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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 UBND TiNH HA TiNH SO Y TE Ski: c/SYT-NVY V/v tang cuamg cong tac phong, chong tai nan thuong tich va duoi mr6c tre em Người ký: Sở Y tế Email: soyte@hatinh.g ov.vn Cơ quan: Tỉnh Hà Tĩnh Thời gian ký: 27.09.2017 07:34:14 +07:00 viec Kinh CONG HOA xA HQI CHU NGHIA VIET NAM DO 14p - Tv - 119nh phtic Ha Ttnh, thong nom 2017 Cac dun vi Nganh Thkrc hien Cong van sa 4029/BYT-MT, 17/7/2017 ciia BO Y to ve tang cuang cong tac phong, chong tai nan thuang tich va duoi nu& tre em; hirang ling lai keu g9i cua Chit tich Uy ban nhan dan tinh tham gia huang *rig va ho tro,"Chien dich phong, chong duoi ntrac cho tre em mua Sa Y to de nghi cac don vi thuc hien cac nOi dung sau: 1.Trung tam Truyen thong - Giao chic sirc khoe, Trung tam YTDP tinh va cac huyen, pho, thi xa: - PhOi h9p vai cac boo dai, cac don vi có lien quan dia ban tang cuang cong tac thong tin giao dyc truyen thong teen cac phucmg tien thong tin dai chung,nham nang cao nhan thuc cua Ong &Mg ve nguy co, cac bin phap phong; chong mot so tai nan thuong tich thuang Op a tre em nhu duoi nuac, tai nan giao thong, ngO dOc, bong Thuc hien long ghep cac hoat dOng truyen thong phong, chong tai nan thuong tich, duoi nuac tre em vao cac chuong trInh muc tieu y to quoc gia, phong trao nang than moi., ve sinh yeu nuac nang cao sire khoe nhan dan - Phi hop vai 1-1Oi chit th4p do, cac don vi có lien quanciing co mang luai cong tac vien so ciru, cap ciru tai nan thuong tich tai cong &Mg (mang luoi y to than ban, hOi vien Hoi chit th4p do, tinh nguyen vien), tap huan kien thirc va 1c57 nang so ciru, cap ciru nham dam boo so ciru, va van, chuyen an toan cac truang h9p tai thuang tich tre em den co so dieu tri To chirc thong tin rung tai cho cong &Mg ve cac xir tri tre bi tai nan thuang tich luc cho can 130 y te, tam quan dm so, cap ciru tai cho, mang luai so dru, cap cu tai nan thuang tich, , din thoai cap dru hien có teen dia ban - Nang cao nang luc cho can bO y to xa, phuong ve phong, chiing tai nan thuong tich, dad nuac tre em va phoi hop voi cac ban, nganh, cac don vi CO lien quan tai dia phuong nhu Gido dpc, Lao &mg - Thuong binh va Xa hOi, phtj Thanh nien, tap huan ky nang phong, chong va so ciru, cap ciru tai nan thuang tich, duoi nuac tre em cho gido vien, ngtrai tong tre, Cac co sa kham benh, chfra benh: Nghiem tuc thuc hien cac nOi dung ve cap ciru ngoai vien da duoc quy dinh tai Quyet dinh so 3385/QD-BYT, 18/9/2012 dm BO Y t6 ban hanh danh mix vali thuiic cap ciru ngoai vien teen xe o to ciru thuang Tang cuang kien thirc, Ic5", nang cua nhan vien y to va trang thiet bi cham soc chan thuang thiet yeti tai ca so y to cac tuyen theo twang dan tai Quyet dinh so 12/2008/QD-BYT, 27/02/2008,cila BO Y to ve tieu chuan kien thirc, ky nang cua nhan vien y to va trang thiet bi cham soc chan thuang thiet yeu nham dam bao cap ciru va dieu tri cac trueng h9p tai nan thucmg tich tai cong d6ng Tat ca cac dan vi Nganh: - Tich ct.rc tham gia loi keu g9i cua Ch6 tich Uy ban nhan dan tinh huang irng "Chien dich phong, chong duoi nuerc cho tre em moa mua to, ho troy kinh phi hoc bai, nang cao kien thirc, k9 nang phong, chong duoi nueic cho tre em tai cac dia phucmg, gop phan xay dung "MOt xa hOi an toan han cho tre em" - M9i sir chia se, &rig gOp de nghi thong qua Van phong Thuemg trtrc Ban chi huy Phong, chong thien tai va Tim kiem ciru nan tinh, se duvc thong tin qua Dai Truyen hinh Trung ming (VTV1) va Dai Phat va Truyen hinh tinh Cac don vi bao cao ket qua thkrc hien cac not dung neu tren bang van ban ye Y to truirc 15/11/2017 de tong hap, theo &Oil*? Noi nhem: - Niur tren; - UBND tinh (de bao cab); - VP Thtrarng trice BCH PCTT&TKCN tinh; - Website So' Y te; - Luu: VT, NVY Girl: Ban giAy va dien tir 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 ...thuang thiet yeti tai ca so y to cac tuyen theo twang dan tai Quyet dinh so 12/2008/QD-BYT, 27/02/2008,cila BO Y to ve tieu chuan kien thirc, ky nang cua nhan vien y to va trang thiet... ban ye Y to truirc 15/11/2017 de tong hap, theo &Oil*? Noi nhem: - Niur tren; - UBND tinh (de bao cab); - VP Thtrarng trice BCH PCTT&TKCN tinh; - Website So' Y te; - Luu: VT, NVY Girl: Ban giAy... Van phong Thuemg trtrc Ban chi huy Phong, chong thien tai va Tim kiem ciru nan tinh, se duvc thong tin qua Dai Truyen hinh Trung ming (VTV1) va Dai Phat va Truyen hinh tinh Cac don vi bao cao