Skkn on how to improve the quality of teaching high school students for the provincial gifted student exam

AN GIANG DEPARTMENT OF EDUCATION AND TRAINING CHU VAN AN HIGH SCHOOL ON HOW TO IMPROVE THE QUALITY OF TEACHING HIGH SCHOOL STUDENTS FOR THE PROVINCIAL GIFTED STUDENT EXAM TEACHER: DANG THANH TAM Academic year: 2018 -2019 skkn TABLE OF CONTENT Content Page BACKGROUND AND PROBLEMS 1.1 Practices 1.2 Rationale 1.3 Research Questions 2 SOLUTIONS 3 CONCLUSION 3.1 Reflection 3.2 Achievement 3.3 Subjects and field of application APPENDICES APPENDIX 1: An experience in study strategies APPENDIX 2: Syllabus for the Provincial Exam for the Gifted APPENDIX 3: Structure for the Provincial Exam for the Gifted 13 APPENDIX 4: Structure for the National Exam for the Gifted 15 APPENDIX 5: Sample topic of Chu Van An ESC…>>> 17 APPENDIX 6: My website for English learning and teaching 21 Trang skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam PART I: BACKGROUND AND PROBLEMS 1.1 Practices of teaching high school students for the Provincial Gifted Student exam at high schools in An Giang It is generally accepted that the teaching of high school students for the Provincial Gifted Student exam at high schools in An Giang is various from school to school  of the course for teaching high school students for the Provincial  Gifted Student  Length exam in high schools is not enough, usually about - months or so    Compensation for the English teacher(s) who is / are in charge of the course is not satisfied  Only outstanding students, often coming from privileged high schools or high schools for  the gifted get “satisfying” results for certain reasons.  Most students from high schools in rural Districts have trouble with dealing with both written test and speaking section for various reasons: lack of reliable and effective materials; lack of motivation in teaching and learning; ineffective syllabus or strategies for teaching  etc to name just a few.) 1.2 Rationale From the practices mentioned above, There‟s no disputing the fact that there is a big gap between high schools in An Giang and the teaching of high school students for the Provincial Gifted Student exam at high schools has been a hard job for most high school English teachers, especially those who are working in Districts Therefore, there should be proper steps to get over the difficulties step by step and in this writing I would like to share some experiences in teaching high school students for the Provincial Gifted Student exam with a view to helping improve the quality of teaching and learning for the exam in high schools in entire province” 1.3 Research Questions: Why is there a big gap in teaching high school students for the Provincial Gifted Student exam among high schools in An Giang ? What are the contributors to the success of the teaching of high school students for the Provincial Gifted Student exam ? Trang skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam PART II: SOLUTIONS From the data that have been collected from English teachers and the test results of the previous years, I recommend that some of the factors should be considered and applied to help improve the situation Good motivation   For teachers: There should be a satisfactory compensation for English teachers ( financial support ; rewards… )   For students: There should be less burden in classroom learning for students at least for the last month soon before the exam   Good preparation a The identification and selection process for the gifted students -There must be a diagnostic test for selecting potential gifted students for the team The students chosen must satisfy certain essential requirements for the exam: + be able to speak English at a certain level ( for speaking section that makes up 20 % of the test ) + be able to deal with the written test at a requested level There should be a team leader, usually the best student b The course syllabus : Building the syllabus for the entire course based on the structures or forms of the previous tests for the gifted ( analyzing the previous tests to draw out the forms /structures as well as anticipate the difficulty level of the tests and prepare for the teaching and learning materials) c The teaching and learning sources: Gathering materials and distributing them to students based on their strengths and weaknesses   ( The materials can be classified into two sections: “online and offline”  Online materials: websites, materials stored in emails and facebooks; E-books etc  Offline materials: printed books  ; materials compiled by teachers; official tests and mock-tests; audio files… d The Timetable : Setting the timetable for the team e Teaching & learning facilities: cassette players, quiet rooms / classrooms / …… Good teaching strategies (including teaching methods) Prerequisite requirements: Length of the course Effective teaching strategies skkn Trang Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam 3.1.Length of the course - It‟s advisable that there be at least months for the whole course - It‟s a good idea for the teachers to take advantage of every opportunity even right in the classroom English sessions they are in charge of to train the team 3.2 Effective teaching strategies: There are possible ways to teach gifted students during the course: a.Teachers and students FROM “ TEACH” TO “TRAIN” Stage 1: MAINLY TEACHING Teachers give - students take -In this stage, it‟s the English teachers that provide students with :        basic knowledge of English language both in theory and practice strategies for developing their English skills    tips for test-taking necessary materials and study assistance when necessary  -The teachers should take every opportunity to train the team right in the class they are in charge of THEORY → PRACTICE = KNOWLEDGE & SKILLS Stage 2: MAINLY TRAINING a Students work - Teachers help In this stage, the teachers are supposed to give students enough materials for intensive practice of language and skills and students make great attempt to fulfill all the tasks given by their teachers DIY (DO IT YOURSELF) → HELP = IMPROVEMENT b Students – Students ( group work / team work) + It‟s suggested that students of the same grade may form a group + There should be at least a gap-day for the whole team to work together + Joining online forums or communities of the same purpose Tasks often given to work in groups: + Discussions about grammar and structures, word usage , tips for test-taking, etc + Doing and sharing practice tests, mock-tests Trang skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam DIY (DO IT YOURSELF) → SHARE = PROGRESS c Self-study        Self-study can be at the school library / English lab / at home etc (online / offline) Mainly practice and assignment completion   Content distribution ( each student must make his /her own contribution to the content of  the syllabus) Asking teachers for help when necessary  DIY (DO IT YOURSELF) → SEARCH → PERFECT Good learning sources There should be useful and reliable learning sources (both online and offline sources – INDEX 1) for students’ reference during the course      Online learning sources: websites, facebook, Emails, forum, blogs ect  Offline learning sources: printed  books, materials compiled by English teachers who are in charge of the course Materials distributed by the team ( usually requested or assigned by the teachers )  Experience sharing in study strategies from the excellent ex-students It is advisable that teachers should have outstanding former students share their study experience so that the gifted students of the year can gain more for their own skkn Trang Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam IV/ WRITING (5/20 pts) Part 1: Sentence Transformation-Key words (5 items) Part 2: Graph Essay (at least 150 words) Part 3: Essay (about 350 words) Part 4: Summary writing For writing essays: http://darsanaielts.blogspot.co m/2009/10/essay-012.html https://essayforum.com/ - Các đề thi Olympic khối 10-11 - Longman vocabulary activator - Các luận mẫu - Graph Essay ( Lê Huy Lâm) For writing graphs: https://www.youtube.com/res ults?search_query=graph+ess ay V/ SPEAKING (2/20 pts) http://speakingielts.blogspot.c om/ -15 Days for IELTS speaking http://englishanyone.com/aelp -7-smelling-the-roses/ VI GENERAL PRACTICE http://blogchuyenanh.wordpre ss.com/category/english-forthe-gifted-ky-thi-hoc-sinhgioi/ https://www.facebook.com/gr oups/chuyentienganh/ V/ ĐỀ THI CHÍNH THỨC -2007-2018 http://www.yeutienganh123.c om/2013/01/bai-giai-e-thichon-hoc-sinh-gioiquoc_31.html Trang 16 skkn -CAE Results- Kathy Gude (Oxford) -TESTS ( FCE – CPCIELTS ) -Test builders ( volumes) -202 useful exercises for IELTS -Use of English Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam APPENDIX ENGLISH SPEAKING CLUB THE PREMIER VENUE FOR LEARNERS OF ENGLISH Every other Sunday from 7: 30 AM At the school hall and English Lab Chu Van An St, Phu Tan District An Giang • Email: chuvananenglishspeakingclub@gmail.com Date: October 1, 2018 TOPIC FOR DISCUSSION HOW TO SAY NO Communication is an indispensable part of human beings To obtain better understanding between people, we may encounter many typical situations in which negative answers are not easy to say In order not to hurt other‟s feelings, people are afraid of saying “No”, and positive answers are told reluctantly Therefore, how can we to get along well with everyone meanwhile we can avoid doing something that we not want to do? Discussion guide: To you, is it difficult to say no? Would you suggest any good ways to refuse someone‟s proposal or invitation without making him hurt or sad? Have you ever felt hurt when your friend refuses your invitation or suggestion? If someone asks you very personal questions, what will you do? “You‟ve made friends with a group of students for years, now they‟re got the idea of trying heroin and suggest that you should use it to get strange feelings.” How you say no? What you think about a “yesman – a person of unquestioning obedience ” ? Do you like such a person? What are his strong and weak points? In what cases you find it difficult to make refusal? Have you ever been in a dilemma as saying “Yes” or “No”? Please tell us your experience Someone says: “A person who always says “No” means he or she just thinks about himself or herself only.” Do you agree? Why or why not ? 10 You prefer to give your refusal: A By mail B In person C By phone Trang 17 skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam SUPPLEMENTARY READING How to Say No In everyday relationships with people, we often find ourselves in situations where we need to ask someone for something and where we need to decline someone for something But sometimes we find ourselves in “sticky” situations - How we say no? There‟re some typical situations that we may encounter quite often For example, we may invite a friend to join us for dinner, to play tennis, to come to a concert During the week we may also receive such invitations Sometimes we want to accept them and are able to, but there‟re other times when we don‟t want to accept an invitation or are unable to When we decline them, we usually thank the person who has invited us for not being able to accept In addition, we are also expected to give an excuse Asking if a person is busy or has any plans can sometimes makes him a little uncomfortable However, if the boy begins an invitation with “Hi, girl What are you up to this weekend?” And the girl replies “nothing” The boy may view her response as a signal meaning “I‟m free” Then the boy may proceed with an invitation If the girl likes to go out with him, there‟s no problem Let‟s suppose she has no desire to go out with him at all She‟s in a difficult situation because she‟s already confessed that she has no plans What can she do? She could suddenly “remember” that she‟s supposed to have dinner with a friend, or she could suddenly “remember” a previous engagement Of course, she could be truthful with the boy and probably hurt his feelings by saying “No, thanks, boy I really don‟t care to go out with you” But sometimes we should not completely truthful, and we may tell “a little white lie” – a small untruthful statement that does not mean to deceive necessarily but rather to prevent from hurting someone‟s feelings So the girl might say “Thanks a lot for inviting me, boy, but I‟m not feeling very well, so I don‟t think I‟d better go out” That is a white lie because she is not really sick, she just doesn‟t want to hurt the boy‟s feelings by telling him the real reason why she doesn‟t want to go out with him We sometimes tell white lies and say no, but another way to refuse someone is simply to say something like “I‟m sorry, but I already have a plan” or “No, I‟m afraid I can‟t because I‟m busy” Here are some ways to say no to begin a refusal of an invitation, most of these ways are the same level of formality which is important when responding negatively • I hate to turn you down, but I must… • I‟m afraid I can‟t, but thanks anyway • I wish I could, but I‟m busy Maybe another time, though Sometimes we may not want to say “Yes or No” immediately There‟re many ways to hesitate if we need some time to think over the invitation before deciding • I‟m not sure what my plans are at this moment Could I let you know later? • I may be busy that day Do you mind if I tell you in a few days? It‟s difficult to write rules that tell exactly when you should say no We should choose the best way which helps us maintain the good relation for the future Trang 18 skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam HELPFUL PHRASES FOR SAYING “NO”     I can‟t give you an answer right now, will you check back with me? I want to, but I‟m unable to I‟m not able to commit to that right now I understand you really need my help, but I‟m just not able to say yes to that I‟m so sorry ENGLISH CONSOLIDATION OTHER - ANOTHER OTHER ANOTHER -Other is an adjective meaning 'different' or 'the second of two items' -Other can be used with singular or plural nouns -We use another with singular nouns: another chair, another day Here are some examples : There's some water left in this bottle The other bottle is empty Some -When we use „an‟ before „other‟, we write it as one word: another -Another expresses quantity It means 'additional' or 'one more' children learn quickly but other children need more time - Other can be used before 'one' or 'ones' when the meaning is clear from the text I‟m There are six people for dinner but there are only plates We need another plate give meanotherchance I promise to try harder Please -Another can be used before “one” when the meaning is clear from the preceding text not going to wear this dress I prefer the other one You‟ve already had an ice-cream These shoes don‟t go well with the You can‟t have another one dress The other ones look better -Another can also mean „an alternative‟ or „different‟ Other/others (pronoun) This place isn‟t great Is there another place we could go -Other can also be a pronoun to refer to things or to? people The plural form is others I'm not happy with this product Next time I'll 80% of the students arrive on time buy another brand The others (the other students) are always late There are two cookies left.You Another (pronoun) have one and I'll have the other We can use another as a pronoun: The text is corrected by one person, then edited by another skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Trang 19 skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam IDIOMS: Here are some idioms worth remembering:       black and blue: bruised and beaten Ex: We found the poor guy black and blue near the train tracks  born with a silver spoon in one's mouth: born into a rich family Ex: Keiko hasn't worked a day in her life She was born with a silver spoon in her mouth  catch red handed: catch someone in the act of doing something wrong or illegal Ex: The kids were caught red handed stealing chocolate bars ENTERTAINMENT LET’S RAISE YOUR VOICE BEST SONG EVER Maybe it's the way she walked, straight into my heart and stole it Through the doors and past the guards, just like she already own it I said can you give it back to me, she said never in your wildest dreams And we danced all night to the best song ever We knew every line now I can't remember How it goes but I know that I won't forget her Cause we danced all night to the best song ever I think it went oh, oh, oh I think it went yeah, yeah, yeah I think it goes Said her name was georgia rose, and her daddy was a dentist Said I had a dirty mouth (i got a dirty mouth) but she kissed me like she meant it I said can I take you home with me, she said never in your wildest dreams [And we danced all … I think it goes ] You know, I know, you know I'll remember you, And I know, you know, I know you'll remember me, And you know, I know, you know I'll remember you, And I know, you know, I hope you'll remember how we danced, (yeah yeah yeah) how we danced And we danced all night to the best song ever We knew every line now I can't remember How it goes but I know that I won't forget her Cause we danced all night to the best song ever (we danced, we danced, it goes something like) We danced all night to the best song ever We knew every line now I can't remember How it goes but I know that I won't forget her Cause we danced all night to the best song ever I think it went oh, oh, oh I think it went yeah, yeah, yeah I think it goes Best song ever, it was the best song ever, It was the best song ever, it was the best song ever Trang 20 skkn Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam MỘT NHÀ Khi hai ta nhà Khép đôi mi chung giường Đôi m giấc Ţhức giấc chung Khi hai ta chung đường Ta vui chung nỗi vui Nước mắt r i dòng Ѕống chung đời Vẫn ánh mắt ấу sáng long lanh Như trời cao mâу trắng lành Đến hôm naу anh chưa thể tin ℮m đâу với anh Nhớ lúc đứng mái trường xưa Cùng dừng xe gốc câу trú mưa Đến hôm naу ta chung lối anh khơng cịn phải xa đón đưa Ta đâу chung trời mâу ta đón tư ng lai Tay cầm taу ta vui saу chân bước đường dài Như lời hứa anh nói ngaу từ phút giâу đầu chung nhà APPENDIX Trang 21 skkn NEXT TOPIC: “ LEARNING ENGLISH” Date: October 25 , 2018 SEE YOU AGAIN ! HAVE A GOOD TIME ! Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam Skkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.examSkkn.on.how.to.improve.the.quality.of.teaching.high.school.students.for.the.provincial.gifted.student.exam