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

Some practice activities help students learn language focus effectively in English 11 Basic.. Therefore, in this experience initiative I would like to share with my colleagues: "Some pra

TABLES OF CONTEN TS

2.2 Current status of the problem before applying the study 5

2.3 Some practice activities help students learn language focus

effectively in English 11 (Basic)

6

2.3.1 Practice activities’ pronunciation part 6

2.4 Effectiveness of the study for educational activities, with myself,

the colleagues and the school

17

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 do 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 2 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 do you like (dislike) to learn language focus lesson?

Thank you for your cooperation !

And this is the result:

T otal Like very

much

Before

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 do 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: 5 minutes

Preparation: Picture of a girl and printed drawings

Organization: Teamwork

Process:

Step 1: The teacher divides the class into groups of 6 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

1 Mục 2.3.1.1 hoạt động do tác giả tự biên soạn sau khi nghiên cứu các nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số 6

365 DAYS =

1

Answer:

/w/ worker, waiter, watch, whale, worm, wine

/j/ 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: 5 minutes

Preparation: one word table for each group

Organization: Teamwork

Process:

Step 1: The teacher introduces 3 consonants / tr /, / dr / and / tw / through the

phrase try two drums by sticking them up on the board.2

2 Mục 2.3.1.2 và 2.3.1.3 hoạt động do tác giả tự biên soạn sau khi nghiên cứu các nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số 6

Step 2: The teacher divides the class into groups of 6 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 ee affic iver

con ol ink ess op

eam opical en ance ial

in elve ill enty

agon agedy unk um

Answer:

2.3.1.3 Gap fill:

Unit 8: Celebrations

Purpose: Introduce and distinguish three sounds / fl /, / fr / and / θr /r /

Time: 5 minutes

Preparation: Photocopying handouts

Organization: Teamwork

Process:

Step 1: The teacher divides the class into 4 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 /r / replace the hints in the given sentences

Step 4: The team that finds the correct word is the winning team

Handout:

Missing Suggested sentence

1

You should buy a to keep the food fresh longer

2 The to Ha Noi was delayed, so I had to

wait at the airport for 30 minutes

3

Many people became homeless after the

4 A sore is a popular illness to teachers

5 Hold a true with your both hands

6 Eternal is my favourite song.

7 A is an animal having beautiful eyes.

8 Use colourful to embroider this dress

Answer :

2.3.2 Activities to practice grammar.

2.3.2.1 Collocate me

Unit 1: Friendship

Purpose: Practice using To-infinitive after noun, adjective

Time: 5 minutes

Preparation: handouts of 5 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

To-infinitive or a cluster containing To-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

1 The next train is the 2.30 train

2 I have something today

3 I am very glad the news

4 He is looking for a flat

5 I am sorry you

2.3.2.2 Sentence completion.

Unit 1: Friendship

Purpose: Practice using Bare-infinitive after noun, pronoun, adjective.

Time: 7 minutes

Preparation: handouts of 6 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 6 pictures and choose suitable

pictures for 6 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:

Sheet 2:

1 We heard them

2 She watched her son

3 His parents let him

4 Her mother made her

5 I saw him

6 Do you feel the earth ?

Answer:

1 C We heard them sing Happy Birthday to their friend

2 B She watched her son fly the kite in the yard

3 A His parents let him go to school by bike

4 D Her mother made her do the housework

5 E I saw him play computer game in his room

6 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: 5 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:

1 She is good at both

2 Since he retired, Mr Pike has spent most of his time

3 ., she won the prize

4 The man enjoys

5 .is her favourite job

6 The two boys are

7 She is decorating the cake after

8 the boy feels like

9 ., the man is talking about it happily

Picture Table:

1 2 3

7

Answer:

1 She is good at both singing and playing the guitar

2 Since he retired, Mr Pike has spent most of his time working in the garden

3 Having caught the biggest fish, she won the prize

4 The man enjoys having a good meal in the open/outdoors

5 Teaching Maths is her favourite job

6 The two boys are talking while they are having cake

7 She is decorating the cake after having baked it

8 the boy feels like sleeping at his desk

9 Having bought a car, the man is talking about it happily

2.3.2.4 Listen, look and say

Unit 13: Hobbies

Purpose: practice emphasizing structure with It

Time: 5 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:

Picture card:

Suggested answer:

3 Mục 2.3.2.1; 2.3.2.2;2.3.2.3;2.3.2.4 hoạt động do tác giả tự biên soạn sau khi nghiên cứu các nguồn TLTK 1,2,3,4,5 Hình ảnh từ TLTK số 6

1 The three children are singing.

it is the three children who are singing

2 The boy is playing football

it is the boy who is playing football

3 The dog bites the man

it is the man that the dog bites

4

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:

much

Like Normal Dislike

After applying the

study

25 27,8 40 44,4 15 16,7 10 11,1

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 do 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)

90 students

(11A1,11A2)