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HOW TO TEACH MATH PERIOD B?
HOW TO TEACH MATH PERIOD B?
Be clear with the lesson structure and explore effective strategies for teaching Math Period B through engaging and practical methods.
Before teaching, you need to know:
Before teaching, you need to know:
Seven (7) Steps: Introduction, Warm-Up (Review), Let's Review, Let's Practice, Let's Play, Recap, and Wrap Up
Required Materials: Math PowerPoint Presentation and Math Coursebook
Backup Materials: Math Flashcards and Vinalearn Speaker
TA Materials: Student Scoresheet
Step 1: Introduction
Step 1: Introduction
Teacher and TA Introduction: The teacher and the TA introduce themselves.
Class Rules: Write the class rules and check them with the class.
Teams: Divide the class into teams, introduce or remind the point system, and keep points of the teams.
Things to take note (Introduction):
Teacher and TA Introduction: The teacher introduces himself or herself first, and then allows the TA to introduce himself or herself.
Class Rules: Keep the rules concise and consistent. The teacher and the TA shares the responsibility in saying and writing the rule.
Teams: Be consistent in reminding the class about the class rules throughout the lesson. The teacher and the TA share the responsibility in keeping points of the teams.
Step 2: Warm-Up (Review)
Step 2: Warm-Up (Review)
Activity: The teacher plays the suggested activity provided in the Math PowerPoint Presentation or the teacher can choose to use his or her own activity. The instructions for the activity is provided under the "NOTES" part of Warm-Up (Review) slide.
OR
Game: The teacher plays the suggested game provided in the Math PowerPoint Presentation or the teacher can choose to use his or her own game. The instructions for the game is provided under the "NOTES" part of Warm-Up (Review) slide.
Things to take note (Warm-Up):
Activity: If the teacher chooses to use his or her own activity, it should be engaging enough to attract the students' interest, educational, and appropriate to the students' level.
Game: It is recommended to play a game in teams, as it is easier to manage the class and set clear instruction. If the teacher chooses to use his or her own game, it should be engaging enough to attract the students' interest, educational, and appropriate to the students' level.
Step 3: Let's Review (Overall Review)
Step 3: Let's Review (Overall Review)
The teacher shows the image first and then the teacher verbally says the question and sentence structure alongside the image.
The teachers listens and corrects students' pronunciation.
The teacher shows the written word form and then the teacher verbally says the question and breaks down the sentence structure alongside the written word form.
The teacher listens and corrects students' pronunciation.
The TA explains the question and sentence structure in Vietnamese.
Things to take note (Let's Review):
The teacher presents the sentence structure (image and written word) one by one.
The teacher drills the sentence structure chorally first, then per individual team, and then per individual student.
The TA walks around when the teacher is drilling the sentence structure to check the students' pronunciation, and give feedback to the teacher to correct the students' pronunciation.
The teacher should allow the TA to translate the question and sentence structure.
Step 4: Let's Practice (Overall Practice)
Step 4: Let's Practice (Overall Practice)
The teacher explains the task and demonstrate the first question as an example.
The TA explains the task and demonstrate the first question as an example in Vietnamese.
The teacher tasks the students to open their Math Coursebook and do the activity (1 to 2 minutes).
The teacher tasks the students to close their Math Coursebook and focus on the board.
The teacher calls the students to the board and answer (1 question per student).
The teacher tasks the students to open their Math Coursebook and check their answers (20 to 30 seconds).
The teacher tasks the students to close their Math Coursebook and focus on the board.
The teacher proceeds to the next practice activity and repeats the process.
After doing all of the practice activities, the teacher tasks the students to close and keep their Math Coursebook, and focus on the board.
Things to take note (Let's Practice):
The teacher should allow the TA to translate the instruction of the task and the example.
The teacher and the TA walk around the class to check students' understanding.
The teacher and the TA microteach students who are struggling.
If there are any time constraints, the teacher can choose to do a class feedback instead of calling individual students to answer.
Step 5: Let's Play
Step 5: Let's Play
The part of the lesson that is fun, engaging, and interesting.
The teacher plays the suggested game provided in the Math PowerPoint Presentation or the teacher can choose to use his or her own game idea.
Things to take note (Let's Play):
If the teacher chooses to use his or her own game idea, it should be engaging enough to attract the students' interest, educational, and language focused related to the lesson.
If the teacher chooses to use his or her own game idea, it should be appropriate to the students' level.
Let's Play is not the main focus of the lesson. As such, the teacher is not required to allocate a lot of time playing the game. Instead, they can use Let's Play as cooldown or back up activity to cover extra time before ending the lesson.
Step 6: Recap (Question and Answer)
Step 6: Recap (Question and Answer)
The most important part of the lesson.
The teacher and the TA review the lesson with the class first.
The TA calls out students one by one (minimum 5 students per period).
The teacher asks two questions per student and gives point based on the student's answer.
The Recap focuses on students' vocabulary and sentence structure recognition, accuracy, and production.
The teacher shows and points the image, and asks the question provided in the speaking scheme sheet.
The students are expected and encouraged to answer in full sentences using the target vocabulary and sentence structure independently.
The TA records the students' performance using the student scoresheet.
Things to take note (Recap):
Recap should never be skipped and the teacher needs to allocate at least 10 minutes of the lesson time to do the Recap.
The teacher and the TA use the score system provided in the student scoresheet to accurately give points to the students.
The TA keeps the student scoresheet and brings it to class every week.
Scoring Criteria (Math Period B):
5 points: Students themselves can answer the questions in full sentences and/or verbally read the mathematical equations ACCURATELY with no grammatical errors, and vocabulary recognition and pronunciation errors.
4.5 points: Students themselves can answer the questions and/or verbally read the mathematical equations in full sentences, but WITH SOME grammatical errors, and vocabulary recognition and pronunciation errors.
4 points: Students are UNABLE to answer in full sentences and/or verbally read the mathematical equations, and CAN ONLY ANSWER USING KEYWORDS presented in the lesson.
3.5 points: Students need supporting questions to answer.
Step 7: Wrap Up
Step 7: Wrap Up
Song: The teacher plays the song provided in the Math PowerPoint Presentation.
Rewards: The teacher and TA count every team's points with the students. The teacher and the TA reward the winning team.
Goodbye: The teacher and the TA say goodbye to the class.
Things to take note (Wrap Up):
Song: The teacher plays the song before or after rewards depending if there is extra time. If there are any time constraints, the teacher can choose to skip the song.
Rewards: The teacher and the TA share the responsibility in counting every team's points and rewarding the winning team.
Goodbye: The teacher says goodbye, and allows the TA to say goodbye to the class.
Teaching vocabulary for different levels
Teaching vocabulary for different levels
TEACHING
PRIMARY SCHOOLS
Language Acquisition:
Younger children are more naturally inclined to pick up new languages quickly.
They learn through songs, games, and simple activities.
Teaching Methods:
Focus on play-based and interactive learning.
Use of visual aids, repetition, and storytelling.
Classroom Environment:
More nurturing and supportive.
Emphasis on building confidence and basic language skills.
TEACHING
SECONDARY SCHOOLS
Language Skills:
Students have a basic grasp of English but need to expand vocabulary and grammar.
Focus on more complex language structures.
Teaching Methods:
Use of role-plays, group discussions, and projects.
Integration of subject-specific vocabulary.
Classroom Environment:
More structured and formal.
Increased focus on academic achievement and assessment.
TEACHING
HIGH SCHOOLS
Language Proficiency:
Students should develop advanced language skills.
Emphasis on fluency, writing, and comprehension.
Teaching Methods:
Use of debates, presentations, and research projects.
Preparation for exams and higher education requirements.
Classroom Environment:
More rigorous and competitive.
Emphasis on critical thinking and application of language skills in various contexts.
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