SỞ Y TẾ TỈNH HÀ TĨNH 09.signed tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh v...
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 UBND TINH HA TINH SCE Y TE So: /BC-SYT LONG HOA XA HOI CHU NGH1A VitT NAM D'O'c lfip - Tir - Hanh phut Ha Tinh, Olt thong 01 Wain 2017 BAO CAO Ktt qua thur hi0 Kt ho4ch phong cach, thai phuc vu cfia can bq y te huong tfii sty hai long cfia nguoi benh" Wain 2016 Người ký: Sở Y tế Email: soyte@hatinh.g Thvc hien Quyet dinh s6 2151QD-BYT 04/6/2015 dm B6 Y t6 phe ov.vn Cơ quan: Tỉnh duyet Ke hoach "D6i moi phong cach, thai d0 phvc vu dm can b6 y te huang tai Hà Tĩnh sv hai long dm ngtr6i benh" (sau day g9i IA Ke hoach), So Y t6 HA Tinh boo coo Thời gian ký: ket qua thvc hien Ke hoach nhu sau: 04.01.2017 14:54:30 +07:00 I KET QUA DAT DU VC Cong tac tuyen truytn, hien, to chtic thtrc hien ke ho4ch Tren co so ke hoach oh BO Y te, SO Y to da xay dung Ke hoach s6 1333/KHSYT 03/7/2015 trien khai thvc hien ke hoach "D6i moi phong each, thai d6 phvc vu cda can b6 y te huang tai sv hai long dm ngtred benh" So Y to da lap Ban Chi ciao cap nganh g6m c6 11 vien Giam d6c So lam Truong ban (Quyet dinh s6 912/QD-SYT 02/7/2015) Ban Chi dao Nganh da xay dung quy the lam viec, phan ding trach nhiem cu the cho the vien Ban Chi dap (Quyet dinh s6 1053/QD-SYT 26/8/2015) Da t6 chirc H6i nghi trien khai Ke hoach va t6 chirc k cam ket thvc hien gifra Thu tnrang cac don vi vai Giam doe S6 Y t6 100% don vi lap Ban Chi ciao va xay dung ke hoach thvc hien, t6 chirc k cam ket gala thu truang don vi vai twang khoa/phong, giva twang khoa/phong cac nhan vien y te S6 da ban hanh cac van ban huang dan, chi dao, don d6c cac don vi trien khai thvc hien K'e hoach; Thong tu s6 25/2015/TT-BYT 01/10/2015 Quy dinh horn thu gop y tai co so y te; Thong to s6 43/2015/TT-BYT 26/11/2015 Quy dinh ve nhiem vu va hinh thirc t6 chirc thvc hien nhiem vu cong tac xa h'6i cua benh vien; Th6ng tu s6 45/2015/TT-BYT 30/11/2015 quy dinh ve trang phvc y te; ban hanh huang clan thvc hien de an lueng sv hai long dm ngtrei dan vai cac hoat d6ng cung cap dich vu y to va Phieu khao sat sir hai long ctia ngued dan d6i vai hog d6ng cung cap dich vv dm Tram y te; T6 chirc phat dOng phong trao thi dua "Doi moi phong cach, thai dO phvc vv cua can b6 y te huang tai su hai long dm ngtrad benh" gan vai xay dung co so y t6 Xanh — Sach — An toan va xay dung hinh anh nguoi can b6 y te mau mac voi cac tieu chi "03 )(ay, 03 chOng va 03 bier Chi dao Trung tarn Truyen thong - Gido dvc sire khoe tang cuong cong tac truyen thong tren Cong ThOng tin dien to cua So, viet, clang tai cac tin bai de tuyen truyen viec thuc hien va bieu &rang cac dien hinh Nhieu benh vien da dua tin, bai hoat dOng thuc hien Doi mbi phong each phic vv tai Website cua don vi nhu: Benh vien Da khoa tinh, Dire Th9, Nghi Xuan, Ky Anh Cac don vi da tri thuc hien Udn sat sir hai lOng nguai benh thang/lan Ket qua ty le hai long &roc cac benh vien khao sat nam 2016 dat 91,4%, do: Nhom tieu chi ve kha nang tiep can ty le hai long dat 91,8%; Nhom tieu chi minh bach thong tin va thu tic kham china benh ty le hai long dat 93,6%; Nhom tieu chi ye co so vat chat va phuang tien phvc vi nguoi benh ty le hai long 84,3%; thai dO ung xir va nang luc chuyen mon dm can b0 y to ts, le hai long dat 94,5%; Nhom tieu chi ve ket qua cung cap dich vv ty le hai long dat 92,7% (Phu lyc 1) Ngoai de dam bao tinh khach quan, danh gia dung mire hai long oh nguoi benh (sau benh nhan da xuat vien), So Y to da to chirc lay khdo sat skr hai long nguoi benh da dieu tri not tru tai cac benh vien qua dueyng buu dien (bang each gui thu kern theo phong bi có dan san tem), ket qua khao sat nhu sau: Ty le hai long chung 82.5%, nhom tieu chi ye kha rang tiep can ty le hai long dat 84,6%; Nhom tieu chi minh bach thong tin va thu tic kham china benh ty le hai long dat 83,6%; Nhom tieu chi ye co so vat chat va phuang tien phvc vi ngueyi benh ty le hai long 78,6%; thai dO ung xu va nang luc chuyen mon oh can 13.0 y t6 ts, le hai long dat 84,2%; Nhom tieu chi ye ket qua cung cap dich vv ty le hai long dat 83,6% T4p huAn nang cao ky nang giao tiep cho can b0 y t6 So Y to Ha Tinh da chu dOng xay dung ke hoach tap huan van hod giao tiep ling xir cho can b0 y to tai cac benh vien ding lap tinh Ha Tinh (Ke hoach s'6 797/KH-SYT 22/5/2015), xay dung tai lieu tap huan tren co sa tham khao tai lieu dm Tong 1-10i Y hoc Viet Nam, Throng Dai hoc Y duac TP F16 Chi Minh va 110i Dieu du'a'ng Viet Nam Da Cu 15 bao cao vien tham du lop tap huan bao cao vien BO Y to to chirc Sau &roc BO Y to to chirc tap huan, So da xay dung ke hoach va trien khai tap huan cho 50 bao cao vien la can b0 chu ch.& cua cac don vi va 01 lop ve chuyen de‘van hoa giao tiep ung nang caoy dire cho Twang, Pho phong TCHC, Dieu &fang truang cac benh vien vai , lugng 60 nguoi NOi dung tap huan la ky nang giao tiep, van Ma ung xfr cac tinh huong giao tiep vOi nguoi benh, vai nhan dan theo chuong trinh, tai lieu dm BO Y te; To chirc tap huan chuyen de an toan nguoi benh va doi mai phong each thai dO phvc vu cho hon 200 h9c vien la lanh dao cac don vi, twang cac phong chirc nang va cac khoa diem cila cac benh ...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 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 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 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 ... thirc, hanh dOng cila can b6 y te Duy tri, cting co hom tint gop Sr Thuc hien quy dinh hOm thu gop y theo Thong to s6 25/2015/TT-BYT cua BO Y te Quy dinh ve hOm thu gop y, tai cac don vi da trien... phan anh, S6 Y t6 gqi lai duang day nong cua Benh vien de giai quyet thi khong nghe may Co don vi, c6 phan anh qua Du6ng day nong nhang khong giai quyet kip thai va dirt diem vi ay ngtroi dan... lai dang xay dung ke hoach, 10 trinh trien khai thuc hien trang phvc y to theo quy dinh Titp tuc thirc hqn "dirolig day nong" theo Chi thi so 09/CT-BYT Viec tri hog deng dtromg day nong la met