skkn cấp tỉnh integrating english learning resources into some lessons in english textbook 11 to stimulate students self study

I boldly improved and developed the initiative of the previous school year into specific lessons in the new English 11 with the theme of experiential initiative: "Integrating English lea

TABLE OF CONTENTS

1 INTRODUCTION 1

1.1 Reasons for choosing the topic 1

1.2 Aim of the research 2

1.3 Research objectives 2

1.4 Research methods 2

1.5 New points of the experience initiative 3

2 DEVELOPMENT 4

2.1 Theoretical basis 4

2.1.1 General content: 4

2.1.2 Specific content: 4

2.2 Practical basis 6

2.3 Applying integration English learning resources into teaching new lessons, English textbook 11 7

2.4 Results of applying method 13

3 CONCLUSION AND SUGGESTION 17

3.1 Conclusion 17

3.2 Suggestion 17 REFERENCES

APPENDIXES

1 INTRODUCTION

1.1 Reasons for choosing the topic

The objective of general education in Decision No 29-NQ/TU dated November

4, 2013 of the 8th Central Conference of the XI session on fundamental and comprehensive changes in education and training is: "Educating Vietnamese people comprehensively develops and brings into full play the potential and creative ability of each individual; loves his family, his fatherland, and his compatriots; lives well and works effectively "[6] The newly transformed company now asks for permission to ask for all educational information to train people and servers to industrialize and modernize the country

The 12th National Congress continued to affirm: “Education is the first national policy Develop education and training in order to raise people's intellectual level, train human resources and foster talents To strongly shift the main educational process from equipping knowledge to comprehensively developing learners' capabilities and qualities; Learning goes hand in hand with practice, theory with practice Education and training development must be associated with the needs of socio-economic development, national construction and defense, with scientific and technological progress, requirements for human resource development and the labor market [7]

One of the factors for educational development is to renovate teaching and learning methods in the direction of applying diverse and flexible educational methods, suitable to subjects and circumstances, giving priority to practice, encouraging students to practice creative; promote positivity, initiative, creativity and application of knowledge with the motto of "teaching less, learning more", "learning goes hand in hand with practice"; focus on organizing educational activities inside and outside the school, practice self-study method and desire for lifelong learning Renovate methods of technical education, vocational training and higher education in the direction of reducing the amount

of theoretical teaching time, increasing the time of discussion and practice; linking training with scientific research; transform the training process into a self-training process; focus on training self-study, self-research, professional skills, teamwork skills

Contemplate the philosophies of method: “The method is the soul of a moving content”; “Learning methods, not learning data”; “A bad teacher conveys the

truth, a good teacher teaches how to find the truth”; “The good method is to simplify the complexities, the bad method is to complicate the simple”; "A good teacher teaches everyone to understand and at the same time optimizes each person's ability" [5].Through the practice of teaching at Sam Son high school, I found that the application of interdisciplinary knowledge among other subjects makes the effectiveness of English lessons in particular and English subjects in general improved Teaching English, besides developing language skills for students, must also bring practical, interesting, interesting and complementary knowledge, cultivate more knowledge, understanding and skills to apply for students English 11 new program is very difficult knowledge, it not only develops students' language knowledge but also involves students' understanding of social culture and knowledge of many other subjects To solve the above problem well, through the practice of teaching for many years at Sam Son High School, continuing and promoting the results that I have achieved after applying the 2022, 2023 initiative to teaching I boldly improved and developed the initiative of the previous school year into specific lessons in the new English 11 with the theme of experiential initiative: "Integrating English learning resources into some lessons in English textbook 11 to stimulate students' self-study” to go to the application for all English teachers in the

school

1.2 Aim of the research

Improve the quality and effectiveness of teaching, create excitement and passion for learning English, help students develop comprehensively Especially improving the quality of teaching language skills, social skills and practical application skills, motivating students in learning English thoroughly and actively

1.3 Research objectives.

- Focus on 11th grade students and integrading English learning resources into teaching Language and Reading skills in textbook English 11 (Unit 6 and Unit 8) through practice teaching in grades 11 at Sam Son High School in the school year 2023-2024

1.4 Research methods

In this thesis, I use some basic research methods as follows:

- Research method to build theoretical basis:

+ Refer to documents, textbooks, newspapers, internet

+ Analyzing, synthesizing, and generalizing document sources to build the theoretical basis and content of the experiential initiative

- Methods of fact-finding surveys, collecting information:

+ Observation method

+Experimental pedagogical method in classes: 11A1, 11A2, 11A5, 11A7

- Statistical methods, data processing

1.5 New points of the experience initiative

- First, there is a shift in the role of the educator from a teacher-centered approach to a student-centered approach

- The second is to bring a vast store of knowledge into the classroom and give students the opportunity to explore learning in a different way

2 DEVELOPMENT:

2.1 Theoretical basis

2.1.1 General content:

Use active teaching methods and techniques to integrate resources into lessons

to arouse students' interest in exploring

To get good results, ask the following questions:

a - Determine what knowledge it is? What are the learning goals that students need to achieve? to choose appropriate active teaching methods and techniques

b - What subject is that knowledge related to (interdisciplinary)?

c - Can that part of knowledge be related to practice?

My teaching experience is thinking in the direction of the structure of a typical classroom lesson including the following steps:

Step 1: Starting Situation (Startup)

Step 2: Form new knowledge

Step 3: Practice,

Step 4: Apply, create

Step 5: Expand

2.1.2 Specific content:

Activity to prepare for new lesson :

a - Project-based learning technique: Teachers assign projects to groups

by topic 1 week before learning a new lesson (or longer depending on the

lesson), the groups prepare to present when learning a new lesson

b - This part can be combined integration to complete the project

c - This knowledge can be related to practice to complete the project

Organizing learning activities (new lesson) :

* Activity 1: Starting situation

a - This is a guide to introduce a new lesson, title of the lesson, teachers can use the method of posing and solving problems [1], questioning technique [1], listening and feedback techniques positive [1] Specifically, teachers or students provide pictures, problematic situations, then ask questions, directing students to think to find the answers in the learning process until the end of the lesson

b - This part can be integrated English learning resources to solve

c - This section can state a real-life phenomenon to present a problem situation

to be solved

* Activity 2: Forming new knowledge

+ Activity 2.1 If the goal is for students to generalize the entire lesson from the beginning to the end of the lesson, include: What you already know, what

you want to know, what is related to the lesson, the teacher will:

a - Using the teaching technique "KWL" [1], combined with this technique, the teacher uses the cooperative teaching method [1]

- Location of use: The teacher will immediately use the beginning of the new lesson to hand over the "KWL" form to the groups to conduct

b - In this part, students integrated English learning resources to complete the form

c - This knowledge can be related to practice

+ Activity 2.2 If the goal wants students to acquire new knowledge:

Activity 2.2.1 Theoretical new knowledge has part of old knowledge mentioned.

a - Using problem-solving and problem-solving methods [1], cooperative teaching methods [1], conversational methods, group activities, project-based teaching [1] Specifically, the teacher asked a learning group to present the known knowledge that was assigned to the previous task, to serve as a basis for receiving new knowledge

- Active listening and feedback techniques [1], questioning techniques [1] The remaining groups listen to the group that is asked to present and give comments

b - This part you can combine interdisciplinary to complete the lesson

c - This knowledge can be related to practice.Activity

Activity 2.2.2 Theoretical new knowledge does not include old knowledge.

a - Use the problem-solving and problem-solving method [1], the conversational method

- Active listening and feedback techniques [1], questioning techniques [1]

b - This part you can combine interdisciplinary to complete the lesson

c - This knowledge can be related to practice

Activity 2.2.3 New knowledge with experimental practice has part of old knowledge mentioned.

a –Using the method of problem-solving and solving [1], the method of

cooperative teaching [1], the method of conversation, presentation, question and answer, experimental method, visualization method, the use of multiple vehicle Specifically, the teacher asked a study group to present the part of the known knowledge assigned to the previous task, to serve as a basis for receiving new knowledge

- Active listening and feedback techniques [1], questioning techniques [1], corner activity techniques [1] The remaining groups listen to the group that is asked to present and give comments

b - In this section, students can integrated English learning resources to

complete the lesson

c - This piece of knowledge can be related to practice.

Activity 2.2.4 New knowledge with practice without the old knowledge being mentioned.

a -Using the method of placing and solving problems [1], the method of

cooperative teaching [1], the method of conversation, presentation, question and answer, experimental method, visual method, using multimedia

- Active listening and feedback techniques [1], questioning techniques [1], corner learning techniques [1]

b - In this section, students can integrate English learning resources to complete

the lesson

c - This piece of knowledge can be related to practice.

* Lưu ý: The items of Activity 2.1, Activity 2.2, Activity 2.2.1, in the lesson

can be activities corresponding to Activity 3, 4, 5, 6,

Activity 3: Practice

- In this part, students can integrate English learning resources to complete the lesson

- This part of knowledge can be related to practice

Activity 4, 5: Apply, expand

a - Using the method of posing and solving problems [1], the method of conversation, the method of cooperative teaching [1]

- Active listening and feedback techniques [1], questioning techniques [1 ]

b - This part you can integrate English learning resources to complete the lesson

c - This knowledge can be related to practice

2.2 Practical basis

When not applying this experiential initiative to teaching lessons students learn the lesson passively They found that the knowledge in the Pronunciation and Grammar section they had learned from the junior students, and from the previous lessons were boring, plus a short, dry project They have not been able

to connect the knowledge they have learned from schools with each other, do not know how to transport English into real life The failure to connect the knowledge and understanding that they have acquired from other subjects, the fact that they do not know how to transport the English language into real life

has made them uninterested in learning or learning interest is not high, so the effectiveness and lesson objectives are not as expected In order to overcome the above situation and to contribute to the achievement of the current educational goals, I have developed: " Integrate English learning resources into some lessons in grade 11 English textbooks to stimulate students' self-study ”

2.3 Applying integration English learning resources into teaching new lessons, English textbook 11.

Below are English learning resources I have integrated in teaching new English lessons, English text book 11 last year, many teachers can also apply them in their teaching

When working on the project, I proceeded with the following process:

1 Building the theme

In Unit 6 English 11, I based on the teaching content and students' learning situation to build the theme: "Preserving our heritage " I collaborated with the English learning resources to conduct incorporating into the lesson content, directing students to master the use of vocabulary topics in the lesson flexibly

In Unit 8 English 11, Based on the teaching content and students' learning situation to build the theme: "Becoming independent ", I collaborated with the English learning resources to conduct incorporating into the lesson content, directing students to master the use of vocabulary topics in the lesson flexibly

2 Transfer of learning tasks

I divided the class into 3 groups, each group of 15 students (based on the interests of occupational groups, the ability to exploit information, social understanding, and skills in using information technology of students to divide the group equally on capacity) Groups appoint their own leaders

I assign homework to groups, for each group, I suggest to students the content they need to learn, ask students to record the content in the science diary to discuss, assign tasks, in the learning process needs to take notes, take pictures, record videos to summarize and present in Powerpoint Also, record how you feel about your experiences in English

The specific tasks of each group are as follows:

Group 1:

Apply the knowledge learned in the lesson, combine searching for information

in the resources provided by the teacher to learn about the issues yourself

and from there propose solutions

Group 2:

Apply interdisciplinary knowledge in Technology, Physics, Chemistry, Citizenship Education, go to practice, and combine searching for information in resources on social networking sites and using knowledge own knowledge to understand the theme and then propose solutions

Group 3:

Apply interdisciplinary knowledge in Technology, Physics, Chemistry, Citizenship Education, go to practice, and combine searching for information in resources on social networking sites and using knowledge and from there propose solutions

3 Report results and discuss in class

After the groups have completed the content, the representatives of each group report their work results, the other groups pay attention to ask related questions From the knowledge gained by the students, the teacher orients and guides the students to conduct reading assignment (for unit 6) and listening assignment (for unit 8)

4 The teacher reviews and evaluates the performance of the students' learning tasks.