Some practice activities help students learn language focus part in english 11 (basic) effectively

TABLES OF CONTEN TS Contents I INTRODUCTION 1.1 Reasons for choosing the topic: 1.2 Purpose of the topic: 1.3 Research subjects: 1.4 Research Methods: II CONTENTS OF THE STUDY 2.1 Rationale of the study 2.2 Current status of the problem before applying the study 2.3 Some practice activities help students learn language focus Page 2 3 4 effectively in English 11 (Basic) 2.3.1 Practice activities’ pronunciation part 2.3.1.1 A young woman: 2.3.1.2 Try two drums: 2.3.1.3 Gap fill: 2.3.2 Activities to practice grammar 2.3.2.1 Collocate me 2.3.2.2 Sentence completion 2.3.2.3 I enjoy singing 2.3.2.4 Listen, look and say 2.4 Effectiveness of the study for educational activities, with myself, 6 11 11 12 13 15 17 the colleagues and the school III CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions 3.2 Recommendations REFERENCE BOOKS 18 18 18 19 I INTRODUCTION 1.1 Reasons for choosing the topic: In recent years, the Ministry of Education and Training has introduced a seven-year English textbook program to be implemented in high school nationwide in order to meet today's new practical needs Each unit of study is compiled in five basic sections: Part A: Reading Part B: Speaking Part C: Listening Part D: Writing Part E: Language focus Throughout the teaching process we can clearly see that in sections A, B, C, and D, the design of relatively well-defined training activities makes it easy for both teachers and students Capture your tasks through specific tasks in the textbook while still enhancing your students' high-level communication skills through activities such as: Asking, answering, pairing, group works, interviewing, reheating However, over the years of teaching, I found that the organization of teaching the language focus part at high school has encountered many difficulties, obstacles The amount of knowledge in a Language focus course should be relatively high, the practice of new grammar knowledge is poor, purely grammatical, lack of communication Therefore, the results of knowledge acquisition in a small group of students is low Students take part in this class is not natural, passive, which makes the lesson becomes tedious, lack of depth In the academic year 2016-2017, I was assigned by the school to the 11th grade classes, myself trying to learn and explore ways to effectively teach language focus, especially language focus classes in textbook grade 11 ( basic) How to create many easy-to-remember activities to help students practise this dry, hard-to-learn, language focus session is something that I personally concern, worry, think Therefore, in this experience initiative I would like to share with my colleagues: "Some practice activities help students learn language focus part in English 11 (Basic) effectively " 1.2 Purpose of the topic: In this initiative, I want to find out how to practise the language focus part of the textbook program 11 in a simple and effective way Besides that giving out a number of typical activities that apply to the 11th grade language focus to improve problem solving skills in the language focus section for students in particular and the quality of teaching this skill in general 1.3 Research subjects: This study focuses on the student's interest in language focus and provides a number of activities to help students effectively practice this content element of English books 11 (basic) 1.4 Research Methods: Methods to build the theoretical basis: Learn the reality of the problem then find out the solutions to solve the problem Methods actual survey, gathering information: Distributing questionnaires learning attitude of students towards subjects in English before performing the subject Then gather information to grasp the spirit of their learning Statistical methods, data processing: After applying the theme will be the result statistics about the level of student progress to evaluate the success of your project II CONTENTS OF THE STUDY 2.1 Rationale of the study The Language Focus section of English textbooks in Class 11 consists of two main sections, Pronunciation and Grammar Each topic requires that teachers and students access to a variety of contents In Pronunciation, grade 11 textbooks ask students to practice the pronunciation of pairs or bunches of consonants in vocabulary and in pronunciation of language This knowledge is considered to be very important as it helps to practice the language of communication in practice and in adapting to the learning of listening, speaking and reading skills In addition, Grammar also requires teachers and students to work with a greater amount of knowledge This section deals with the grammar issues of each unit and the grammar of the entire program Teaching Language Focus is becoming more important as it occupies a significant portion of the current national exam However, we can see that these items are simply designed in the form of boring exercises, lack of communication and therefore often not create interest in learning for students From this fact, teachers have to find more effective teaching methods to solve the above problems 2.2 Current status of the problem before applying the study 2.2.1 For students: To know exactly about the excitement of learning English and whether they like learning language focus or not I conducted the questionnaire with 90 students in classes 11A1 and 12A2 Sample survey forms are as follows: Please tick your choice 1.You like or dislike studying English? Like very much Like Normal Dislike 2.You like learning language focus part? Like very much Like Normal Dislike 3.Why you like (dislike) to learn language focus lesson? Thank you for your cooperation ! And this is the result: T otal Like very Like 90 hs Before much Sl % Sl 10 11.1 15 Normal % Sl 16.7 25 % 27.8 Dislike Sl 40 % 44.4 applying the study From the above results, I find that: Most students are not interested in learning English in general and language focus in particular Most students think that English is a difficult subject, most of them are afraid to learn this subject The number of students with knowledge of skills is minimal They also said that language focus courses are difficult to grasp, abstract and difficult to understand Forms of textbook practice are poor, boring and monotonous The lessons in this skill are usually tedious, theoretically theoretical, and there is no communicative activity for the student to participate Because of the above reasons, they are very passive in class, not interested and ineffective In addition, the high school that I teach myself is the one located in rural and sparsely populated area with alot of economic difficulties The main income of the people is based on agriculture, so the investment for children's education is not paid attention by parents Therefore, students face many difficulties in studying, even children not have enough materials for learning 2.2.2 For teachers: The majority of teachers who teach the language focus, especially the English 11 (basic) program, find that: They are very upset when they start a language focus session for the following reasons: - The amount of knowledge given for one lesson is too much Each period Teacher must address two main areas, Pronunciation and Grammar (and vocabulary) - The form of the design of the exercises is very monotonous, poor in content, grammatically, abstract and difficult to understand, and lack of communication skills, one of the most important skills must be achieved after each language lesson Because of the above reasons, teachers are having a hard time teaching this part of language Usually the language focus lesson is very tedious, not as exciting as the other skills 2.3 Some practice activities help students learn language focus effectively in English 11 (Basic) 2.3.1 Practice activities’ pronunciation part 2.3.1.1 A young woman: Unit 4: Volunteer work Purpose: Practice the consonant / w / and / j / Time: minutes Preparation: Picture of a girl and printed drawings Organization: Teamwork Process: Step 1: The teacher divides the class into groups of students Step 2: Teacher hangs a picture of a girl, A YOUNG WOMAN to introduce two consonants / w / and / j / Step 3: Teachers give each group a set of printed drawings Step 4: Each group wrote the words based on the drawing of the sub-table, divided into two columns according to the pronunciation of consonant / w / and / j/ Step 5: Timeout, the teams paste the results on the board Step 6: The teacher selects the best group for bonus points and pronunciation exercises Picture: A YOUNG WOMAN Picture card: 1 Mục 2.3.1.1 hoạt động tác giả tự biên soạn sau nghiên cứu nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số 365 DAYS = Answer: /w/ /j/ worker, waiter, watch, whale, worm, wine yoga, the USA, yacht, year, computer, yawn 2.3.1.2 Try two drums: Unit 6: Competitions Purpose: practice the consonant / tr /, / dr / and / tw / Time: minutes Preparation: one word table for each group Organization: Teamwork Process: Step 1: The teacher introduces consonants / tr /, / dr / and / tw / through the phrase try two drums by sticking them up on the board.2 Mục 2.3.1.2 2.3.1.3 hoạt động tác giả tự biên soạn sau nghiên cứu nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số Step 2: The teacher divides the class into groups of students, giving each group a word Step 3: Discussing, the groups find the missing words to make meaningful words Step 4: Underline extra words with the remaining words Step 5: The teacher grades the group with the quickest and the best performance Step 6: Teach the whole class to pronounce the words in the table Word table: ousers ol eam .in .agon ee ink opical elve agedy affic ess en ance .ill .unk iver .op .ial enty um traffic dress entrance drill drunk driver drop trial twenty drum Answer: trousers control dream twin dragon 2.3.1.3 Gap fill: tree drink tropical twelve tragedy Unit 8: Celebrations Purpose: Introduce and distinguish three sounds / fl /, / fr / and / θr / Time: minutes Preparation: Photocopying handouts Organization: Teamwork Process: Step 1: The teacher divides the class into groups and handouts the groups Step 2: The task of the groups is to find the word with one of the three sounds / fl /, / fr / or / θr / replace the hints in the given sentences Step 4: The team that finds the correct word is the winning team Handout: Missing Suggested sentence word You should buy a to keep the food fresh longer The to Ha Noi was delayed, so I had to wait at the airport for 30 minutes Many people became homeless after the A sore is a popular illness to teachers Hold a true Eternal A Use colourful with your both hands is my favourite song is an animal having beautiful eyes to embroider this dress Answer : fridge friend fight flame flood frog throat thread 2.3.2 Activities to practice grammar 2.3.2.1 Collocate me Unit 1: Friendship Purpose: Practice using To-infinitive after noun, adjective 10 Time: minutes Preparation: handouts of incomplete sentences How to organize: Group activities Process: Step 1: The teacher divides the class into groups of six students and handouts the groups Step 2: The task of the groups is to complete each statement at least by a Toinfinitive or a cluster containing To-infinitive Students give as many answers as possible Step 3: The groups submit the results, the teacher checks, comments and awards Example: I have some letters this morning ( to write/to type/ to send ) Handout: Number Hint sentences The next train is the 2.30 train I have something today I am very glad .the news He is looking for a flat I am sorry you 2.3.2.2 Sentence completion Unit 1: Friendship Purpose: Practice using Bare-infinitive after noun, pronoun, adjective Time: minutes Preparation: handouts of incomplete sentences How to organize: Group activities Process: Step 1: The teacher divides the class into groups of six students and handouts the groups 11 Step 2: The task of the groups is to observe pictures and choose suitable pictures for sentences with the verbs see, watch, let The groups then write the sentences in six meaningful sentences Step 3: The groups read the results, the teacher checks, comments and awards Sheet1: A D B C E F Sheet 2: We heard them She watched her son His parents let him Her mother made her I saw him Do you feel the earth .? Answer: C We heard them sing Happy Birthday to their friend 12 B She watched her son fly the kite in the yard A His parents let him go to school by bike D Her mother made her the housework E I saw him play computer game in his room F Do you feel the earth move? 2.3.2.3 I enjoy singing Unit 4: Volunteer work Purpose: Practice using the verb add -ing Time: minutes Preparation: drawing board and incomplete sentences How to organize: Group activities Process: Step 1: The teacher divides the class into groups of six students and handouts the groups Step 2: The task of the groups is to observe, discuss and complete the sentences in the table by combining the figures Step 3: The groups read the results, the teacher checks, comments and awards Table of incomplete sentences: She is good at both Since he retired, Mr Pike has spent most of his time , she won the prize The man enjoys is her favourite job The two boys are She is decorating the cake after the boy feels like , the man is talking about it happily Picture Table: 13 Answer: She is good at both singing and playing the guitar Since he retired, Mr Pike has spent most of his time working in the garden Having caught the biggest fish, she won the prize The man enjoys having a good meal in the open/outdoors Teaching Maths is her favourite job The two boys are talking while they are having cake She is decorating the cake after having baked it the boy feels like sleeping at his desk Having bought a car, the man is talking about it happily 2.3.2.4 Listen, look and say Unit 13: Hobbies 14 Purpose: practice emphasizing structure with It Time: minutes Preparation: two sets of cards for two groups3 How to organize: Group activities Process: Step 1: The teacher divides the class into two groups and hands out a card to each student from the two groups of cards Step 2: Teacher reads a word, students with relevant cards raise their hands When invited, the student reads one or two sentences as suggested in the card The group will score a point in the accepted statement If the student placed two or three sentences from the figure, the team scored two or three Step 3: Teacher comments, gives praise and points Teacher’s word table: children cooking football house dog bags Picture card: newspapers book Suggested answer: Mục 2.3.2.1; 2.3.2.2;2.3.2.3;2.3.2.4 hoạt động tác giả tự biên soạn sau nghiên cứu nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số 15 The three children are singing it is the three children who are singing The boy is playing football it is the boy who is playing football The dog bites the man it is the man that the dog bites 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school Thanks to the good use of the above activities, the achieved results during the past school year in Grade 12 I taught are very positive Comparing the results of the questionnaire from the begging to the end of the study, we can the following results: Total Like very Like much 90 studens(11A1,11A2) sl % sl After applying the 25 27,8 40 Normal % sl 44,4 15 Dislike % sl 16,7 10 % 11,1 study The majority of the children are interested in the subject, ready to participate in the activities required by the teacher during a period "language focus" in particular and English in general With this experience I have promoted students' positiveness and creativeness in learning activities A large number of students gain the knowledge, skills and solve language problems for themselves enthusiatically The majority of students not like this subject at first, they have become confident in their capabilities And the results of their study have more positive change Results 2016-2017 academic school year: (Before applying the study) Total 90 students (11A1,11A2) Excellent sl % 3,3 Good Fair sl % sl 15 16,7 30 % 33,3 Very bad sl % 42 46,7 16 Results 2016-2017academic school year: (After applying the study) Total 90 students Excellent Good sl % sl % 10 11,1 30 33,3 Fair sl 40 Very bad % sl % 44,5 10 11,1 (11A1,11A2) III CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions Teaching English at high schools, especially those located in areas where the economy is difficulty is a hard work, however, that is not an impossible mission To solve these problems, the first thing that requires teachers to have the mind to the job, hard to explore teaching methods to suit each student audience, gradually resolve the difficulties, discipline problems of a most efficient way 3.2 Recommendations Through this study, I want to contribute a small part in helping students practice language focus through specific training activities most effectively, and also the desire to share a bit of teaching experience I taught in English 11 with all colleagues I really hope that it will be a useful resource for the teaching of language focus parts most efficiently XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 25 tháng năm 2017 Tôi xin cam đoan SKKN viết, không chép nội dung người khác (Ký ghi rõ họ tên) Nguyễn Thị Đan 17 REFERENCE BOOKS English 10,11,12 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục English 10,11,12-Teacher book (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất giáo dục Thiết kế giảng Tiếng Anh 10,11,12 (Chu Quang Bình) –Nhà xuất Hà Nội Giới thiệu Giáo Án Tiếng Anh 10,11,12 (Vũ Thị Lợi, Đồng Thị Yến Trang, Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim Dung)-Nhà xuất Hà Nội Hướng dẫn thực chuẩn kiến thức, kĩ môn Tiếng Anh THPT – Nhà xuất Giáo Dục Việt Nam Hình ảnh minh họa từ nguồn Internet 18 19 ... colleagues: "Some practice activities help students learn language focus part in English 11 (Basic) effectively " 1.2 Purpose of the topic: In this initiative, I want to find out how to practise the language. .. small part in helping students practice language focus through specific training activities most effectively, and also the desire to share a bit of teaching experience I taught in English 11 with... are having a hard time teaching this part of language Usually the language focus lesson is very tedious, not as exciting as the other skills 2.3 Some practice activities help students learn language