Thông tin tài liệu
1 I INTRODUCTION Reason for choosing the topic: As we all know, spearheading quality is one of the school's political tasks in a school year English is one of the important subjects not only for students to pass exams but also to study at higher levels and use in life But in the past years, I realized that the work of fostering good students in English has not been paid enough attention, teachers' training methods are not systematic, focused, teachers are not conceptualized Generalize all types of articles commonly found in the exam as well as the order and methods of doing those types of articles The number of students participating in English language training is small The quality of training and students' test results through exams are low With the desire to contribute a small part of effort to improve the quality of English subject and foster students to take the exam for good students in English at school, I boldly researched the topic "Some experience in the fostering excellent students in English at Nga Tien Secondary School" 2.Research purposes: Help teachers improve their understanding of the types of problems and the order of solving each type of basic problems commonly encountered in the exam, and help teachers to generalize and systematically acquire knowledge in the secondary school curriculum in a logical and scientific manner learn Help students: - Expand learned knowledge in a vivid, rich and attractive way - Consolidate review, systematize knowledge in a convenient, scientific and most systematic way - Help train students' reasoning and practice skills - Helps develop cognitive capacity, train intelligence, and creativity for students (one exercise students can give many solutions) - Help students gain confidence when participating in exams and achieve many high prizes through competitions for excellent students from school to district and provincial levels In order to improve the quality of the school's exams for excellent students at all English subject levels, specifically: The number of students registering for the exam will be larger, the number of prizes and the top prizes (first, second,) will be more 3.Research subjects: With the desire to constantly improve the quality of the team of good students in middle school participating in exams to select good students at all levels At the same time, to increase my passion for learning English, I have chosen excellent students in grades 6, 7, 8, and to study in this topic, in order to offer the most optimal solution to help them limit their learning and overcome difficulties in the process of studying for exams of excellent students Research Methods: To use the content of the topic, I use some basic methods as follows: Research method to build theoretical basis: Synthesize theory through documents, textbooks and practice through the process of fostering excellent students Methods of investigation, actual survey, information collection: Conduct student quality surveys through exams for excellent students in English at school, exchange exams Statistical methods, data processing: Drawing experience through the research process II CONTENT OF EXPERIENCE IDEA Theoretical basis of the experience idea Teaching students to understand the program can probably be done by any teacher, but fostering good students cannot be done by all teachers, in my opinion a good student teacher wants to To be effective, it is necessary to ensure the following necessary requirements: - Qualification: This is the leading standard and is decisive in the process of teaching and fostering good students, because in order for students to be good, the teacher must first be good, the amount of knowledge that they acquire more or less, right or wrong depends on the teacher - A sense of responsibility: In order for the fostering of excellent students to be effective, teachers must be responsible for their students' academic achievements, responsible for the trust of leaders and colleagues, must puts responsibility first and has a self-sacrificing, non-calculating heart that always considers student achievement to be the joy in her teaching - Prestige: The study and fostering of good students is an advanced part of their learning, so in order for them to be enthusiastic about studying, the teacher must create trust in them, show them that the study is fostering and improving their learning Being a good student is your right and your honor To so, the teacher must have credibility with the students The prestige of a teacher is not only reflected in the professional field, but in my opinion, it must be reflected in the ethical field as well - Time: The fostering of good students is teaching outside of the regular curriculum, so the issue of time is also a very important requirement, if the teacher does not have enough time, the training cannot be done ensure positive results In addition, fostering good students is a long process, so we need to have a plan to arrange and invest time appropriately 2.The current situation before applying the experience initiative a Advantages: - The school management board always encourages, cares, helps and creates conditions for teachers and students to develop their abilities - Most of the students are good and hardworking b Disadvantages: - Nga Tien commune is a difficult commune, far from the district center, the school's physical facilities are still inadequate Currently, the school still does not have a function room, television, and a separate room with projectors and documents library is still too poor This is a disadvantage for both teachers and students - Many children have difficult circumstances, they lack materials, for selfstudy and self-improvement - Many children think that this is a difficult and difficult subject to remember, so they not want to join the team - The teachers themselves not have experience in studying for good students In the first year I participated in fostering excellent students in grade and the test results were very low, no one won: Number of Rate of students participating School year Grade students students in the competition winning prizes winning prizes 2008- 2009 0% I personally feel that this is not a small responsibility of mine Therefore, in many years of studying for exams, I have learned a lot about myself, I would like to share some experiences as follows Solutions used to solve the problem 3.1 How to choose good students - Select students from the beginning of 6th grade based on: - Results of learning English in elementary school - Consult with teachers who directly teach in elementary schools - Consult your friends' reviews - Monitor acquisition and assessment through test results in various formats Select the student balance and then gradually eliminate them to help them strive and compete in learning 3.2 Select teaching documents - Build myself a bank of rich, quality and suitable topics, I often exchange exam questions with colleagues in different districts, provinces and cities, participate in the group of fostering excellent students of the province to exchange topics; If I share a test with 100 other colleagues, I will also receive another 100 and because my test papers are of good quality, most of the questions I get back are of good quality - In addition, I can collect topics from previous years or search for topics on the Internet selectively - Find useful documents suitable for the work of fostering excellent students online 3.3 Make a training plan a Training progress during the year - For students in grade 6, I conduct training from the beginning of the year - For students in grades 7, 8, I conduct training from July - In July and August, I take students to review house (3 lessons per week) - From September to April, I spend to afternoons (Thursday and Saturday afternoons) and 4th and 5th periods on Monday, Tuesday, Wednesday, and Friday afternoons 4 b Training content -Starting from July to the end of August, I teach the respective topics for each block -From September, I let students familiarize themselves with the exam questions for good students, before giving them solutions for the exams for good students -From October to the end of March, I train students for district-level exams for excellent students -Every 10 questions I give students a mock test -From December to the end of March, once a month, students will have an exchange exam with schools in the cluster Students with high scores I will have a reward for them (can be a pen, notebook or book, ) c Training methods * TEACHING THEMATICS -Teaching topics from basic to advanced, from theory to practice After each topic, there is an assessment test, learning experiences as well as knowing the problems of students to promptly supplement -For every topics, I give students a synthesis exercise that includes the knowledge in the topics they have learned to avoid the situation that they will forget the knowledge in the previous topics - After students have mastered the topics, I conduct for them to review questions for excellent students and exam questions for excellent students at district level *KNOWLEDGE TO GUIDE STUDENTS AND HOW TO DO EACH TYPE OF EXERCISE: The structure of a test consists of sections and common types of questions in the exam, which are: SECTION A: LISTENING SECTION B: PHONETICS SECTION C: VOCABULARY AND GRAMMAR: SECTION D READING: SECTION E WRITING *Teachers need to guide and ask students when encountering any type of problem to follow the sequence of steps to solve the problem, not to shorten it Part A: LISTENING I.Listen and fill in the information *Knowledge teachers must guide students to master In addition to vocabulary, special students need to be able to pronounce correctly: -English alphabet -Words about: Time, number, ordinal number, phone number, price, location, occupation, etc *Instruct students on how to the test: Step 1: Before listening, students need to Skim to quickly identify key words in the questions Keywords that provide key information and are clicked by the reader Use those keywords to guess the type of information the question requires (can be date, month, time, phone number or spelling name, ) to be ready for the information to be filled out Step 2: When listening, you must pay close attention to listening, quickly skimming the emitted content, focusing on keywords and data will have to fill out For example, if the keyword is Name, then they will guess that they need to hear the name, or Date, the information to be filled in is the date of the year You can use those keywords to identify categories for the information you need to fill out For example, if the question is to fill in the blank "7 ", you will determine that the word to be filled in is a plural noun When listening for the first time, they can always fill in the blanks in the test with the words they hear When listening for the second time, please check carefully to correct any incorrect words, then write your answers on the test paper II Listen Then choose A, B or C to best answer the questions *Knowledge and skills teachers need to train students Because listening skills are influenced by speaking skills, teachers always need to guide students to pronounce English correctly (try to be as standard as a native speaker as possible) -requires students to have vocabulary and grammar -Training students to pronounce standard phonetics, word stress as well as intonation and connection sounds in sentences, phrases or grammatical structures - Train students to be able to recognize the difference between phonemes For example, we must notice the difference between /g/ and /k/ in the words: "pig" and 'pick', these two words have only one different sound between them; or pairs of words like "sheep and ship", "run and sun" In each of these pairs of words, the only difference between the words is one single sound formed a new word with completely different meanings -Training students to distinguish words that have the same sound but have completely different meanings -Practice for students to distinguish words that sound the same but have different meanings -Practice for students to understand sentence structure For example when listen to the sentence "Would you pick up the phone up ?" listeners must recognize that: "pick" is a verb of the sentence and "phone" is a noun Outside the listener must be aware of the word order and the intonation of the sentence, right determine what kind of sentence it is: declarative sentence question, or exclamation - Train students to deduce information information is not indicated directly For example, when hearing the sentence: "Yesterday, after getting up and having breakfast, Peter went to school" " students must deduced that "Peter went to school in the morning" From the language of the I can understand many things that are not said directly - Forge student skills overheard When I ask you, you don't have to understand every word that you hear, but you must understand the gist of the messages Believe that you have just heard, this is the most basic problem In addition, children are also encouraging to practice listening at home: listen to English songs, English news, watch movies in English and try to communicate with native speakers whenever possible *Instruct students on how to the test: Step 1: Before listening, ask students to read the question quickly and think about questions like: who is speaking, where is the speaker, and what they are talking about to anticipate the content Step 2: - While listening, it is not necessary for students to understand every word that you hear, but you must understand the gist of the messages news you just heard Can write down the main ideas on scratch paper before choosing the correct answer -While listening, you should cross out – exclude incorrect answers This will make it easier for students to find the correct answer -Need to avoid traps with words that are homonyms but have completely different meanings E.g When you book tickets to Hanoi? A: To attend a seminar B: I like this book C Next Thursday The word "book" in the question is a verb meaning "to book/buy a ticket in advance", and the word "book" in answer B is a noun meaning "book" Therefore, if students only faintly heard the question with the word "book" and sentence B also had the word "book", and quickly chose the answer B, they did it wrong The correct answer is C -Avoid traps with words that sound the same but have different meanings E.g Do you like flowers? A Yes, I need more flour B Yes, I love roses C Sure, I will go with you In the above sentence, if students not listen carefully to the content of the question, then there is a high chance that you will be trapped because the words "flower and flour" are easily confused as one word Part B: PHONETICS I Choose the word whose underlined part is pronounced differently from the rest by circling the corresponding letter A, B, C or D *Knowledge teachers must guide students to master: - Correct pronunciation of all words when encountered - Correct pronunciation of words -Master the rules of pronunciation: include Pronunciation of vowels and consonants Pronounced “ed” Pronounce -s/-es ending in Silent pronunciation Special cases *Instruct students on how to the test: Step 1: Ask students to pronounce the given words out loud enough so that they can recognize the difference between the sounds Step 2: If you have pronounced the words but still cannot recognize the difference between the sounds, students must consider pronunciation rules and special cases Note that you only need to pronounce or consider the pronunciation rule with only cases and with familiar cases first, then transcribe the sounds before choosing the answer Example 1: Choose the word whose underlined part is pronounced differently from the rest by circling the corresponding letter A, B, C or D A new B sew C few D New In this case, students only need to pronounce correctly to be able to choose the answer immediately Example 2: A head B friend C many D candy /e/ /e/ /e/ /æ/ In this case, if the students find it difficult to distinguish the pronunciation, I ask them to transcribe, they will pronounce it correctly and immediately choose the answer Example 3: A case B rat C rate D mate In this case, if the students find it difficult to distinguish the pronunciation, I ask the students to rely on the following stress rule: + "a" is pronounced /æ/ in the case: One-syllable words that end in one or more consonants Thus, students will immediately recognize option B, "a" is pronounced /æ/ + "a" is pronounced /ei/ in the case: Words with one syllable and ending in a+consonant+e Thus, students will immediately recognize the option A,C,D "a" is pronounced /ei/ So the selected answer will be B Example 4: A wicked B Crooked C Learned D worked In this case, if students only follow the pronunciation rules without paying attention to special cases, they will be trapped and will choose answer C because they think that the answer A, B, and D ending in "ed" is correct reads as /t/, and the answer C ending in "ed" is read as /d/ But the answer to the test will be D Because the answer A, B, C ending in "ed" is read as /id/, and the answer D ending in "ed" is read as /t/ II Choose the words that has a stressed syllable from the other *Knowledge teachers must guide students to master: - Pronouncing the correct phonetics, stressing all words right in the main lessons as well as extra lessons The correct pronunciation of word stress will help students immediately notice the stress of the word without not need to consider the rule of stress -Master the rules of accents and special cases *Instruct students on how to the test: Step 1: Ask students to pronounce the given words out loud enough so that they can recognize the position of stress in the words Step 2: If they encounter strange words or words that they are not sure of the correct pronunciation, students must consider the rules of stress and special cases Note that you only need to pronounce or consider the stress rule only with cases and with familiar cases first, then mark the word stress before choosing the answer SECTION C: VOCABULARY AND GRAMMAR: I Choose the correct answer A, B, C or D to complete each of the following sentences *Knowledge teachers must guide students to master: Students need to have a good vocabulary, master grammar structures, tenses, fixed phrases, idioms *Instruct students on how to the test: Read through the question, observe carefully the word to be filled in to determine which word to fill in the blank is what kind of word, what grammatical structure or fixed phrase, which idiom Translate the meaning of the sentence (if necessary) to know the meaning and style of the passage to infer the word to be filled in Use the exclusion option for the sentences that cannot immediately choose the correct answer Example1: Some species of rare animals are in ……….of extinction A danger B dangerous C dangerously D endanger => If you not know the idiom to be in danger (in danger, in danger), notice that the position of the word to be filled in cannot be a word other than a noun (between preposition) Example 2: The end of the film was so……I can't help crying A moved B moving C move D moveable => In the blank, you need to fill in an adjective, but in the options, there are adjectives moving and moved, so which word is the answer to the sentence At this time, students apply their knowledge of grammar to solve problems When the subject is a person we use the past participle; When the subject is a thing or a phenomenon we use the present participle The answer to the above sentence is B moving Example 3: Computer is one of the most important ……of the 20th century A inventings B inventories C inventions D inventor => One of must be followed by a plural noun However, inventories mean a summary, an inventory while inventions are inventions, inventions The answer to the question is of course inventions If not, please pay attention to the -tion ending, a very common way of forming nouns indicating objects from verbs that can also infer the answer of a sentence Example 4: Her parents wanted her to go to university but I know that she was really fed ………with studying A on B in C up D down => In the above prepositions, only up is the correct answer because when combined with the word before and after, it forms a meaningful phrase Example 5: It really takes you years to get to know someone well … to consider your best friend A enough B such C too D so => In the above sentence, only enough can be filled in the blank to form the structure which means V + Adv + enough + to sth Meanwhile, such and so are often followed by a clause Too is similar in structure to enough but different in position and meaning II Give the correct form or tense of the verbs in the brackets *Knowledge teachers must guide students to master: Students need to have vocabulary, master grammar structures, tenses *Instruct students on how to the test: Step 1: Determine the verb tense based on the telltale signs of that tense in the sentence or based on the content and situation of the sentence Example : Tom( always forget)……… to his homework “Always” is an adverb of frequency, which describes the frequency and repetition of an action, event, etc., so we immediately think of the present simple But when based on the content of the sentence, in the sentence there is Always, but expressing complaints or actions that cause discomfort to others So we have to conjugate the verb in the present continuous tense: is always forgetting Step 2: Determine whether the sentence is affirmative, negative or question Example : I (not visit) Ha Long Bay next week In the sentence above, there is a word "not" in front of the verb, at the end of the sentence there is no "?" , so we determine that the above sentence needs to be conjugated in negative sentence form: I will not visit Ha Long Bay next week 10 Step 3: Determine whether the sentence is active or passive Example : Nothing (do)………… to change the bad situation recently In the sentence above, the subject "Nothing" cannot perform the action of "do" by itself, so we determine that the above sentence needs to be conjugated in the passive sentence In a sentence with the word "recently", we define this sentence in the present perfect tense: Nothing has been done to change the bad situation recently Step 4: Determine whether the verb in brackets has any other structure Example Example : He asked me (give) him some money In the above sentence, the structure "Ask somebody to something" is used, so the verb "give" must be conjugated according to the structure in the "to infinitive" form: He asked me to give him some money III Give the correct form of the word in capital letters given *Knowledge teachers must guide students to master: -Students must have a rich vocabulary The teacher must guide the students to master the position of the words _ Grammatical structure of the sentence Teachers must guide students to master how to form words (adjectives, adverbs, nouns v v ) Provide students with prefixes, suffixes, and examples, words formed from derivative words for students to memorize *Instruct students on how to the test: Step 1: Determine which words to fill in the blanks belong to (noun, verb, adjective, adverb, v ) based on identifying signs of words/phrases before or after the blank or based on the grammatical structure in the sentence - If the word to be filled in is a noun, it is necessary to consider whether the noun is plural or singular, a noun indicating a person or a thing Example : He's worked as a hard since he came here ( WORK ) The type word to be filled in in the above sentence is a noun because it comes after the article "a" and the adjective "hard" in the sentence The noun is singular because it has the subject "He" and the article "a" before the noun Therefore, we confirm that the noun in brackets must be filled in: WORKER - If the word to be filled in is a verb, it is necessary to consider whether the verb is active or passive and in which tense it is conjugated Example: Water puppetry…… in the villages of the Red River Delta (ORIGIN) The type word in this sentence must be a verb because it comes after the subject Based on the content of the sentence, the verb is conjugated in the simple past tense: originated - If the word to be filled in is an adjective/adverb, it is necessary to consider whether that adjective/adverb has a positive meaning or a negative meaning Example : This kife can't cut anything It's…………… ( USE) The word type to be filled in in the above sentence is an adjective because it comes after the verb "to be" That adjective has a negative meaning because we 11 rely on the meaning of the sentence "This kife can't cut anything" Therefore, we define the adjective in brackets to be filled in: USELESS Step 2: Choose the most suitable word to complete the sentence SECTION D READING: I.Read the passage and choose the best option to complete the passage *Knowledge teachers must guide students to master: -Students must have a rich vocabulary - Mastering grammatical structures, tenses, words, prepositions, fixed phrases, idioms - Reading comprehension skills *Instruct students on how to the test: Step 1: Read the whole article quickly from beginning to end, not stop when encountering new words or information understand This reading is to find the content, main idea, and how to organize the information of the article Step 2: Analyze the blank to fill Do you need to read both the previous and the following sentences? Don't just fill in the blank sentences to understand the context, then determine the word to memorize what kind of word, what it means, what grammatical role, Step 3: Analyze the given options, type the wrong answer, choose the right answer In this step, they can use the word meaning guessing technique or the exclusion method Step 4: Read from beginning to end, find mistakes and correct them (if any) Example: Read the passage and choose the best option to complete the passage Air pollutant emission factors are (1) _representative values that attempt to relate the quantity of a pollutant released to the ambient air with an activity associated (2) _ the release of that pollutant These factors are usually expressed as the weight of (3) _divided by a unit weight, volume, distance, or duration of the activity emitting the pollutant Such factors facilitate estimation of emissions from (4) _ sources of air pollution In most cases, these factors are simply averages of all available data acceptable quality, and are generally assumed to be representative of (5) _ averages (6) _ are 12 compounds in the list of persistent organic pollutants Dioxins and furans are two of them and (7) _ created by combustion of organics, like open burning of plastics These compounds are also endocrine disruptors and can mutate the human genes The United States Environmental Protection Agency (8) _ published a complication of air pollutant emission factors for a wide range of industrial sources (9) _ United Kingdom, Australia, Canada and many other countries have published similar compilations, (10) _ well as the European Environmental Agency A report A reporting B reported C to report 12 A with B at A pollute A pollution A vary A variation A short-dated B long-term A There B Here A intend B intention A have B has A A B An 10 A so B more Detailed explanation keys B of C in B tarnish C pollutant B various C varying C short-lived D long-sighted C Many D Much C intentional D reluctantly C having D had C The D x C most D as Explanations C câu bị động, cần khứ phân từ động từ report A associate with = liên quan, gắn liền với D pollutant = chât gây ô nhiễm C various = nhiều loại B long-term = lâu dài, cần tính từ bổ nghĩa cho danh từ averages A there are = có D cần trạng từ bổ nghĩa cho động từ created B hồn thành, chủ ngữ số C tên số quốc gia có mạo từ The 10 D as well as = II.Fill in each numbered blank with ONE suitable word *Knowledge teachers must guide students to master: -Students must have a rich vocabulary - Mastering grammatical structures, tenses, words, prepositions, fixed phrases, idioms - Reading comprehension skills *Instruct students on how to the test: Skim through the whole lesson, pay attention to the blanks that need to be filled in, and can think about what word form the gap is missing, grammar or vocabulary, noun or verb type or adjective or preposition from Try to glean information from the entire text to get a general idea and understand the relationship between the information before and after the blank Sometimes, the answer is right in the passage you are reading! Read each blank carefully Consider the relationship of the blank to the overall sentence If it is a grammar question, what kind of grammar is it, if it is a vocabulary sentence, is it a phrase or not, or a choice of meaning If it is 13 meaningful, it may be necessary to translate the preceding sentence or the following sentence to ensure that the meaning of the sentence is seamless After finishing the last question, you need to assemble the whole test again Example: Fill in each blank with ONE suitable word to complete the passage We can choose our friends but we can't …………(1) our relatives.That doesn't mean, though, that members of our …………(2) can not also be our friends Many children have such a ……(3) relationship with their parents, and they see them as friends Of course, when you are a teenager, you'll have arguments with your .(4) There ……(5) be times when you don't get on very well with them That's only natural There will be times …… ( 6) you want to be independent and decide things by….(7) You'll also make your parents down sometimes After all, nobody is perfect and we all …….(8) mistakes But your parents understand that : when you grow up, you will see that you have many things in……(9) with your mum and dad, and you will become closer………… (10) them *Instruct students to homework In sentence 1: by translating into Vietnamese, students can understand that the word to be filled in is the word that precedes it and the verb is in the infinitive form because it is behind the word” can'”t (chúng ta bạn chọn người thân) In sentence 2: Students can fill in the word "family" because in the lesson, the topic is about family ( thành viên gia đình) In sentence 3: fill in the word "good" because based on the meaning of the sentence "they see them as friend" and the word to be filled in must be an adjective because it is preceded by the noun "relationship" In sentence 4: Fill in the word “parents” because it translates the meaning of the sentence and is based on the phrase “with their parents” In sentence 5: Fill in the word "will" because based on the sentence "there will be time " in line In sentence 6: Fill in the word “when” because it is based on the sentence “…be time when…” in line In sentence 7: Fill in "yourself" because it translates the meaning of the sentence and in this case "by" is a reflexive pronoun In sentence 8: Fill in the word “make” because the phrase “make mistake” means mắc lỗi In sentence 9: Fill in the word “common” because “things of common” means điểm chung In question 10: Fill in “to” because “close to sbd” means thân thiết với SECTION E WRITING I Rewrite the following sentences in the way that their original meaning not change *Knowledge teachers must guide students to master: -Students must have a rich vocabulary - Mastering grammatical structures, tenses, words, prepositions, fixed phrases, idioms 14 - The ability to think and reason to know which structure to use instead *Instruct students on how to the test: This is a type of lesson that requires us to use another grammatical structure to replace the structure used in the given sentence to rewrite the sentence so that the meaning does not change Step 1: Determine the grammatical structure used in the given sentence, combined with finding out the content of the sentence Example 1: He is taller than me - I Based on the phrase "taller than", we can determine that the grammatical structure used in the sentence is a comparative sentence structure Example 2: The water was not warm enough for us to swim in - The water In the above sentence, we can identify the structure used in the sentence as: (not) enough + adjective (for somebody) + to something Step 2: Based on the suggested words given in the second sentence to determine the sentence format and structure to rewrite the sentence Example 1: Huy can run faster than me - I Since the first sentence uses a comparative structure, we can use a comparative structure that is not equal or a comparative sentence that changes the words in the sentence So we can rewrite the above sentence as follows: + I can not run as fast as Huy/ I run slower than Huy Example 2: They were in France ten years ago - They In the first sentence, we use the past simple with the adverb "ago" to show how long ago the action or event happened, so we can use the present perfect tense sentence structure with the preposition "" for” to rewrite: They have been in France for ten years Example 3: My father built this house last year - This house In the second sentence, we find that the object in the first sentence (active sentence) is used as the subject, so it is inferred that this is a passive sentence, or in other words; If the object in the first sentence (which is an active sentence) is the subject in the second sentence, we will have to use the passive sentence to rewrite it If the object in the first sentence (which is a passive sentence) is the subject in the second sentence, we will have to use the active sentence to rewrite it: This house was built (by my father) last year Example 4: “Do you like watching television, Nam ?” she asked - She asked In the first sentence, we notice that the sentence uses quotation marks, infer it is direct speech, so we use indirect speech to rewrite it, or in other words: If the 15 first sentence is a direct sentence, To rewrite the sentence, we will have to use indirect sentences and vice versa: She asked me if I liked watching television Example 5: This exercise is too difficult for him to - This exercise In the first sentence, we see that the sentence uses the structure "too + adj (for somebody) + to something", so we can use the structure "so + adj + that + negative clause" or the structure "(not) enough + adj (for somebody) + to something" So the above sentence can be rewritten as: This exercise is so difficult that he can't it/ This exercise isn't easy enough for him to II Write a passage / an essay Writing an essay: *Knowledge teachers must guide students to master: -Students must have a rich vocabulary - Mastering grammatical structures, tenses, type words, prepositions, linking words, fixed phrases, idioms - Guide and help students understand the main structure of an essay The structure of a written article usually has to paragraphs (Paragraphs) - Paragraph 1: INTRODUCTORY PARAGRAPH - Paragraph 2: FIRST SUPPORTING PARAGRAPH - Paragraph 3: SECOND SUPPORTING PARAGRAPH - Paragraph 4: CONCLUDING PARAGRAPH - Guide and help students understand the main information and data that need to be given in each paragraph of an essay - Paragraph 1: INTRODUCTORY PARAGRAPH + Begin the introduction with background information about how the topic concerns to you in order to get the reader interested in the eassay + End the introduction with a statement or statements that show the reader how the rest of the essay will be organized - Paragraph 2: FIRST SUPPORTING PARAGRAPH - Paragraph 3: SECOND SUPPORTING PARAGRAPH Introduce each supporting paragraph with a topic sentence and support that paragraph with lots of details Make sure that the ideas in the paragraph are unified by using a mixture of the following methods: + Repeating a keyword + Rephrasing a keyword + Replacing a keyword with a pronoun or possessive + Adding transition words, phrases, sentences - Paragraph 4: CONCLUDING PARAGRAPH + Summarize the key points in the discussion + Be sure that the overall ideal and the reasons for the idea are very clear * ASK STUDENTS TO DO THE EXAM QUESTIONS -I printed the question paper, distributed it to the students, asked them to go home and set the date of submission *HOW TO MARK AND FIX THE WRONG SENTENCES 16 When grading, I just put an "X" on the sentences that students make mistakes, record the score and give it back to the students When students receive an assignment and see red “Xs”, they know that they are wrong and wonder why and how to correct it The teacher asks students to read their wrong sentences, then the teacher also marks "X" the students' wrong sentences in their own question (the same topic as the student's) Next, the teacher explained and supplemented the knowledge of the sentences they made wrong, asked the students to write that knowledge next to the wrong sentences right in the test and write it down in their notebooks Finally, the teacher asks the students to correct their own problems and then read the answers again for the teacher to check And here is a specific test in which students corrected their own mistakes after the teacher graded, explained and supplemented their knowledge (IN THE APPENDIX SECTION) After each session, I ask students to go home to review all the knowledge they have not mastered in today's session, she will check the work in the next class before correcting the next questions Just like that, within months of preparing for the exam for good students, teachers have supplemented and solved a lot of knowledge that students still lack or have problems The more the teacher can correct the exam questions, the lower the number of errors the students make, the higher their scores are At this time, the students were very confident, ready to enter the official exam The effectiveness of the experiential initiative on educational activities, on self, colleagues and the school Since the application of the measure, students of Nga Tien Secondary School are very interested in the subject, they are very active and self-directed in learning, are always more confident and optimistic in their abilities The students who were eliminated asked to stay in the team to continue studying For 10 consecutive years, no one dropped out For many years, the number of students participating in the competition exceeded the target and every year, they won 100% of the prizes The weakest prize is the third prize and above The specific results are as follows: School year Gr ade Co mp etit ion nor ms Number of students participatin g in the competition Percenta ge of students winning district level prizes Number of prizes District level First Second Third Enco urage ment 2010 2011 3 100% 3 100% 2011 3 100% Provincial level Enco First urage ment 17 2012 3 100% 2012 2013 3 100% 3 100% 2013 2014 100% 3 100% 2014 2015 2 100% 100% 2015 2016 100% 2 100% 1 2016 2017 100% 100% 2017 2018 100% 100% 2018 2019 100% 100% 2020 2021 2 100% 1 2 100% 1 1 1 2 1 1 1 *Compare: Before applying the measure: The rate of students achieving excellent students at district level was 0% After taking action: 18 In 10 school years (from 2010 - 2011 to 2020 - 2021), every year I have students who get 100% prizes, mostly 3rd prizes or more I had students achieving excellent students at provincial level, 53 students achieving excellent students at district level (including students won first prize, 21 students won second prize, 23 students won third prize, students won consolation prizes) and for many consecutive years the number of students participating in the contest exceeded the target III CONCLUSION, RECOMMENDATION: 1.Conclude: Achieving the above results requires great efforts of both teachers and students, in which the role of the teacher is extremely important, it determines the amount of knowledge that students have "Reviewing the exam for good students" is a very difficult task, but if a teacher puts all of his heart into it, spends a lot of effort, diligently researching, learning and making constant efforts with many challenges and methods It will certainly help students maximize their foreign language ability Above are some experiences that I have gathered in the process of fostering good students in English at Nga Tien Secondary School over the past 11 years My writing of experience is inevitable, I hope to receive sincere suggestions from my colleagues to complete my thesis and my work of fostering excellent students to achieve higher results 2.Request: - Need to equip more reference materials, exam preparation materials for good students - It is necessary to equip a function room dedicated to foreign languages Sincerely thank ! Nga Tien , march 22th, 2022 CONFIRMATION OF THE I hereby declare that this is my own HEADMASTER experience idea writing, not copy other people's content I hereby declare that this is my own Writer Pham Thi Dinh ... long-term = lâu dài, cần tính từ bổ nghĩa cho danh từ averages A there are = có D cần trạng từ bổ nghĩa cho động từ created B hồn thành, chủ ngữ số C tên số quốc gia có mạo từ The 10 D as well as... students to develop their abilities - Most of the students are good and hardworking b Disadvantages: - Nga Tien commune is a difficult commune, far from the district center, the school's physical facilities... activities, on self, colleagues and the school Since the application of the measure, students of Nga Tien Secondary School are very interested in the subject, they are very active and self-directed
Ngày đăng: 09/06/2022, 22:27
Xem thêm:
