SỞ Y TẾ TỈNH HÀ TĨNH 2148.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 UBND TiNH HA TINH SOY TE S6:GZA 41/HD-SYTNgười ký: Sở Y tế Email: soyte@hatinh.g ov.vn Cơ quan: Tỉnh Hà Tĩnh Thời gian ký: 23.10.2017 14:41:16 +07:00 CONG HOA XA HOI CHU NGHIA VIVI' NAM Doc lap — Tty — lignh phtic Ha Ttnh, thang 10 nam 2017 HVONG DAN Trie'n khai cong tic Ke khai tai san, thu nh4p nam 2017 Can ct'r Nghi dinh so 78/2013/ND-CP 17/7/2013 dm Chinh phu quy dinh ve minh bach tai san, thu nhap va Thong to so 08/2013/TT-TTCP 31/10/2013 cua Thanh tra Chinh phu huong clan thi hanh cac quy dinh ye minh bach tai san, thu nhap Sof Y to huerng dan K'e khai tai san, thu nhap nam 2017 nhu sau: I MIX DiCH nguiyi có ke khai; De danh gia clang so lugng,,chdt luting d6i khong trung lap, tranh thieu sot doi tugng can phai ke khai nham minh bach tai san, thu nhap cua ngtrefi có nghia vv ke khai; phvc vv cho cong tac quan 1)", can bO, cong chirc, vien chirc gop phan phong ngira va ngan chan hanh vi tham nhung tai dan vi minh phv trach II YEU CAU Ngtroi có nghia vu ke khai tai san, thu nhap phai ke khai rO rang, day trung thijc, dung theri han cac thong tin ve se) luting, gia tri tai san, thu nhap va giai trinh nhung bin d'Ong ve tai san, thu nhap theo quy dinh cua Luat Phong, chOng tham nhung, Nghi dinh va Thong to htrOng dan ve minh bach tai san, thu nhap nham khong de xay vi pham III NO DUNG DOi ttryng phii ke khai - Tdt ca dOi tugng thu(ic dien ke khai tai san, thu nhap theo Dieu cua Nghi dinh se) 78/2013/ND-CP 17/7/2013 dm Chinh phu va Dieu dia Thong to so 08/2013/TT-TTCP 31/10/2013 cua Thanh tra Chinh phu ve minh bach tai san, thu nhap - Thgc hien ke khai theo mau thOng nhdt (Phu lyc II Ban hanh kern theo Thong tte so 08/2013/TT-TTCP 31/10/2013 cua Thanh tra Chinh phY), nhung nguari da ke khai cac nam truov, nam khong có Bien dOng van tiep tuc thuc hien ke khai lai Cac btreec time hien BIthc 1: Xiiy dung ke ho9ch vet lap danh sach d4i tuvng ke khai Hang nam Phong TO chic can bO, Phong TO elide Hanh chinh cac dan vi truc thuOc So Y to xay dung Ke hoach va lap danh sach dOi tugng ke khai dung theo quy dinh, tranh trung lap, bo sot viec ke khai; danh sach ngtriyi phai ke khai la not cong tac chinh cua ngueri do, nhung not kiem nhiem khong phai ke khai, d6i tugng ke khai dugc xac dinh tir Thu truong,co quan den nguen cu6i ding theo quy dinh phai ke khai, then gian xay dung Ke hooch vas lap danh sach nguoi phai ke khai tai san, thu nhap truck 30/11 hang nom Tiep do, Thu truang cac don vi tivc thu6c vas Truing cac phong chuyen mon Sa Y to chiu trach nhiem huang dan, soot lai danh sach nguaii phai ke khai thu6c tham quyen quail ly cda dcm vi vas boo coo danh sach nguari phai ke khai ve Phong To chirc can b6, Sa Y t6 truck riga), 10/12 hang nom Buyir 2: Trinh tty, thu tuc, quan 1j5, sec' dung, khai thac, ding khai ban ke khai - Thuc hien theo DiL den Dieu 14 oh Nghi dinh s6 78/2013/ND-CP, 17/7/2013 dm Chinh phia; tir Dieu den DiL 10 cila Thong to so 08/2013/TT-TTCP 31/10/2013 dm Thanh tra Chinh - Then gian thgc hien viec ke khai tai san hoan chasm nhat tnrac ngdy 31/12 hang nom, tiled gian ding khai ban ke khai phai hoan truck ngdy 31/3 dm nom sau Bit& 3: Bao coo kit qua minh buch tai san, thu nhifp - Thuc hien theo Dieu 32 cUa Nghi dinh s6 78/2013/ND-CP, ngdy 17/7/2013 dm Chinh phil; tir Dieu 28, 29, 35 dm Thong to s6 08/2013/TTTTCP 31/10/2013 dm Thanh tra Chinh - Cac,Phong chuyen mon sex, ThU truing cac don vi truc thu6c boo coo danh sach doi tugng ke khai thu nhap ve Phong T6 chic can b6, boo coo ket qua minh bach tai san, thu nhap ve Phong Thanh tra So Y to (theo Phvc ltic IV vas danh sach can bo ke khai) truarc 15/3/2018 Y to tong hop giri Thanh tra tinh Ve trinh ttr, thii tuc ke khai, tiep nh4n ban ke khai tai san, thu nhap: De nghi cac don vi in ML ke khai tai san, thu nhap (Phu luc II) cho can b6, cong chirc, vier' chirc thuc hien ke khai Nguoi ke khai phai ky vao tong trang cua ban Ice khai Nguai ke khai c6 trach nhiem luu gift ban Ban ke khai cua minh (Quy dinh tai Diem 1, Dieu 10 dm Nghi dinh s6 78/2013/ND-CP) truck nip ve phong To chirc — Hanh chinh de phtic vu cho viec giai trinh ngu6n g6c tai san, thu nhap tang them Viec ke khai tong thu nhap nom dugc xac dinh nhu sau: + D6i vai nguen ke khai lan d'Au tien thi kS7ke khai dugc xac dinh tir 01/01/2017 den ke khai + D6i vii ngueri ke khai 1L thir hai dugc xac dinh tir tiep theo cua kSi ke khai lien ke tru6c den ke khai III TO THU'C HItN 1.Phong TO chirc can bO va Thanh tra So có trach nhiem tham num cho So Y to trien khai, huong an, don dOc kiem tra, tra; lap du lieu, tong hop bao cao ket qua viec minh bach tai san, thu nhap theo quy dinh Thu truang cac don vi trirc thuOc chiu trach nhiem trien khai, huong dan, don dOc, kiem tra; lap du lieu doi tuong ke khai tai san, thu nhap cua don vi minh de quail ly, tong hOp bao cao k6t qua viec minh bach tai san, thu nhap theo quy dinh De nghi Thu truang cac don vi to chirc trien khai day du, dung tin cac not dung tren Trong qua trinh thkrc hien neu có werng mac kip thai phan anh ve So Y to (Phong To chirc can bO) ...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 ... tri quy doi tir 50 trieu keg tref len O to, ma to, xe gan may, xe may (may uf, may xitc, cac loai xe may khac), tau thily, tau bay, thuyen va nhang kng san khac ma Nha nuerc quan 1T (theo quy dinh... dang ky sir dung va dugc cap giay dAng 14) co tong gia tri moi loai tir 50 trieu dtmg tr& len -6 to - MO to - Xe gan may - Xe may (may uf, may xac, cac loaf xe may khac) - Tau thily - Tau bay -... TA YE TAI SAN Nhaii., cong trinh xay cityng: a) Nha - Nha thir nhat: + Loai nha• Cap cong trinh + Dien tich xay dung: + Gia tri: + Giay chi:mg nhan quyen soy huu: + Th6ng tin khac (neu c6): -