discussion on the question, What does the understanding of young language learners mean for your teaching?. This activity is done in order to draw out some general principles for PELT (4) wrap-up with 8 principles Afternoon Session 2 2: 00 p.m.3 : 00 p.m. Topic Children & adult learning Tasks + purpose(s) (1) Warm-up: animal race -> lead in to the keyword: children (2) Adult learning -> How do adults learn? - group discussion - make notes (3) Children learning -> Do children learn differently from adults? - brainstorming the differences - sharing in pairs/ groups - make notes (4) Opinion poll -

10 min. 10 min.

projector H/O4

10 min Expected Time 15 min. 10 min. 10 min.

projector Teaching/ learning aids Magnetic pictures of 4 animals & magnetic board

10 min

H/O8 Posters, markers, magnetic stickers, H/O910

read 8 statements about the differences -> agree, disagree, not sure (5) Making posters in group on the differences between 15 min. adults children learning

3:30- 4:30

Conditions to support L1 & L2

BREAK TIME (6) show the picture and the dialogue between a mother and a small child who is getting dressed (trainees look at the picture and discuss the conditions to support L1) (7) group discussion to make notes of similarities & differences between L1 & L2 supportive conditions (6) DVD watching - Reflection on 2 extracts (trainees: tick on kinds of classroom materials used & learning environment) - List out the right environment for learning to take place (7) wrap-up (game)

10 min 20 min. 20 min.

Projector White board & marker, H/O11 H/O12 & H/O13

10 min.

Slap the board with sticky balls Teaching/ learning aids projector

Morning Session 3 8:00 a.m. 9: 00 a.m.

Topic Multiple Intelligences

Tasks + purpose(s) (1) Warm-up: crossword puzzle about famous people in different fields to lead in the key word intelligence (Issac Newton, Nicole Kidman, Thomas Adison, Enstein, Abraham Lincoln, Elton John, David Copperfield, Bill Gates) (2) Group discussion: Who is the most intelligent? - David Beckham - Brad Pitt - Issac Newton - Beethoven - Martin Luther King

Expected Time 10 min.

10 min.


(3) Matching titles, descriptions and skills of MI (4) Summarise the theory of Gardners MIs - show the picture/ chart of Gardners theory - trainees: fill in the chart - review on types of MIs (5) MI test - trainees work on 30 questions - to figure out their own types of intelligences - categorise trainees according to their dominant intelligences BREAK TIME 9: 30- 10: 30 Reflection on teachers conception of MIs (DVD watching) (6) watch 3 DVD extracts (7) Group discussion: reflection on 3 questions (DVD) (8) Wrap-up

15 min. 5 min.

coloured paper strips & H/O5 projector

20 min.

H/O6 & Scoring sheet

20 min. 30 min. 10 min.

Projector H/O7 White board

Afternoon Session 4 2: 00 p.m.3 : 00 p.m.

Topic Total Physical Response

Tasks + purpose(s) (1) Warm-up: change the seats (fruit or vegetables)

Expected Time 15 min.

Teaching/ learning aids Pictures of fruit or vegetables 5 chairs at the front

(2) Demonstration of TPR: 15 min. - Trainer: + invites 4 trainees to the front + gives commands + demonstration as a model

(Ex: open your bag, look inside, take out a pen, take out a book, open it, turn to page 20, close it, put it in the bag) - Trainees: observe + listen - Trainer & trainees: do the same thing together twice - Trainer: says the commands - Trainees: do the commands (listening comprehension) - Trainees: one gives commands, the others do the commands.(develop listening & speaking) (3) Reflection 10 min. - Trainees reflect the steps and the aim of each step from the demonstration - Trainer: leads in the theory of TPR (4) TPR presentation: 20 min - What is it & where is it from? (trainer presents) - Trainees discuss in groups the following questions: + Why should we use it to teach young learners? + When & How is it used in the classroom? + What are the possible problems of TPR? - Trainer: wrap-up the key ideas from the discussion 3:30- 4:30 The MAT method BREAK TIME (5) DVD watching: an extract of a lesson with MAT by Ritsuko Nakata - Trainees: observe and complete the observation sheet with principles & techniques of MAT (fill-in gaps) - Group sharing - Trainer: summarizes the key principles & techniques of this method (6) Song: The Wheels on the Bus (apply TPR in this song) 45 min.




15 min.

Projector + speakers