skkn tiếng anh 12 APPLICATION OF TEACHING COMPARISON STRUCTURES INTO COMMUNICATIVE METHOD

Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu APPLICATION OF TEACHING COMPARISON STRUCTURES INTO COMMUNICATIVE METHOD I THE BACKGROUND OF THE STUDY As a teacher of English, through many years of teaching at Dieu Cai High School, I see that many students have many difficulties in speaking English, including students in grade 12 In general, even most of the first-class students they are just good at grammar This puts questions and solutions to me By finding and studying in documents, combining personal experience and teaching experience from my accompanies, I decided to choose the study named: Application of teaching comparison structures into communicative method First, I chose it for the purpose, that is, it has a high level of practical application A learner not only learns English for his exam - or for any demands his company forces him, besides he learns it for communication, to communicate with foreigners Communication plays an important part in society of human beings Every day people have to use their language to communicate, to get and exchange information, thoughts, feelings…For short, there would not be any society of human beings if communication activity did not happen Second, another reason is because of the objective demands of education development at present It is now that teaching and learning activities are appreciated mainly by how much knowledge students get from the lectures, students play the most important part in learning It is also easy to apply this method and it makes my lecture more active and successful Finally, the main reason is that this method is quite interesting and I consider it as a new method because it has never been applied in my school The students in my classes were almost interested in it and so was I The atmosphere of the class was more rousing, the class had more volunteers, laughter and Vietnamese was spoken fewer Actually and fortunately I couldn’t use this method frequently because time for each period is limited The thing that teacher forced to teach closely according to the content of the textbook is also a limit to me sometimes Above those are the reasons as well as the impulses made me write this study II PRACTICAL AND THEORETIC BASIS THEORETIC BASIS Some of my lesson plans were applied from some methods of the writer Suzanne W.Woodward I redesigned some to be suitable for contents and exercises in English textbooks of grade 10 They mainly include the application of communicative method Therefore, it is necessary to know what the communicative method is The communicative method emphasizes on the communicative ability of semantics of the message instead of focusing only on the grammatical and phonetic perfection That is appreciated in ability and Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu capacity for what learner has learned from the lessons as well as the knowledge on foreign language We all know that the new thing is often derived from the old one Teaching English with the method above is similar This method is developed owing to the traditional method Even though teaching methods are defined in many ways, in my opinion, there are three main methods: 1.1 Traditional teaching method: For this method students listen and write all things which a teacher conveys, try to remember or learn things by heart and then they have to retell the old lessons by “checking old lessons” of the teacher This means that teacher plays a main part during learning and teaching activity It gives students knowledge about grammar but it is difficult for them to speak English then 1.2 Purely communicative method: This is the method aiming to limit students to speak their native language Through pictures, gestures…, students may understand the content of the lesson they are learning and know ways to carry out activities to penetrate it This method is used almost by automatic reflect, more suitable for children, so the logic of the content is needed, if not the learning will be interrupted 1.3 Combination of the methods (Combination between purely communicative method and traditional method) This is also the method creating the name of this study This method is for students in low-level class, as it is not able to apply the purely communicative method or the traditional method It is formed by the combination of the two methods to consolidate and develop students’ continuing learning ability Therefore, I see it is the most appropriate method to apply for all kinds of student, especially for the students in low- level class Students not only acquire knowledge in traditional ways but also develop speaking ability fluently and creatively, from the introduction of the teacher and teaching aids Sometimes, lively and practical theories should be taught before practicing I used this method (combination of the methods) to teach my students and I see it quite better than the application of traditional methods However; in some cases, if the purely communicative method may not be quite applied, I think the combination of the methods is the most suitable PRACTICAL BASIS Since old days in many branches, people have used English for communication There were many people unsuccessful in learning English beside those who were successful They spent a lot of time and money learning English but they failed What were the reasons? There were many different causes In my opinion, I think these were mainly because of our ways of teaching and learning Some of our teaching and learning methods were still too old and traditional Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu So far, teaching for speaking English at general schools has not been applied regularly Traditional ways have still used too much, which some have been out of date Only has Grammar almost taught for getting high marks in examinations Students did not have many chances to talk English to others These were the reasons why students could not develop their speaking Also, it was easy for students to forget what they had just learned Nowadays, the demands for learning English are higher and higher In my school many students haven’t spoken English fluently yet They have a lot of difficulties in speaking English while, in near future, students have to get a standard of English skills after graduating from high school, including mainly communicative skills It is a difficult problem for us and not easy to fulfill in a short time In diplomatic relations, using foreign language to communicate also plays a very important part That is the communication among people, groups of people, nations Every day there are thousands of transactions, business, branches, organizations and companies in the world using English for communication Communication is considered as a bridge to connect people, nations, friendship, development, co-operation, peace… Using of English for communication may be understood in many different ways Learning English is not only for examination but also for many other purposes such as: teaching, studying, translation, jobs… of all the purposes, almost learners first they learn English for speaking fluently Those who can speak fluently a foreign language, this means that they have learned English in right ways PRACTICAL STATES 3.1 Advantages: The school managing Board always takes care of the development of English subject and supplies facilities, teaching aids to improve its quality English teaching staffs are always interested in teaching career, if someone has any difficulty in teaching they are ready to show their help The teaching Staffs and the Union of the School are ready to support plans of English Group and cooperate with Group to educate and remind students to learn English Along with launching the movement of the English Olympic examination on the internet, every year the school often organizes the competition named “The sound of the golden Gong”, including oral tests about English, which creates a very good field for students to learn English 3.2 Disadvantages: As a school located in a rural and mountainous area, it is poor and still lacks of many things It is not enough classrooms, labs, facilities… for students, parents are poor so they may not take care of their children well as they want Also, many students are not much aware of learning English, even some have many passive thoughts of English because of the objective causes This certainly influences on their enthusiasm for English Many are not interested in learning it and many are Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu afraid of speaking in front of the crowd They not also have many chances to communicate with native speakers who are English III ORGNIZATION AND PRESENTATION OF THE SOLUTIONS PURPOSES: Some solutions of the study should be flexibly applied in accordance with the design of the textbook Knowing the ability of my students, I designed the lesson properly, according to the demand of the lesson This study aims for the developing of some communicative skills for students in general schools, especially for students in grade 10, who are not good at this skill very much Ways and stages to teach are the same, but for students who are not good at English, I not put in my teaching with difficult words or sentences When I want to review any kind of theory, which the purely communicative method may not be used, I will use the combination of the methods to teach so that students can understand better my teaching before practicing This keeps them unembarrassed, and my teaching is therefore more fluent SOLUTIONS: As mentioned above, teacher should choose one of the methods for each time to teach according to the purpose, the content, or the demand of the lesson, to find out ways to design properly suitable for students’ ability and knowledge Below I am going to present a teaching lesson designed from the textbook, LANGUAGE FOCUS part (Grammar and vocabulary), page 176, English 10 This lesson may be divided into two following stages: Stage - Provides some examples so that students elicit comparative structures from them (Review old lesson, because students already learnt them before) At this stage, the traditional method is mainly used first COMPARATIVES AND SUPERLATIVES Comparatives: Ex 1: I am taller than Mai Ex 2: She is more beautiful than her sister Superlatives: Ex 3: I am the oldest in my family Ex 4: He is the most intelligent boy in the class - Give the hints so that students elicit the structures of the comparative from the examples, underlines the letters which show the form of the comparative, subjects S1, S2… Similar to the structures elicited from the examples, teacher asks students to provide more examples Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu * Structures: Comparatives: S1 + to be + short adjective_er + than + S2 (Ex 1) S1 + to be + more + long adjective + than + S2 (Ex 2) Superlatives: S + to be + the + short adjective_est (Ex 3) S + to be + the + most + long adjective (Ex 4) - Use a small table designed properly, listing special cases (a, b, c, d) by giving some words to demonstrate TABLE Adjective (Root) Comparative Superlative a) big bigger the biggest wet wetter the wettest hot hotter the hottest funny funnier the funniest easy easier the easiest happy happier the happiest noble nobler the noblest new newer the newest clever cleverer the cleverest narrow narrower the narrowest good better the best bad worse the worse far farther/further the farthest/ the furthest many (much) more the most little less the least b) c) d) Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu - Ask students to elicit the rule for each case * Rules: a) Double last letter before adding _er or _ est b) Two-syllable adjectives ending “_y”, changing “y” into “i” before adding “er” c) Two-syllable adjectives ending “_le”, “_ow”, “_er”, adding the letter “er” for its comparative form and adding the letter “_est” to its superlative form d) The irregular case Stage Communicative activities are merged into exercises (Exercise 1, English 10) This stage is carried out below: Exercise 1: Write the comparative and superlative forms of the adjectives Adjective cheap expensive Comparative Superlative cheaper the cheapest more expensive the most expensive young _ happy _ _ big _ _ busy _ _ intelligent _ _ beautiful _ _ bad _ _ 10.far _ _ 11.new _ _ 12 dangerous _ _ Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu - Create tables from the original one: Table 1: Adjective cheap expensive Comparative Superlative cheaper the cheapest more expensive the most expensive young _ happy _ big _ busy _ _ intelligent _ _ beautiful _ _ bad _ _ 10.far _ _ 11.new _ _ 12.dangerous _ _ Table 2: The position of the adjectives in the table should be different from that of the ones in the table 2, to avoid students’ copying Adjective Comparative Superlative cheaper the cheapest more expensive the most expensive _ happy _ _ far _ _ expensive _ _ dangerous _ _ cheap _ young new intelligent _ Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu busy _ _ 10.big _ _ 11.beautiful _ _ 12.bad _ _ _ - Stick the tables on the blackboard as long as all students can see them clearly - Create any puzzle to students or teacher may give them marks by asking some representatives who have good writing to present before the class - Any group who finishes first or having more right answers than others are winners, and good marks will be given to them, one right answer for one mark - Exercise 2: Put the words in the correct order to make sentences or questions (English 10, page 176, 177) family/the/am/my/in/I/oldest I am the oldest in my family sister/me/my/than/younger/is class/who/oldest/the/the/in/is? passenger/plane/used to be/ Concord/world/fastest/the/in/the book/interesting/than/my/your/more/is/book bought/expensive/shop/the/in/watch/most/Peter/the cheapest/buy/you/shop/in/the/the/did/watch? difficult/German/English/is/than/more/much weather/better/today/than/much/is/yesterday/the - Ask students to the exercise and to present their answers It is more easy for them in the next activity when they have some minutes to learn by hearts all sentences Teacher may design some other questions and answers Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu - Deliver to each one card Each card contains one question suggested answering in the exercise in the textbook The cards are cut from the following handout: HANDOUT _ please! Who is the oldest in your _ please! Who is younger, your family? sister or you? _ please! What kind of plane is the _ please! Which book is more fastest in the world? interesting, your book or mine? _ please! Who bought the most _ please! Which is more difficult, expensive watch in the shop? English or German? _, Minh is the oldest in the class _ please! I bought the cheapest Now, question? watch in the shop Now, question? _ please! Which the weather is much better, today or yesterday? - The number of cards should be equal to the number of students in the class So teacher may copy many handouts as possible A student has to ask question to another student whose name is already written in the blank in his or her card - After each pair finishes their question and answer, teacher may act as a third person to ask more questions like this example below: Minh: Nga please! Which book is more interesting, your book or my book? Nga: My book is more interesting than your book (yours) Teacher: Nam, whose book is more interesting, Nga’s book or Minh’s book? Nam: Nga’s book is more interesting than Minh’s book Here I am going to list some methods having both grammar and communication Depending on purposes, aims, the design of the lesson or students’ knowledge, teacher should decide to review the lesson or reteach it Sometimes Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu teacher does not need to teach grammar but students can understand the lesson clearly GENERAL SOLUTIONS: 3.1) TEACHING COMPARATIVES * COMPARATIVE CARDS Materials: Small pictures Dynamic: Pairs Procedure: - Reminds the rules for the comparative, if necessary (Presented) - Arrange students in pairs, and give each pair two or more pictures to compare (We may want to stick to one topic, such as famous people, or have several types of pictures.) - Each pair writes comparisons of the two pictures For example, when we want to teach adjectives small, big, cheap and expensive, first students will have pictures and then the stages are carried out as follows: Bicycle/ cheap Car/ expensive Cow/ small Elephant/ big … - Provide the structure and then give an example for it: S1 + to be + short adjective_er + than + S2 Ex: Nam is tall Nga is short → Nam is taller than Nga 10 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu much Moreover, students should be provided more books, money and materials for good purposes when they need The teaching Staffs should remind and encourage students to learn English The managing Board should provide good facilities for learning and teaching Because of the character of this subject, sometimes students make noise which may cause bad influence to other classrooms, so the rooms for learning and teaching English should be designed properly The school should be equipped with computers, projectors, cassette player… It is also necessary to schedule for increasing more periods for English in communicative methods, and the policy of reward and punishment should be put in Due to the effects of this method, it should be opened to all schools and all places where people are learning English VI REFERENCE MATTERIAL Cẩm nang dạy và học tiếng Anh trung học phổ thông, Nguyễn Quốc Tuấn (chu biên), NXB GIÁO DỤC 2007 Đổi mới phương pháp dạy tiếng Anh ở THPT ở Việt Nam, Hoàng Văn Vân (Chu biên) ‘Vui học văn phạm tiếng Anh’, Lê Bình Minh-Nguyễn Hồng Hải-Phạm Minh Kha (2004) Nghệ thuật và khoa học DẠY HỌC, GS.TS Nguyễn Hữu Châu, NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM (2011) 30 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu VII APPENDIX LESSON PLAN, GRADE 10 UNIT 16 HISTORICAL PLACES (E LANGUAGE FOCUS) The 101st period Dated: 25/3/ 2015 Teaching class: 10A9 Name of teaching lesson: Comparatives and superlatives I Objectives: Educational aim: After learning students are able to know how to change a root adjective or adverb into forms of comparison (the comparative and superlative) Students can learn all rules for the comparative and superlative and then applying for communication Knowledge: - General knowledge: Students can know how to compare between two things or people - Language: Sentences and comparative adjectives or adverbs - New words: Words related to comparison Skill: From learning structures, students would be able to apply them for communication and vice versa II Method: Integrated mainly between communicative and traditional methods III Teaching aids: Textbook, worksheet, handouts and small tables IV Procedure: Teacher’s activities Student’s activities 1) Testing old lessons (5 minutes): - Testing the old lesson students - Preparing to answer - Dividing the blackboard into - Writing structure and giving the columns and calling upon each student example for each to write structure of comparison and give example for the structure * Comparatives: S1(short adjective): Structure: ……………………………………… 31 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Example: ……………………………………… S2 (long adjective): Structure: ……………………………………… Example: ……………………………………… * Superlatives: S3 (short adjective): Structure: ……………………………………… Example: ……………………………………… S4 (long adjective): Structure: ……………………………………… Example: ……………………………………… 2) Practicing (35 minutes): - Asking students to apply the rules they - Doing exercise have learned to Exercise in the textbook - Using small tables designed properly, whose contents take after the table in the exercise of the textbook (the position of the adjectives should be mixed up to avoid copying) - Looking at the tables - Writing the comparative and superlative forms of the adjectives - Sticks the small tables designed properly on the blackboard in provided that all students can see it clearly - Asking the representatives of the groups to present their answers before the class 32 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu - Creating challenge by giving good points to the group of students who first finish and best the work Key to the table Adjective chea p nsive igent cheaper the cheapest more expensive the most expensive the youngest happier the happiest bigger the biggest g y Superlative expe younger youn Comparative happ busier more intelligent big more beautiful the busiest busy worse intell farther/ further the worst beau tiful bad 10 far the most intelligent the most beautiful the farthest /the furthest newer the newest more dangerous the most dangerous 11.new 12.dangerous 33 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Key to the table Adjective Comparative Superlative young younger the youngest new newer the newest intelligent more intelligent the most intelligent happy happier the happiest far farther/ further the farthest /the furthest expensive more expensive the most expensive dangerous more dangerous the most dangerous beautiful more beautiful the most beautiful busy busier the busiest 10 big bigger the biggest 11 cheap cheaper the cheapest 12 bad worse the worst - Asking students to Exercise - Doing the Exercise in the text book - Asking students to write the - Writing the complete sentences complete sentences according to the suggested words in the textbook - Presenting the complete sentences - Calls some students to present the complete sentences Key to the Exercise 2: I am the oldest in my family My sister is younger than me Who is the oldest in the class? Concord is the fastest passenger plane in the world 34 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Your (My) book is more interesting than my (your) book Peter bought the most expensive watch in the shop Did you buy the cheapest watch in the shop German is English more difficult than The weather today is much better than yesterday - Delivering to each student the card cut from the worksheet - Receiving the card - Asking students to practice - Practicing in pairs and answer the (students’ answers are either in teacher’s questions examples or in free talks) As the third person, teacher asks students some other related questions Minh: Nga please! Which book is more interesting, your book or my book? Nga: My book is more interesting than your book (yours) Teacher: Nam, whose book is more interesting, Nga’s book or Minh’s book? Nam: Nga’s book is more interesting than Minh’s book - Correcting mistakes and giving - Taking notes the mistakes feedback after that 3) Consolidation exercises (5 minutes): - Asking students to exercises (choosing either exercise or exercise to teach) to consolidate what they have just learned - Doing exercises - Asking one student to speak out 35 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu each sentence in which has an Key error, other speaks out the right 1) He is older than he looks sentence to see where the error is Teacher and all class are the 2) Oxford is the one of the oldest universities in Europe judges 3) Who is the richest man in the world? Ex: S1: He is more older than he looks 4) Everything is cheaper in my country S2: No, He is older than he looks 5) This car is more expensive than John’s … Exercise Finding out one error for each sentence below 1) He is more older than he looks 2) Oxford is the one of oldest universities in Europe 3) Who is the most rich man in the world? 4) Everything is more cheap in my country 5) This car is more expensiver than John’s - Asking student to exercise (worksheet 2) - Asking one student to ask any question in the worksheet so that other answers - Doing exercise - Ask and answer questions Ex: S1: Who is the most handsome in our class? S2: Long is the most handsome in our class S3: Who is the best singer in our class? S4: Nga is the best singer in our 36 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu class Table Adjective cheap expensive Comparative Superlative cheaper the cheapest more expensive the most expensive young _ happy _ big _ busy _ intelligent _ beautiful _ bad _ 10 far _ 11 new _ 12 dangerous _ 37 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Table Adjective Comparative Superlative cheaper the cheapest more expensive the most expensive young new intelligent _ happy _ far _ expensive _ dangerous _ cheap _ busy _ 10 big _ 11 beautiful _ 12 bad _ Worksheet (It is cut into cards) Kim Anh, please! Who is the oldest in your family? Minh, please! Who is younger, your sister or you? An, please! What kind of plane is the fastest in the world? Nga, please! Which book is more interesting, your book or mine? Cam, please! Who bought the most expensive watch in the shop? Nhan, please! Which is more difficult, English or German? Duy, please! Minh is the oldest in the class Now, question? Oanh, please! I bought the cheapest watch in the shop Now, question? Hanh, please! Which the weather is much better, today or yesterday? Phi, please! Which the weather is much better, today or yesterday? Hau, please! Who is the oldest in your family? Phuoc, please! Who is younger, your sister or you? 38 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Hoai, please! What kind of plane is the fastest in the world? Quang , please! Which book is more interesting, your book or my book? Hoang , please! Who bought the most expensive watch in the shop? Quy, please! Which is more difficult, English or German? Huong, please! Thinh is the oldest in the class Now, question? Suong, please! I bought the cheapest watch in the shop Now, question? Thuy Linh, please! Which the weather is much better, today or yesterday? Tai, please! Thang is the oldest in the class Now, question? My Linh, please! What kind of plane is the fastest in the world? Phuong Thanh, please! Which book is more interesting, your book or my book? Loan, please! Who bought the most expensive watch in the shop? Van Thanh, please! Which is more difficult, English or German? Loi, please! Minh is the oldest in the class Now, question? Cong Thanh, please! I bought the cheapest watch in the shop Now, question? Ly, please! Which the weather is much better, today or yesterday? Thang, please! Which the weather is much better, today or yesterday? Man, please! Thang is the oldest in the class Now, question? Thong, please! I bought the cheapest watch in the shop Now, question? Thu, please! Which the weather is much better, today or yesterday? Thuy Tram, please! Thang is the oldest in the class Now, question? Thuong, please! What kind of plane is the Tuyet, please! Which book is more fastest in the world? interesting, your book or mine? Minh Tram, please! Who bought the most Xuan, please! Which is more difficult, expensive watch in the shop? English or German? Worksheet Answer the questions about your classmates in complete sentences Who is the best singer in our class? Who is taller Huong or Loan? 39 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu Who has the longest name? Who has the nicest motorbike? Who has studied English the longest? Who has the largest shoes? Who has more books now, Duy or Anh? Who learns English best? Who is fatter Linh or Nga? 10 Who is the most intelligent in class? 40 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu 41 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu 42 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu 43 Experience initiative: Application of teaching comparison structures into communicative method-Quách Đại Châu 44 [...]... Linh or Nga? 10 Who is the most intelligent in class? 40 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu 41 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu 42 ... TRADITIONAL METHOD AND COMBINATION OF THE METHODS (Traditional and communicative method) , please stick off the square on the right TRADITIONAL METHOD 1 No idea 2 Normal 3 Dislike 4 Like 5 Very like □ □ □ □ □ COMBINATION OF THE METHODS (Traditional and communicative method) 1 2 3 4 5 No idea Normal Dislike Like Very like □ □ □ □ □ SHEET 2 How do you think about TRADITIONAL METHOD AND COMBINATION OF THE METHODS... that she would have to move out 24 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu 3.3) COMBINATION OF FORMS OF COMPARISON * COMPARE THEM (THINGS) - COMPARATIVE Materials: worksheet Dynamic: Pairs/ Small groups Procedure: - Put students into pairs Assign each pair a different topic of comparison Example: Pair 1: Two fast-food restaurants Pair... Application of teaching comparison structures into communicative method- Quách Đại Châu VII APPENDIX LESSON PLAN, GRADE 10 UNIT 16 HISTORICAL PLACES (E LANGUAGE FOCUS) The 101st period Dated: 25/3/ 2015 Teaching class: 10A9 Name of teaching lesson: Comparatives and superlatives I Objectives: 1 Educational aim: After learning students are able to know how to change a root adjective or adverb into forms of comparison. .. initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu Dynamic: Whole class Procedure: - Review the rules for superlatives, if necessary Give each student a card and a piece of paper Tell the students to write, on the reverse of their cards, the superlative form of the adjective on the front Suggested adjectives (for a lower-level class, we will of course... Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu much Moreover, students should be provided more books, money and materials for good purposes when they need The teaching Staffs should remind and encourage students to learn English The managing Board should provide good facilities for learning and teaching Because of the character of this subject,... SUGGESTION: In a higher - level class, the pairs can write a paragraph in stead of individual sentences * COMPARISON IN EQUAL DEGREE Materials: None Dynamic: Pairs Procedure: 25 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu - Provide the structure of equal comparison, if necessary Give example for the structure S1 + to be + (not) + as... many vocabularies In each teaching period, they did not talk much Vietnamese They were more excited about giving their opinions, active and creative ideas These also made me interested in teaching By taking ideas from students, I had the results of this method from the sheets as follows: 26 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu... Procedure: - Put students into pairs or groups of three Give each group one copy of the worksheet - Students work together to find all the comparative and superlative forms The forms may be up, down, forward, backward, or diagonal We may prefer not to include the word list on the worksheet 14 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu... MORE 15 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu MOST WORSE WORST 16 Experience initiative: Application of teaching comparison structures into communicative method- Quách Đại Châu WORKSHEET B (lower level) Find the comparative and superlative forms of the words on the list The forms may be listed up, down, forward, backward, or