TEACHER TRAINING GUIDE

Class module Online 1-1/ 1-2/ 1-3

Duration Alostar Alokiddy Alokiddy Alowings E4U
(Starters 1) (Starters 2–Flyers 1)
25 min 25 min 35 min 35 min 35 min
Materials slide, video, audio, game

BLENDED-LEARNING METHOD

What is blended learning?

- Blended learning combines in-person teaching with online learning methods. Learners take an
online lesson at home by watching videos of lesson before class, then study with teacher.

Blended-learning procedures at KSC online class:

- Before class: Students join the class 10 minutes earlier and watch a video containing new
vocabularies or structures of the lesson. It helps students take less time to learn and more time to
practice.
- In class: Students study new vocabularies and structures under the instructions of teacher.
- After class: Students review all the vocabularies or structures by doing homework.

CLASSROOM LANGUAGES

1. Saying hello - Hello! How are you?/Are you happy?/…

2. Saying what you are going to do at the - Today we’re going to …
beginning of a unit, lesson, or activity - Now, we’re going to …
3. Instructions - Listen and repeat!
- Again, please!/ Say it again, please.
- Are you ready?
- Pay attention!

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 - Speak loudly, please!
- Eyes on me!
4. Encouraging good behavior - Settle down now so we can start.
- Sit nicely!
- Be quiet!
5. Giving encouragement and praise - Good work/Good job, (name).
- That’s very good/nice/…, (name)
- Well done/Excellent/Fantastic/Amazing, (name)
- You’re doing so well.
- You did a good/great/…job today.
- High five! (pretend to give students high five on screen)
6. Asking for recall of words, phrases, - Let’s see! Can you remember …
and activities - What’s …
- Can you tell me …
7. Saying goodbye - It’s time to say goodbye.
- We have to stop here.
- See you next time.

WHAT A TEACHER NEEDS?

- Be friendly and enthusiastic

- Assume students know nothing
- Speak slowly and naturally to help beginners understand
- Error correct students consistently to help them use correct language from the start
- Boost students’ confidence and communication skills (listening and speaking)

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WHAT A TEACHER MUST DO?

Teacher must follow these procedures to ensure students understand the lesson as much as possible.

VOCABULARY 1. Teacher always previews new vocabularies before the lesson so that teacher
can brainstorm some ideas for making class more interesting.
2. During the lesson, teacher always gets students to repeat the word in chorus
and individually at least 3 times.
- 1st time: Teacher says the word at normal speed
- 2nd time: Teacher says the word slowly and has students repeat slowly
- 3rd time: Teacher says the word slowly and has students repeat one more
time slowly
- 4th time: Teacher has students pay attention to the sound which is easy to
be pronounced incorrectly. (ending sound, short vowel sound – long vowel
sound). Teacher needs to be flexible depending on each student’s
pronunciation. Teacher can skip any slide of correcting pronunciation
mistakes if students say the word correctly at the first time.
- 5th time: Teacher says the word and has students repeat at normal speed
Note:
- (Vietnamese teachers) Teacher doesn’t translate the definition of every
vocabulary.
- Teacher corrects any mistakes in students’ pronunciation.
- Teacher checks that students understand the word by asking them a
question related to the word and encourages them to say more. (Can you
tell me one more time: What is it?, Can you tell me what it it?, Do you
remember what it is?...)
- Teacher tries to use facial expressions, body language, and classroom tools
(uses the pen or shape for circle or underline, the text for writing
words/sentences/…) as much as possible.
GAME - Teacher must be enthusiastic.
- Teacher gives a detailed instruction on how to play the game to students.

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 - Teacher uses some expressions for encouraging student as much as
possible. (refer INSTRUCTIONS FOR GAMES part)
STRUCTURES/ - Teacher shows and explains structures, then has students read the
GRAMMAR structures. (Vietnamese teachers: always translate the explanation into
Vietnamese.)
- Teacher has students give examples using structures.
- Teacher corrects any mistakes when students make sentences, and in their
pronunciation as well.
SPEAKING/ - Teacher encourages students to talk more by making questions and has
FREE TALK students answer.
- Teacher encourages students to make questions to teacher.
- (Vietnamese teachers) Teacher always translates the questions or any
explanation into Vietnamese.
- Teacher corrects any mistakes when students make sentences, and in their
pronunciation as well.
LISTENING - Teacher always asks students what they have listened. (What did you
hear?, Why do you have the answer?, Can you explain?, Can you give me
the reason why for your answer?…)
- Teacher tries to give students some tips to do listening part. (Ex: pay
attention to the question word – who, what, where…)
READING - Teacher always asks students where they find the information for the
questions in the reading passage. (Where can you find the answer?,
Where can you find the information?, In which line of which
paragraph?, Why do you have the answer?, Can you explain?, Can you
give me the reason why for your answer?…)
- Teacher provides any new vocabularies in the reading passage, then has
students make examples with each vocabulary to make sure they
understand the meaning and the usage of the vocabulary.
- Teacher corrects any mistakes in students’ pronunciation.

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WRITING - Teacher has students take a quick review at grammar structures first to
make sure they remember the usage and the structures.
- Teacher corrects any mistakes when students make sentences, and in their
pronunciation as well, then provides any new structures.

INSTRUCTIONS FOR GAMES:

1. MEMORY GAMES Objectives: Test students’ memory, train their brain, and boost their
(bamboozle) concentration
MATCHING PAIRS How to play: Students find each pair of identical images.
(wordwall) - Start the game by flipping a card. Then try to find another card that has the
same image as the first. If students can't find a pair, the flipped cards will be
flipped back with the face down.
- Try to remember the position of these images. When you find a pair, they are
removed from the board and when you find all the pairs in this memory, you
have completed the level.
What a teacher must do:
- Teacher has students count numbers of cards, then lets students choose the
number they want.
- Teacher always asks students some questions to help them remember the
position of the image and the vocabulary as well.
- Game language: Which box do you want to open?, What is it?, Where is
another ...?, Can you find another …?, Can you read the word, please?,
Let’s find another …!, Can you find another …?, Oh no, not correct., It’s
not a pair., Try harder., Yeah! You found a pair., Congratulations!
2. GAMESHOW Objectives: Test students’ understanding about the vocabularies
QUIZ/OPEN THE How to play: Students answer every question with time pressure.
BOX/FIND THE What a teacher must do:
MATCH - Teacher always asks students some questions to check if they remember the
(wordwall) words.

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 - Game language: What is it? Can you read the word, please?, Yeah! It’s
correct!, Oh no, not correct., Try harder., Congratulations!
3. IMAGE QUIZ Objectives: Test students’ understanding about the vocabularies
(wordwall) How to play: An image is revealed slowly. Students try to guess what image it is
and say the word.
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
words.
- Game language: What is it? Can you guess?, Can you read the word,
please?, Yeah! It’s correct!, Oh no, not correct., Try harder.,
Congratulations!
4. MATCH UP Objectives: Test students’ understanding about the vocabularies
(wordwall) How to play: Drag and drop each keyword next to its definition
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
words.
- Game language: What is the definition of …?, Can you guess?, Can you read
the word, please?, Can you read the definition, please? Yeah! It’s
correct!, Oh no, not correct., Try harder., Congratulations!
5. ANAGRAM/ Objectives: Test students’ understanding about the vocabularies
SPELL THE WORD How to play: Drag the letters into their correct positions to unscramble the word
(wordwall) or phrase
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
words.
- Game language: Can you guess?, Can you spell it?, Can you spell the word?,
Can you read the word, please?, Yeah! It’s correct!, Oh no, not correct.,
Try harder., Congratulations!
6. MISSING WORD Objectives: Test students’ understanding about the structures

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 (wordwall) How to play: Drag and drop words into blank spaces within a text
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
structures
Game language: Can you fill in blank?, Can you read the sentence/phrase,
please?, Yeah! It’s correct!, Oh no, not correct., Try harder., Congratulations!
7. RANDOM WHEEL Objectives: Test students’ understanding about the vocabularies
How to play: Spin the wheel to see which item comes up next
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
vocabularies
- Game language: What is it?, Who is it?, Can you tell me what it is?, , Yeah!
It’s correct!, Oh no, not correct., Try harder., Congratulations!
8. UNJUMBLE Objectives: Test students’ understanding about the structures/grammar
(wordwall) How to play: Drag and drop words to rearrange each sentence into its correct
order
What a teacher must do:
- Teacher always asks students some questions to check if they remember the
vocabularies
- Game language: What is it?, Who is it?, Can you tell me what it is?, , Yeah!
It’s correct!, Oh no, not correct., Try harder., Congratulations!

Remark:

- Some activities may take more or less than the estimated time, so teacher tries to control every part of a
lesson in order to save time.