HỌC, ĐỌC, VIẾT NHƯ THẾ NÀO?

Thực sự là những bài longatum post rất hay, cám ơn U nhiều nhé. Xin hãy post tiếp VIẾT.!

Đầu tiên tôi cũng thật sự cảm ơn (dù là gián tiếp vì tôi kô đọc trực tiếp bài bác post) bác Gaup vì những lời khuyên đầy tâm huyết của bác đối với những người đang cố gắng thi Toefl để go go sang 1 môi trường học tập nào đó tốt hơn ở đất nước Việt Nam với nhiều sự lạc hậu và sai lầm trong giáo dục này (ở đây tôi không bàn sâu vào những mặt yếu kém của đất nước minh, nếu có dịp, ta sẽ bàn luận sau),
Điều bác nói về sự giống nhau giữa VN và TQ thật là lí thú và bổ ích đối với tôi. Tuy nhiên, nhìn nhận dưới con mắt khách quan thì Vn của chúng ta cũng còn cách TQ 1 quãng xa lắm bác nhỉ. Có lẽ những gì xảy ra với TQ, thì chắc khoảng 10 - 15 năm sau, sẽ xảy ra với VN dù là với 1 qui mô nhỏ hơn, đó là điều tôi nghĩ vậy.
Đi thẳng vào vấn đề học Toefl để đi du học, tôi lại có một cái nhìn khác so với bác. Đầu tiên, tôi nói về cái đề thi Toefl (cái đề mà vẫn chưa được cải tiến vào tháng 5 tới ấy nhé). Thực sự tôi thấy, đó không phải là 1 đề thi TA mà là 1 đề thi của mẹo mực, của sự ghi nhớ, của học thuộc lòng . Và với cái đề thi như vậy, thì cách học để đạt điểm cao nhất không cần thiêt phải là cách học TA như bình thường, không cứ nhất thiêt phải là giỏi TA thì mới thi Toefl. Ấy là còn chưa kể việc có người học TA vào loại giỏi mà vẫn bị lừa vì mấy cái bẫy thâm hiểm của ETS nhỉ.
Bởi thế cho nên, ý kiến của tôi thế này. ĐIều tôi cần và cũng có thể là điều 1 số người khác cần, đó là 600 điểm Toefl, chứ không phải là giỏi TA ngay bây giờ ( Xin lỗi bác vì câu nói này nhé vì nghe có vẻ hơi ngông nghênh, nhưng chính bác cũng nói là phải có tranh luận thì mới có sáng tạo và kiến thức mới mà).
Tôi có thể lấy lí do thế này : 1 người nào đó đi du học thì đi học cái gì? Học TA àh?
Điều đó cũng có thể đúng nhưng nó không phải là đa số. Và vì thế, cái tôi cần là phải giỏi chuyên môn của mình đã, sau đó mới nói đến chuyện giỏi TA. Và ở đây sẽ sinh ra 1 mâu thuẫn rất khó giải quyết ( theo triết học "mâu thuẫn là động lực của sự phát triển" mà) là một người giỏi chuyên môn thì thật sự là thời gian và trí óc không đủ để giải quyết vấn đề học giỏi TA được.
Đó cũng là cái khó nhất của những người trẻ tuổi như chúng tôi đang có khao khát được đi đến chân trời mới, văn minh của nhân loại.
"ITS BIG WORLD AND THERE''S LOTS TO BE DONE"
Từ những thiển ý của 1 chú ếch con ngồi đáy giếng như tôi, tôi thành thật mong bác và tất cả những người có tâm huyết với đất nước Việt Nam tươi đẹp này, bên cạnh những lời khuyên hơi mang tính lí thuyết và không thể áp dụng rộng rãi, thật sự cần những lời khuyên mang tính cụ thể, thậm chí là thực dụng hơn nữa, để chúng ta làm gì? Để chúng ta thi được 600 điểm Toefl, để chúng ta đi du học đã, sau đó chúng ta sẽ nói đến chuyện học bên Mĩ thì cần học như thế nào, học cái gì.
Đó là điều tôi mong mỏi nhất khi lên diễn đàn này, đọc những bài của các bạn, tìm ra cách học để thi Toefl cho tốt. Xin cảm ơn mọi người đã đọc nhé.

Language Teaching Methodology
Theodore S. Rodgers, Professor Emeritus, University of Hawaii
________________________________________
Background
Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teachingõ?"the notion of a systematic set of teaching practices based on a particular theory of language and language learningõ?"is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt''s (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself.
Language Teaching Methodology Defined
Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology.

Figure 1. Language Teaching Methodology
Schools of Language Teaching Methodology
Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approaches.
The period from the 1950s to the 1980s has often been referred to as "The Age of Methods," during which a number of quite detailed prescriptions for language teaching were proposed. Situational Language Teaching evolved in the United Kingdom while a parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods period, a variety of methods were proclaimed as successors to the then prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were promoted under such titles as Silent Way, Suggestopedia, Community Language Learning, and Total Physical Response. In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT). Communicative Language Teaching advocates subscribed to a broad set of principles such as these:
õ? Learners learn a language through using it to communicate.
õ? Authentic and meaningful communication should be the goal of classroom activities.
õ? Fluency is an important dimension of communication.
õ? Communication involves the integration of different language skills.
õ? Learning is a process of creative construction and involves trial and error.
However, CLT advocates avoided prescribing the set of practices through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.
Communicative Language Teaching has spawned a number of off-shoots that share the same basic set of principles, but which spell out philosophical details or envision instructional practices in somewhat diverse ways. These CLT spin-off approaches include The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.
It is difficult to describe these various methods briefly and yet fairly, and such a task is well beyond the scope of this paper. However, several up-to-date texts are available that do detail differences and similarities among the many different approaches and methods that have been proposed. (See, e.g., Larsen-Freeman, 2000, and Richards & Rodgers, 2001). Perhaps it is possible to get a sense of the range of method proposals by looking at a synoptic view of the roles defined for teachers and learners within various methods. Such a synoptic (perhaps scanty) view can be seen in the following chart.
TEACHING METHODS AND TEACHER & LEARNER ROLES
Method Teacher Roles Learner Roles
Situational Language Teaching Context Setter
Error Corrector Imitator
Memorizer
Audio-lingualism Language Modeler
Drill Leader Pattern Practicer
Accuracy Enthusiast
Communicative Language Teaching Needs Analyst
Task Designer Improvisor
Negotiator
Total Physical Response Commander
Action Monitor Order Taker
Performer
Community Language Learning Counselor
Paraphraser Collaborator
Whole Person
The Natural Approach Actor
Props User Guesser
Immerser
Suggestopedia Auto-hypnotist
Authority Figure Relaxer
True-Believer
Figure 2. Methods and Teacher and Learner Roles
As suggested in the chart, some schools of methodology see the teacher as ideal language model and commander of classroom activity (e.g., Audio-Lingual Method, Natural Approach, Suggestopedia, Total Physical Response) whereas others see the teacher as background facilitator and classroom colleague to the learners (e.g., Communicative Language Teaching, Cooperative Language Learning).
There are other global issues to which spokespersons for the various methods and approaches respond in alternative ways. For example, should second language learning by adults be modeled on first language learning by children? One set of schools (e.g., Total Physical Response, Natural Approach) notes that first language acquisition is the only universally successful model of language learning we have, and thus that second language pedagogy must necessarily model itself on first language acquisition. An opposed view (e.g., Silent Way, Suggestopedia) observes that adults have different brains, interests, timing constraints, and learning environments than do children, and that adult classroom learning therefore has to be fashioned in a way quite dissimilar to the way in which nature fashions how first languages are learned by children.
Another key distinction turns on the role of perception versus production in early stages of language learning. One school of thought proposes that learners should begin to communicate, to use a new language actively, on first contact (e.g., Audio-Lingual Method, Silent Way, Community Language Learning), while the other school of thought states that an initial and prolonged period of reception (listening, reading) should precede any attempts at production (e.g., Natural Approach).
What''s Now, What''s Next?
The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than in any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science-fiction-like in their vision. Outlined below are 10 scenarios that are likely to shape the teaching of second languages in the next decades of the new millenium. These methodological candidates are given identifying labels in a somewhat tongue-in-cheek style, perhaps a bit reminiscent of yesteryear''s method labels.
6. Teacher/Learner Collaborates
Matchmaking techniques will be developed which will link learners and teachers with similar styles and approaches to language learning. Looking at the Teacher and Learner roles sketched in Figure 2, one can anticipate development of a system in which the preferential ways in which teachers teach and learners learn can be matched in instructional settings, perhaps via on-line computer networks or other technological resources.
7. Method Synergistics
Crossbreeding elements from various methods into a common program of instruction seems an appropriate way to find those practices which best support effective learning. Methods and approaches have usually been proposed as idiosyncratic and unique, yet it appears reasonable to combine practices from different approaches where the philosophical foundations are similar. One might call such an approach "Disciplined Eclecticism."
8. Curriculum Developmentalism
Language teaching has not profited much from more general views of educational design. The curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations. From this perspective, methodology is viewed as only one of several instructional considerations that are necessarily thought out and realized in conjunction with all other curricular considerations.
9. Content-Basics
Content-based instruction assumes that language learning is a by-product of focus on meaning--on acquiring some specific topical content--and that content topics *****pport language learning should be chosen to best match learner needs and interests and to promote optimal development of second language competence. A critical question for language educators is "what content" and "how much content" best supports language learning. The natural content for language educators is literature and language itself, and we are beginning to see a resurgence of interest in literature and in the topic of "language: the basic human technology" as sources of content in language teaching.
10. Multintelligencia
The notion here is adapted from the Multiple Intelligences view of human talents proposed by Howard Gardner (1983). This model is one of a variety of learning style models that have been proposed in general education with follow-up inquiry by language educators. The chart below shows Gardner''s proposed eight native intelligences and indicates classroom language-rich task types that play to each of these particular intelligences.
INTELLIGENCE TYPES AND
APPROPRIATE EDUCATIONAL ACTIVITIES
Intellegence Type Educational Activities
Linguistic lectures, worksheets, word games, journals, debates
Logical puzzles, estimations, problem solving
Spatial charts, diagrams, graphic organizers, drawing, films
Bodily hands-on, mime, craft, demonstrations
Musical singing, poetry, Jazz Chants, mood music
Interpersonal group work, peer tutoring, class projects
Intrapersonal reflection, interest centers, personal values tasks
Naturalist field trips, show and tell, plant and animal projects
Figure 3. (Adapted from Christison, 1998)
11. The challenge here is to identify these intelligences in individual learners and then to determine appropriate and realistic instructional tasks in response.
12. Total Functional Response
Communicative Language Teaching was founded (and floundered) on earlier notional/functional proposals for the description of languages. Now new leads in discourse and genre analysis, schema theory, pragmatics, and systemic/functional grammar are rekindling an interest in functionally based approaches to language teaching. One pedagogical proposal has led to a widespread reconsideration of the first and second language program in Australian schools where instruction turns on five basic text genres identified as Report, Procedure, Explanation, Exposition, and Recount. Refinement of functional models will lead to increased attention to genre and text types in both first and second language instruction.
13. Strategopedia
"Learning to Learn" is the key theme in an instructional focus on language learning strategies. Such strategies include, at the most basic level, memory tricks, and at higher levels, cognitive and metacognitive strategies for learning, thinking, planning, and self-monitoring. Research findings suggest that strategies can indeed be taught to language learners, that learners will apply these strategies in language learning tasks, and that such application does produce significant gains in language learning. Simple and yet highly effective strategies, such as those that help learners remember and access new second language vocabulary items, will attract considerable instructional interest in Strategopedia.
14. Lexical Phraseology
The lexical phraseology view holds that only "a minority of spoken clauses are entirely novel creations" and that "memorized clauses and clause-sequences form a high proportion of the fluent stretches of speech heard in every day conversation." One estimate is that "the number of memorized complete clauses and sentences known to the mature English speaker probably amounts, at least, to several hundreds of thousands" (Pawley & Syder, 1983). Understanding of the use of lexical phrases has been immensely aided by large-scale computer studies of language corpora, which have provided hard data *****pport the speculative inquiries into lexical phraseology of second language acquisition researchers. For language teachers, the results of such inquiries have led to conclusions that language teaching should center on these memorized lexical patterns and the ways they can be pieced together, along with the ways they vary and the situations in which they occur.
15. O-zone Whole Language
Renewed interest in some type of "Focus on Form" has provided a major impetus for recent second language acquisition (SLA) research. "Focus on Form" proposals, variously labeled as consciousness-raising, noticing, attending, and enhancing input, are founded on the assumption that students will learn only what they are aware of. Whole Language proponents have claimed that one way to increase learner awareness of how language works is through a course of study that incorporates broader engagement with language, including literary study, process writing, authentic content, and learner collaboration.
16. Full-Frontal Communicativity
We know that the linguistic part of human communication represents only a small fraction of total meaning. At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible." Despite these cautions, language teaching has chosen to restrict its attention to the linguistic component of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging.
References
Christison, M. (1998). Applying multiple intelligences theory in preservice and inservice TEFL education programs. English Teaching Forum, 36 (2), 2-13.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press.
tu: http://www.cal.org/resources/digest/rodgers.html rat day du va khoa hoc, co le neu can xem tong quan thi.. cai nay wa on!

Bạn Linhhon2003 tìm đâu được tài liệu hay thực. Việt nam mình cũng còn mất nhiều thời gian mới phát triển được các methodology thực dụng như bọn nước ngoài.

Đây là tài liệu chị mình gửi cho . Để giúp mình học tiếng anh tốt hơn .Nhưng mình lười đã đọc đâu . Share cho mọi người đọc mà . Có gì thì chỉ giáo cho mình nhé

LANGUAGE TEACHING METHODOLOGY - REVIEW
Ricardo Schẳtz
In learning languages, a distinction is usually made between mother tongues, second languages, and foreign languages. A mother tongue is the first language or languages one learns (or acquires) as a child. When immigrants come to a new country and learn the language of that country, they are learning a second language. On the other hand, when English-speaking students in the United States learn French or Spanish in school, or when Brazilians study English in Brazil, they are learning a foreign language. The acronyms ESL and EFL stand for the learning of English as a Second and as a Foreign Language.
Many theories about the learning and teaching of languages have been proposed. These theories, normally influenced by developments in the fields of linguistics and psychology, have inspired many approaches to the teaching of second and foreign languages. The study of these theories and how they influence language teaching methodology today is called applied linguistics.
The grammar-translation method (18th, 19th and early 20th century), for example, is an early method based on the assumptions that language is primarily graphic, that the main purpose of second language study is to build knowledge of the structure of the language either as a tool for literary research and translation or for the development of the learner''s logical powers, and that the process of second language learning must be deductive, requires effort, and must be carried out with constant reference to the learner''s native language.
The audiolingual approach, which was very popular from the 1940s through the 1960s, is based in structural linguistics (structuralism) and behavioristic psychology (Skinner''s behaviorism), and places heavy emphasis on spoken rather than written language, and on the grammar of particular languages, stressing habit formation as a mode of learning. Rote memorization, role playing and structure drilling are the predominant activities. Audiolingual approaches do not depend so much on the instructor''s creative ability and do not require excellent proficiency in the language, being always railed to sets of lessons and books. Therefore, they are easy to be implemented, cheap to be maintained and are still in use by many packaged language courses (especially in Brazil).
By the middle of the century Cognitive pschologists like Vygotsky and Piaget bring up theories that explain the ineffectiveness of the tra***ional prescriptive and mechanistic approaches to language teaching and later serve as a basis for the new natural-communicative approaches.
Beginning in the 1950s, Noam Chomsky and his followers challenged previous assumptions about language structure and language learning, taking the position that language is creative (not memorized), and rule governed (not based on habit), and that universal phenomena of the human mind underlie all language. This "Chomskian revolution" initially gave rise to eclecticism in teaching, but it has more recently led to two main branches of teaching approaches: the humanistic approaches based on the charismatic teaching of one person, and content-based communicative approaches, which try to incorporate what has been learned in recent years about the need for active learner participation, about appropriate language input, and about communication as a human activity. Most recently, there has been also a significant shift toward greater attention to reading and writing as a complement of listening and speaking, based on a new awareness of significant differences between spoken and written languages, and on the notion that dealing with language involves an interaction between the text on the one hand, and the culturally-based world knowledge and experientially-based learning of the receiver on the other.
There have been developments such as a great emphasis on individualized instruction, more humanistic approaches to language learning, a greater focus on the learner, and greater emphasis on development of communicative, as opposed to merely linguistic, competence.
In ad***ion to Chomsky''s generativism, the advances in cognitive science and educational psychology made by Jean Piaget and Lev Semenovich Vygotsky in the first half of the century strongly influenced language teaching theory in the 1960s and 70s. New trends favoring more humanistic views and putting a greater focus on the learner and on social interaction, gave way to the Natural (USA) and Communicative (England) approaches. Psychologist Charles Curran''s Community Language Learning and Krashen''s and Terrell''s Natural Approach (in the 1980s) are very representative of this latest trend in language teaching.
tu: http://www.sk.com.br/sk-revie.html ko hay lam

Learning styles and teaching
Cheron Verster, teacher trainer and materials developer, South Africa
Your students will be more successful if you match your teaching style to their learning styles.
What is a learning style?
Ellis (1985) described a learning style as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.
Where do learning styles come from?
Your students'' learning styles will be influenced by their genetic make-up, their previous learning experiences, their culture and the society they live in.
Why should teachers know about learning styles?
Sue Davidoff and Owen van den Berg (1990) suggest four steps: plan, teach / act, observe and reflect. Here are some guidelines for each step.
õ? Students learn better and more quickly if the teaching methods used match their preferred learning styles.
õ? As learning improves, so too does self esteem. This has a further positive effect on learning.
õ? Students who have become bored with learning may become interested once again.
õ? The student-teacher relationship can improve because the student is more successful and is more interested in learning
What types of learning styles are there?
There are many ways of looking at learning styles. Here are some of the classification systems that researchers have developed.
õ? The four modalities
(originates from the work of Dr''s Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming)
Students may prefer a visual (seeing), au***ory (hearing), kinesthetic (moving) or tactile (touching) way of learning.
o Those who prefer a visual learning style...
ù,Đ ...look at the teacher''s face intently
ù,Đ ...like looking at wall displays, books etc.
ù,Đ ...often recognize words by sight
ù,Đ ...use lists to organize their thoughts
ù,Đ ...recall information by remembering how it was set out on a page
o Those who prefer an au***ory learning style...
ù,Đ ...like the teacher to provide verbal instructions
ù,Đ ...like dialogues, discussions and plays
ù,Đ ...solve problems by talking about them
ù,Đ ...use rhythm and sound as memory aids
o Those who prefer a kinesthetic learning syle...
ù,Đ ...learn best when they are involved or active
ù,Đ ...find it difficult to sit still for long periods
ù,Đ ...use movement as a memory aid
o Those who prefer a tactile way of learning...
ù,Đ ...use writing and drawing as memory aids
ù,Đ ...learn well in hands-on activities like projects and demonstrations
õ? Field-independent vs. Field-dependent
o Field-independent students
ù,Đ They can easily separate important details from a complex or confusing background. They tend to rely on themselves and their own thought-system when solving problems. They are not so skilled in interpersonal relationships.
o Field-dependent students
ù,Đ They find it more difficult to see the parts in a complex whole. They rely on others'' ideas when solving problems and are good at interpersonal relationships.
õ? Left-brain dominated vs. right-brain dominated
o Students who are left-brain dominated...
ù,Đ ...are intellectual
ù,Đ ...process information in a linear way
ù,Đ ...tend to be objective
ù,Đ ...prefer established, certain information
ù,Đ ...rely on language in thinking and remembering
o Those who are right-brain dominated...
ù,Đ ...are intuitive
ù,Đ ...process information in a holistic way
ù,Đ ...tend to be subjective
ù,Đ ...prefer elusive, uncertain information
õ? McCarthy''s four learning styles
McCarthy (1980) described students as innovative learners, analytic learners, common sense learners or dynamic learners
o Innovative learners...
ù,Đ ...look for personal meaning while learning
ù,Đ ...draw on their values while learning
ù,Đ ...enjoy social interaction
ù,Đ ... are cooperative
ù,Đ ...want to make the world a better place
o Analytic learners...
ù,Đ ...want to develop intellectually while learning
ù,Đ ...draw on facts while learning
ù,Đ ...are patient and reflective
ù,Đ ...want to know " important things" and to add to the world''s knowledge
o Common sense learners...
ù,Đ ...want to find solutions
ù,Đ ... value things if they are useful
ù,Đ ...are kinesthetic
ù,Đ ...are practical and straightforward
ù,Đ ... want to make things happen
o Dynamic learners...
ù,Đ ...look for hidden possibilities
ù,Đ ...judge things by gut reactions
ù,Đ ...synthesize information from different sources
ù,Đ ...are enthusiastic and adventurous
ù,Đ ...rely on drawing and manipulating to help them think and learn
What teaching methods and activities suit different learning styles?
õ? The Four Modalities
o Visual
ù,Đ Use many visuals in the classroom. For example, wall displays posters, realia, flash cards, graphic organizers etc.
o Au***ory
ù,Đ Use audio tapes and videos, storytelling, songs, jazz chants, memorization and drills
ù,Đ Allow learners to work in pairs and small groups regularly.
o Kinesthetic
ù,Đ Use physical activities, competitions, board games, role plays etc.
ù,Đ Intersperse activities which require students to sit quietly with activities that allow them to move around and be active
o Tactile
ù,Đ Use board and card games, demonstrations, projects, role plays etc.
ù,Đ Use while-listening and reading activities. For example, ask students to fill in a table while listening to a talk, or to label a diagram while reading
õ? Field-independent vs. field-dependent
o Field-independent
ù,Đ Let students work on some activities on their own
o Field-dependent
ù,Đ Let students work on some activities in pairs and small groups
õ? Left-brain vs. right-brain dominated
o Left-brain dominated
ù,Đ Give verbal instructions and explanations
ù,Đ Set some closed tasks to which students can discover the "right" answer
o Right-brained dominated
ù,Đ Write instructions as well as giving them verbally
ù,Đ Demonstrate what you would like students to do
ù,Đ Give students clear guidelines, a structure, for tasks
ù,Đ Set some open-ended tasks for which there is no "right" answer
ù,Đ Use realia and other things that students can manipulate while learning
ù,Đ Sometimes allow students to respond by drawing
õ? McCarthy''s four learning styles
o Innovative learners
ù,Đ Use cooperative learning activities and activities in which students must make value judgments
ù,Đ Ask students to discuss their opinions and beliefs
o Analytic learners
ù,Đ Teach students the facts
o Common sense learners
ù,Đ Use problem-solving activities
o Dynamic learners
ù,Đ Ask students about their feelings
ù,Đ Use a variety of challenging activities
If you vary the activities that you use in your lessons, you are sure to cater for learners with different learning styles at least some of the time.
http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml#one

Reflective teaching (phuong phap thay Dzung muon trien khai o truong): Exploring our own classroom practice
Julie Tice, Teacher, Trainer, Writer, British Council Lisbon
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching.
Reflective teaching is therefore a means of professional development which begins in our classroom.
õ? Why it is important
õ? Beginning the process of reflection
o Teacher diary
o Peer observation
o Recording lessons
o Student feedback
õ? What to do next
o Think
o Talk
o Read
o Ask
õ? Conclusion
Why it is important
Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn''t seem to understand" or "My students were so badly behaved today."
However, without more time spent focussing on or discussing what has happened, we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process of collecting, recording and analysing our thoughts and observations, as well as those of our students, and then going onto making changes.
õ? If a lesson went well we can describe it and think about why it was successful.
õ? If the students didn''t understand a language point we introduced we need to think about what we did and why it may have been unclear.
õ? If students are misbehaving - what were they doing, when and why?
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Beginning the process of reflection
You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching - for example how you deal with incidents of misbehaviour or how you can encourage your students to speak more English in class.
The first step is to gather information about what happens in the class. Here are some different ways of doing this.
õ? Teacher diary
This is the easiest way to begin a process of reflection since it is purely personal. After each lesson you write in a notebook about what happened. You may also describe your own reactions and feelings and those you observed on the part of the students. You are likely to begin to pose questions about what you have observed. Diary writing does require a certain discipline in taking the time to do it on a regular basis.
Here are some suggestions for areas to focus on to help you start your diary.
Download diary suggestions >> 51k
õ? Peer observation
Invite a colleague to come into your class to collect information about your lesson. This may be with a simple observation task or through note taking. This will relate back to the area you have identified to reflect upon. For example, you might ask your colleague to focus on which students contribute most in the lesson, what different patterns of interaction occur or how you deal with errors.
õ? Recording lessons
Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see.
o Audio recordings can be useful for considering aspects of teacher talk.
ù,Đ How much do you talk?
ù,Đ What about?
ù,Đ Are instructions and explanations clear?
ù,Đ How much time do you allocate to student talk?
ù,Đ How do you respond to student talk?
o Video recordings can be useful in showing you aspects of your own behaviour.
ù,Đ Where do you stand?
ù,Đ Who do you speak to?
ù,Đ How do you come across to the students?
õ? Student feedback
You can also ask your students what they think about what goes on in the classroom. Their opinions and perceptions can add a different and valuable perspective. This can be done with simple questionnaires or learning diaries for example.
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What to do next
Once you have some information recorded about what goes on in your classroom, what do you do?
õ? Think
You may have noticed patterns occurring in your teaching through your observation. You may also have noticed things that you were previously unaware of. You may have been surprised by some of your students'' feedback. You may already have ideas for changes to implement.
õ? Talk
Just by talking about what you have discovered - to a supportive colleague or even a friend - you may be able to come up with some ideas for how to do things differently.
o If you have colleagues who also wish to develop their teaching using reflection as a tool, you can meet to discuss issues. Discussion can be based around scenarios from your own classes.
o Using a list of statements about teaching beliefs (for example, pairwork is a valuable activity in the language class or lexis is more important than grammar) you can discuss which ones you agree or disagree with, and which ones are reflected in your own teaching giving evidence from your self-observation.
õ? Read
You may decide that you need to find out more about a certain area. There are plenty of websites for teachers of English now where you can find useful teaching ideas, or more academic articles. There are also magazines for teachers where you can find articles on a wide range of topics. Or if you have access to a library or bookshop, there are plenty of books for English language teachers.
õ? Ask
Pose questions to websites or magazines to get ideas from other teachers. Or if you have a local teachers'' association or other opportunities for in-service training, ask for a session on an area that interests you.
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Conclusion
Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again.
ù,Đ What are you doing?
ù,Đ Why are you doing it?
ù,Đ How effective is it?
ù,Đ How are the students responding?
ù,Đ How can you do it better?
As a result of your reflection you may decide to do something in a different way, or you may just decide that what are you are doing is the best way. And that is what professional development is all about.
tu: www.teachingenglish.org.uk, http://www.teachingenglish.org.uk/think/methodology/reflection.shtml, http://www.teachingenglish.org.uk/think/methodology.shtml
Principles of Language Learning
Language learning principles are generally sorted into three sub-groupings: Cognitive Principles, Affective Principals and Linguistic Principles. Principles are seen as theory derived from research, to which teachers need to match classroom practices. Here are some brief summaries of the principles that fall into each grouping:
Cognitive Principles
-> Automaticity: Subconcious processing of language with peripheral attention to language forms;
-> Meaningful Learning: This can be contrasted to Rote Learning, and is thought to lead to better long term retention;
-> Anticipation of Rewards: Learners are driven to act by the anticipation of rewards, tangible or intangible;
-> Intrinsic Motivation: The most potent learning "rewards" are intrinsically motivated within the learner;
-> Strategic Investment: The time and learning strategies learners invest into the language learning process.
Affective Principles
-> Language Ego: Learning a new language involves developing a new mode of thinking - a new language "ego";
-> Self-Confidence: Success in learning something can be equated to the belief in learners that they can learn it;
-> Risk-Taking: Taking risks and experimenting "beyond" what is certain creates better long-term retention;
-> Language-Culture Connection: Learning a language also involves learning about cultural values and thinking.
Linguistic Principles
-> Native Language Effect: A learner''s native language creates both facilitating and interfering effects on learning;
-> Interlanguage: At least some of the learner''s development in a new language can be seen as systematic;
-> Communicative Competence: Fluency and use are just as important as accuracy and usage - instruction needs
to be aimed at organizational, pragmatic and strategic competence as well as psychomotor skills.
This is a very brief overview of various language learning principles. You may be able to come up with more or different interpretations yourself. However you view language learning principles, these should form the basis or backdrop of the techniques you choose to use and the choices you make in the language learner classroom.
tu http://www.englishraven.com/method_principles.html
va day la de xem them nhung minh chua xem! : http://sitesforteachers.com/index.html
http://www.ihnewcastle.com/methods.txt.htm
http://www.aber.ac.uk/~mflwww/seclangacq/langteach1.htm
tu trang nay la do go communicative language teaching http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearning/CommunicativeLanguageTeaching.htm
http://www.aber.ac.uk/education-odl/Comlangteach/cltteach1.html#targlanguage co ve dc lam
http://coe.sdsu.edu/eet/articles/comlangteach/index.htm
Communicative language teaching is the generally accepted norm in the field of second language teaching. CLT suggests communicative language and language acquisition, and the approach proposes way for learners to internalize a second language and to experiment in a classroom context. Therefore, the classroom context is used to create activities to teach students how to react in a real world situation, not to fake real-world situations. Its basic features are:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation (Authentic material is a must, because students cannot extrapolate to the real world from their learning on made-up material)
3. The provision of opportunities for learners to focus not only on language, but also on the learning process itself.
4. An enhancement of the learner''s own personal experience as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activation outside the classroom.
tu http://www.abacom.com/~nathan/clt.htm

Để improve writing skill, reading skill thì phải đọc sách. Vấn đề là ko đơn giản là chỉ đọc mà là:
- Đọc CÁI GÌ???
- Đọc NHƯ THẾ NÀO??? vd: khi đọc thì có phải ghi chép or làm rì ko???
Mọi người share kinh nghiệm nhá, theo em thì cái này rất quan trọng. Như trong 1 tài liệu có nói là vứt sách grammar sang 1 bên, đọc nhiều để có input

Quả thật đây là một bài viết rất hữu ích! Hữu ích cho những ai đang chuẩn bị đi du học và hữu ích cho tất cả mọi người!
longatum ơi bạn post tiếp phần VIẾT của bác Gaup nhé! Và post tất cả những gì bác Gaup viết về "HỌC, ĐỌC, VIẾT NHƯ THẾ NÀO?
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