SỞ Y TẾ TỈNH HÀ TĨNH 910.signed tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh...
Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc LONG HOA XA HOI CHU NGHIA VItT NAM UBND TINH HA TiNH Dick lap — Tkr — Hanh One SOYTE S6: 9,10 /SYT-NVD Người ký: Sở Y V/v cap nh4t htrang dAn sir dung thu6c Ha Tinh, ngayArthang nam 2017 tế ch.Ong viem khong steroid (NSAIDs) va Email: khong /Thai aspirin soyte@hatinh.g ov.vn Kinh giri: Cơ quan: Tỉnh - Cac dun vi kham chira bOh; Hà Tĩnh Thời gian ký: thi xa, ph6 ; - Trung tarn,Y to du phong cac 15.05.2017 - Phong Y to cac huyesn, thi xa, pho; 09:13:33 +07:00 - Cac Cong ty dugc tinh Can cu Cong van, s6 5749/QLD-DK 27 thang nam 2017 ,ciia Cyc Quan dugc - BO Y to v&' vi& cap nhAt hu6ng dan sir dung thuoc chong viem khong steroid (NSAIDs) va khong phai aspirin; So' Y to giri Phu ltic I "Nguy dam bao sir citing thu6c an toan, hgp co bien co teen tim mach lien quan den v* sir dung cac thuoc chong viem khong steroid, khong phai aspirin"; Phu lye II "Cac not dung thay doi, be, sung tren nhan, huang dan sir citing cua cac thuoc chong viem khong steroid, khong phai aspirin va diclofenac dung du6ng toan than"; Phu hic III "Cac not dung thay , b6 sung tren huong dan sir citing cua cac thuoc china diclofenac dung du6ng toan than" va you cau: , De' - Cac dun vi kham chcia Nnh thong bao r6ng rai cho can b6 vien chtrc cac khoa phong, b6 phAn biet thong tin lien quan den tinh an toan cua thuoc chong viem khong steroid (NSAIDs) va kh6ng phai aspirin; - Trung tam Y to du phong cac huye'n, thi xa, ph6 thong bao cho cac tram y to xa, ,phtiong, thi tran teen dia ban Net thong tin lien quan den tinh an toan cua thuoc chong viem khong steroid (NSAIDs) va khong phai aspirin; - Phong Y to cac huy0, thi xa, ph6 thong bao cho cac nha thu6c to nhan va cac co so hanh nghe y to nhan tren dia ban Net thong tin lien quan den tinh an toan cua thuoc chong viem khong steroid (NSAIDs) va kh6ng phai aspirin; - Cac Cong ty dugc thong bao cho cac chi nhanh, quAy thu6c, dg.i 13", he thong phan phoi cua minh biet thOng tin lien quan den tinh an toan cua thuoc chong viem khong steroid (NSAIDs) va khong phai aspirin; - Cac dun vi kinh doanh, sir citing thu6c tang cuang thgc hie‘n vie;c theo dai tac dung khong mong muon cua thuoc qua trinh sir citing va luu hanh Girl bao cao ADR (neu co) cua thuoc ve: Trung tam quoc gia ve Th6ng tin thuoc va Theo dal cac phan irng c6 hai cila thu6c (13-15 Le Thanh Tong, Quan Hoan Ki6m, Ha Nc)i) va Ph6ng Nghiep vu dugc - Si Y fL Noi nht:in: - Nhir tren; - Website Sa Y t6; - Liru: VT,P.NVD Giri van ban giay va die;ntir 'lime_ BO Y TE CUC QUAN LY DUOC CONG HOA XA HOI CHO NGHIA VICT NAM Doc lap - Tut — Hanh phfic PHU LUC I NGUY CO BIEN CO TREN TIM MACH LIEN QUAN DEN VIEC SU" DUNG CAC THUOC CHONG VIEM KHONG STEROID, KHONG PHAI ASPIRIN (Dinh kem theo cong van so5-170 /QLD-DK ngely2Mgclittia Cyc Quan ly Dine) Tong quan ve an toan tren tim mach ciia cac thuOc chtmg viem khong quan Quan 1y Dtryc phAm tren the gieri steroid va quyet dinh cua cac Co' quan Quan ly Thu& va Thyv pham Hoa K,y (USJ:DA): Tir dau nhimg nam 2000, du lieu thu dugc tir cac thir nghiem lam sang ngAu nhien co c"6 mau doi chirng bon da cho thay nguy ca huyet tim mach sir dpng cac thuoc chOng viem khong steroid (NSAIDs) ire the ch9n 19c tren COX-2 Thang 9/2004, nha san xuat Merck to nguyen rat rofecoxib khoi thi trikmg sau xac dinh dirge nguy Ca bien c6 tim mach tang len sir dung thu6c thir nghiem lam sang ve hqi chimg da polyp tuyen CO tinh chat gia dinh Day dugc coi la diem khOri dau cho su dai dm hang boat bao cao tong quan, phan tich g6p the thir nghiem lam sang va nghien curu dich to dugc hQc ye tat ca the NSAIDs irc the ch9n 19c tren COX-2 va khong ch9n 19c Ngay 9/7/2015, US.FDA tiep tic thong bao ve viec tang cuang canh bao nguy ca nhoi mau ca tim va d6t quy, sir dpng cac NSAIDs US.FDA yeu cau nhan thu6c va to HDSD cua tat ca cac thu6c NSAIDs can ke don va khong can ke dam (OTC) du can cap nhat de phan anh mot s6 thong tin nhu: nguy ca nh6i mau ca tim va d6t quy, c6 the xuat hien sam vai tuan du tien sir dung NSAIDs, nguy co tang ben sir dung NSAIDs lieu cao va keo dai CO quan niem cho thay tat ca cac NSAIDs deu CO nguy co tucmg tix Tuy nhien, theo US.FDA, chua CO dAy du bang chimg de co the xac dinh chac chan NSAID cu the nao c6 nguy Ca cao han hay thap han NSAID khac NSAIDs co the lam tang nguy co nhoi mau co tim hoac d6t,quy benh nhan mac kern hoac khong mac kern benh tim, CO ty le uac down khae hoac khong co cac yeu to nguy co xuat hien benh tim, giira cac nghien ciru, php thu6c vao loaf thu6c va lieu thuoc da sir dung Thang 11/2016, ket qua ctia thin nghiem lam sang PRECISION mai dugc ding b6 Day la mot thir nghiem lam sang niau nhien, mu doi, co doi chimg, cac nham sir ding thuoc song song nham danh gia d6 an toan tren tim mach dm celecoxib, ibuprofen hoac naproxen dieu tri thodi hoa khop hoac viem khap Bang thap benh nhan san co ho4 co nguy co cao xuat hien benh tim mach sir dung cac thuoc Ket qua cho thAy celecoxib su dung o mire lieu trung binh c6 d6 an toan tren tim mach khong thua kern ibuprofen holac naproxen Tuy nhien, da so benh nhan thir ...Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc Part A: Introduction I. Rationale The economic open- door policy pursued by the government of Vietnam has increased a demand for studying English. Many people are expected to be competent to communicate verbally with the outside world and to access technology. In correspondence to this trend, in almost all of schools, colleges, universities, English is a compulsory subject. HGMSS, where I have been working for 7 years, is not an exception. Besides the aim of passing their exams and getting some further studies for their future life, all students have a desire to be integrated into the culture, the civilization, and the people of English speaking countries. They expect to have a good knowledge of English to read books and magazines, to see films or to sing English songs, etc. As a result, learning English now is not only an interest but also a practical need for many people. Together with the growing demand for learning English, there has been an innovation in English teaching and learning methods everywhere in Vietnam. For a long time, language teaching in Vietnam was strongly influenced by the structuralist tradition. Emphasis was placed on mastery of language structures. Students have been taught how to form correct utterances and to understand the structures of the language without any consideration of language use. Students have been asked to learn every single word by heart, and translate or analyze grammatically every sentence in the text. The teacher has often taken up almost all the time in class explaining the form of language to students who were passive recipients. As a result, this kind teaching and learning, of course, has been the “production” of students who were structurally competent but communicatively incompetent. However, as the result of psycholinguistic and sociolinguistic research, language teaching has moved from the traditional to a more communicative approach. In this current approach, language is considered as a form of social behavior. The objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language. Communicative competence, according to Canale and Swain (1980), is made up of grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. 1 With 7 years of experience in teaching English at HGMSS, I find that students have to learn English in two semesters in the curriculum and English is often taught in the first school - year. At the end of each semester, the students have to take a written test, not an oral one. Therefore, most of the time is spent on grammar points because many of the students have never learnt English before and the teachers have to try to keep to the syllabus, that is, to finish the course- book entitled “Headway Elementary”. In addition, many students are too shy to speak in class whereas most of the grammar lessons are carried out in traditional methods. That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks. As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally. The question of how to equip students with grammatical competence so that they can use the language to communicate in any situation has become a matter of teachers of English in general and teachers of English at HGMSS in particular. For the above reasons, in this minor thesis, the author intend to figure out what difficulties are experienced by teachers in teaching grammar communicatively and then to give some suggestions to reduce the difficulties. II. Scope, objectives, significance, method and design of the study. II.1. The scope of the study The study is concerned with finding the teachers’ difficulties in teaching grammar communicatively for ethnic minority students at HGMSS. The study of others would be beyond the UBND TiNH BAc ... nguy ca bier' c6 bat lqi lien quan den tim va dOt quy, dac bit ten b8nh nhan co tien sir hoac c6 cac yeu to nguy ca xay benh tim ho4c dOt quy Hi8u qua dm ibuprofen hilen van vuat trOi nguy ca... nguy Ca cao han hay thap han NSAID khac NSAIDs co the lam tang nguy co nhoi mau co tim hoac d6t,quy benh nhan mac kern hoac khong mac kern benh tim, CO ty le uac down khae hoac khong co cac yeu... mach ciia cac thuOc chtmg viem khong quan Quan 1y Dtryc phAm tren the gieri steroid va quyet dinh cua cac Co' quan Quan ly Thu& va Thyv pham Hoa K ,y (USJ:DA): Tir dau nhimg nam 2000, du lieu thu