Sáng kiến kinh nghiệm dạy học tiếng anh được viết bằng tiếng anh là tài liệu tham khảo dành cho giáo viên dạy học bậc phổ thông. ý tưởng được đưa ra dựa vào thực tiễn giảng dạy và kinh nghiệm của bản thân.
Teaching experiment PART I: INTRODUCTION All the knowledge in life to be associated with each other The subjects at school are different, but always be associated, complementary Therefore, teaching towards integrating is the advanced, modern teaching trend that some teachers have done in practice Specially, English - a subject can integrate more knowledge of other subjects When construction of individual lessons in subjects in English class, the teacher will easily see the content of this lesson related to the knowledge from which to build towards integrated lesson plans, exploration, and development extensive knowledge in other subjects With lessons have content related to landmarks like Unit 11 Traveling around Viet Nam in grades 8, teachers can exploit the geographical position, climate, human characteristics, flora and fauna of Nha Trang, Da Lat , Ha Long and Sa Pa as geography or biology The students will enjoy participating in learning activities for all sites on the popular tourist spot that someone could have ever been to or seen much on TV The lesson of architectural culture, history as Unit 14 Wonders of the World (also in Grade 8), teachers can integrate into that knowledge of history, geography or art The work was built by whom? where? of which country? geographic location like? Or that work related events, historical figures? or its highlights the beauty of architecture, art worthy to be remembered? Lessons related to the environment such as Unit 16 Man and the environment (in grade 6), Unit 10 Recycling (In grade 8), Unit The environment (in grade 9), teachers are able to integrate knowledge from disciplines geography, biology or civic education by giving students learn about environmental concepts? The current environmental situation in Vietnam? In your area? How polluted is it? What should you to protect the environment, reduce pollution? some actions you have done? When teaching English, teachers can be able to integrate knowledge from different subjects and when such integration, lessons will be lively, to attract more students Since then students will actively study when presented his insights in other areas, other subjects in English class To present fluent knowledge of other subjects and knowledge from reality, they should try to learn vocabulary; grammar can express well, and so that they are actively learning, learn English a stimulating and active To catch up with new trends as well as recognizing the potential of students, I installed several integrated lessons to help them receive lessons interesting and more confident when using the language expressing their knowledge So I choose School year: 2017 – 2018 Page Teaching experiment the topic: "Integrating environmental education in English through Unit read in Tieng Anh 9" Through this writing, I want to create excitement for the children to study and to understand the importance of the environment So they will take the right actions to help protect the environment PART II: IMPLEMENTATION Theoretical backgrounds Environmental protection is one of many concerns globally In our country, protecting the environment is also a matter of deep concern Decision No 1363 / QD- TTg of October 17, 2001 by the Prime Minister on approving the project: "Bringing the contents of environmental protection in the national education system" and Decision No 256/2003 / QD - TTg dated 02 to 12 years 2003cua Prime Minister on approving the strategy of national environmental protection until 2010 and orientations towards 2020 have created a solid legal basis for the effort and determination environmental protection -oriented development of a sustainable future of the country Specifying and implementing the policy of the Party and the State, January 31 st 2005, the Minister of Education and Training has issued directives to strengthen environmental protection education, determination key tasks for 2010 and subsequent years for general education is to equip students with the knowledge and skills about the environment and environmental protection in the form of matching in the subject and through activities extracurricular activities, modeling green – clean - beauty school matching regions Practical backgrounds a About water resources: Population growth and increased economic activity and task management of water resources are not well made in Vietnam are being overuse and pollution School year: 2017 – 2018 Page Teaching experiment Pollution of water resources in HaNam In recent times, in Vietnam took place water scarcity Central parts of the state have expressed desertification, coastal areas salinisation and salinisation In the central region, the Central Highlands, Southeast and other areas has occurred tension of water Cities like Hanoi, Ho Chi Minh City, Hai Phong, Bien Hoa contaminated water to a critical level Environment water in some rivers such as River Bridge (in Tonkin), Thi Vai River, Saigon River, Vam Co Dong river (in the Southeast) were heavily contaminated Freshwater resources for production and daily life of people is increasingly diminishing Not only in Vietnam but also worldwide shortage of fresh water also become a serious problem Lack of fresh water b About forest resource: Forests are valuable resources of our country Forests as climate regulation, soil protection, water retention and groundwater is a repository of valuable genetic resources However, the forest cover of the country in the long term downward trend, many forests are seriously damaged, making the ecological environment is reversed, the habitat of the animals shrunk, endangered rare animals School year: 2017 – 2018 Page Teaching experiment Indiscriminate deforestation c About the air In Vietnam, the air pollution is a pressing problem for the urban environment, industrial and handicraft villages Vietnam is among 10 countries with the most polluted air in the world, according to an annual study of the environment by the US universities perform and announced at the World Economic Forum in Davos recently Air pollution caused by dust in Hanoi Cement factory dust in Anh Son white painting of sky School year: 2017 – 2018 Page Teaching experiment d About garbage: Along with the development of the economy and life growing up, the amount of waste is also increasingly more The increase in population, urbanization situation quickly has increased the amount of waste Huge amounts of waste daily in big cities Besides the environmental reality of national stature, then in locally where they live environment issues are also coming to an alarm Especially in the populated areas through as the marketplace, trench, sewer Despite sanitation teams regularly cleaned but because people are not aware of self to the community, clean indoor but not be interested in the streets Garbage everywhere Also infrastructure did not meet the requirements, as well as a garbage dump where garbage processing technique does not ensure pollution caused phenomenon School year: 2017 – 2018 Page Teaching experiment Over landfills are likely to cause pollution of drinking water for the inhabitants of the Quynh Tan, Quynh Luu district Even in school, although thoroughly, regular reminders of school administrators as well as the total charge of the daily and labor department are assigned alternately class, direct labor to clean up But not so self conscious of some students to stay in school grounds, corridors and school building as well as in the classroom still see the arrival of the garbage Students littering Solution and implementation: Today, life is growing increasingly modern, materialistic life and spirit of the people increasingly improved, however, opposed to it, environmental pollution has complex developments Environmental pollution is a serious problem not only for School year: 2017 – 2018 Page Teaching experiment a certain region, but everywhere, both rural and urban, mountainous and coastal region, both the water and the air To overcome the consequences on the need for a long time, continuity, now and costs a lot of effort and money Consequently, environmental protection should begin by educating the sense of environmental protection, especially for pupils and students Currently, education awareness, equipped with knowledge about environmental protection in schools is not focused properly, environmental protection has not been considered as a subject at the high school level, except some universities and colleges have specialized courses on the environment This Division has only been integrated in biology, civics, geography and some extracurricular lessons Some environmental contest was held in the school, in general, are still largely formal Therefore, awareness of environmental protection so clearly not formed in school classes and students For the education of environmental awareness in schools is effective, when the education of environmental protection can not be a class, they need to educate students starting in the job, the smallest actions planting and care of trees; Hygiene schools; organizes environmental forum for students to participate in a democratic manner; educate students consciously save energy such as electricity and water, encourage students with innovative ideas recycling In the process of composing lectures, teacher meticulously thorough preparation of visual aids and activities on how to stimulate the dynamism, interest in learning in students Also encouragement the children involved in the process of preparing all the scrap using at home, at school they collected to create useful items 3.1 Procedures: Step Select Unit 6: Lesson 4: Read in Tieng Anh to study Step Design or collect a selection of pictures/ teaching aids that we could use to present our lesson Step Write a lesson plan for that unit Step Teach a lesson and takes notes on how it is carried out Step Evaluate of the effectiveness of our lesson Step Write a report about our teaching experience 3.2 Data analysis Analyze: Unit 6: Lesson 4: Read in Tieng Anh This is a poem written about the environment This topic is very high educational in school, but rarely transmit because poetic language is very confusing The poem talks about outing of the mother and child He was asking her mother what would happen if the environment is polluted His mother replied that everything will School year: 2017 – 2018 Page Teaching experiment become very bad, the world would like a waste, any treasure would disappear, the field will be filled with garbage, the river will be the white foam dong That means mothers explained to him the harmful effects of environmental pollutants It did not make sense Reading this we seem to think that the sense of the good mother But no, after he explained about the harmful effects of environmental pollutants, the mother told the boy to throw the grass drinking soda over the fence just to help to bring home After hearing the boy seemed to disagree, not only child support, the mother also tells the boy is silly because only other people pollute the environment are the only mother he just throw a few cans of soda are not saturate anywhere Your mother can not fault him at all, they are just trying to enjoy their holidays only 3.3 Teach the lesson and take notes on how it is carried out Before presenting the lesson, I asked students to prepare the lesson in goups Each group will made me some products made from garbage to show in front of the class This will help students to feel more interesting and more united in understanding the lessons together Then I taught this lesson for 120 students in our school And I followed the lesson plan I had made and carried out all the things I prepared with my students I organized the following activities: Activity 1: The reading skill was taught in this lesson, a poem about environment, so before reading I improve a video about environmental problem in city, let students watch and answer some easy questions to find the message from it in order to lead them to the topir of the reading task School year: 2017 – 2018 Page Teaching experiment Some photos from video Activity 2: Teaching vocabularies: To help students understand the passage easily, I provided some new words by using pictures and synonyms before they practiced reading for detail School year: 2017 – 2018 Page Teaching experiment School year: 2017 – 2018 Page 10 Teaching experiment Activity 3: Matching: In order to check vocabulary understanding and save the time I choose task 1(p.51) in text book in this activity Activity 4: True or False statements In order to make students have the first thought about the content of the reading passages I asked students: “Look at the picture and answer some questions Is this place clean or not? Is that polluted or unpolluted?” I got some quick answers and then I give them T/F statements to guess more about the reading task After some minutes I asked students to give their prediction Activity 5: Answer the questions: To check student’s comprehension we asked them to task b(p.51) in pairs “Read the poem about the environment carefully and answer the following questions Then write the answers in your exercise books.” While they did, I went around the class to give the help if necessary and control their working After that we checked their answers by letting them play a game “Lucky numbers” During this activity, all the students took part in the activity cheerfully and we found that this is the best way to check the students’ understanding and to motivate students in learning, especially students can easily give the answers without shyness Activity 6: Discussion We give students this exercise in order to reinforce and consolidate the information about the environment and to relate the poem with students’ experiences and backgrounds and interest about environmental protection I asked them to work in big groups: Group 1: What could you in your school to minimize pollution? Group 2: What could you in your house to minimize pollution? While I moved around the class to give the help if necessary However, I found that only good students took part in this activity and the bad ones kept quiet or no more ideas Ater a few minutes, I collected their idea by asking the representative to present infront of the class Then I gave them a mindmap that I prepared School year: 2017 – 2018 Page 11 Teaching experiment LESSON PLAN Period 40: Unit 6: The environment Lesson 4: Read A) Objectives: By the end of the lesson, students will be able to: - Understand the poem with some old English by doing matching exercise and answering questions - Know how to protect environment at home, at school, in public places and know remind their friends commit B) Language focus: - Vocabulary: end up, junk-yard, folk, stream, treasure, foam, hedge - Grammar / Structure: C) Teaching aids: text book, extraboard, pictures, flash cards, tape D) Teaching skill: reading E) Teaching procedure: Teacher’s activities Students’ activities Warm up (5’) - Asks students: School year: 2017 – 2018 *) Situation: - answer Page 12 Teaching experiment ? Do you like watching film? ? Do you like watching film now? - Gets students to watch a short film - watch film carefully and find out the answer: What you think about these people’s actions? - Plays video Then asks: - answer ? What can you see on this film? ? Is there a garbage bin? Are there any people? ? Are these people throwing the trush into the garbage bin? ? Are they doing the right or wrong? ? Should you throw things like that? → Pollution Why? - Leads in: Nowadays, our environment is polluted Who polluted it? How they polluted it? Today, we’ll read a poem about environment pollution in new lesson Pre – reading (12’) New words: - Teaches vocabulary one by one + picture + junk-yard (n): bãi phế thải + picture + treasure (n): kho báu + picture + foam (n): bọt + synonym “finish” + end up (v): kết thúc + picture + stream (n): dòng suối + picture + hedge (n): hàng rào + synonym “people” + folk (n): người (Tiếng Anh cổ) - Reads the whole words and asks - Read after teacher students to follow - Calls on some students to read *) Checking vocabulary: “Matching” - Corrects students’ mistakes Matching: - match School year: 2017 – 2018 Page 13 Teaching experiment - Asks students to close their notebooks *) Answer keys: and matching (p 51) 1–c 2–g 5–d 6–a - Corrects and gives the keys 3–f 7–b - Sets the scene: Shows the picture on - Look at and answer screen: ? Who are they? ? Where are they? ? Are they having a picnic? ? Is this place clean or not? ? Is that polluted or unpolluted? - “So what they think about pollution? They think the same or different We will read the following funny poem to know Before reading, I would like you to T/ F prediction” True or False: a The world will end up like junk-yard *) T/F prediction: - predict if the pollution goes on b The fields will be clean with plastics and tins c The streams will not be covered with foam d The mother thinks she and her son pollutes the environment While – reading (13’) *) Checking prediction: - Read and check - Lets students read the poem and check their prediction Answer the quetions: - Asks students to correct false sentences - Work in pairs - Corrects - Play game in group - Asks students to read the poem again, School year: 2017 – 2018 Page 14 4–e Teaching experiment work in pairs to ask and answer the questions (p.51) - Gets students to answers by playing game: “LUCKY NUMBER” According to the mother, what will happen if the pollution goes on? Lucky number Who does the mother think pollute the environment? “Do you think the boy’s question (line 9-10) is silly? Why? *) Answer keys: Lucky number If the pollution goes on, the What will happen to the boy if he world will end up like a second keeps on asking his mother such hand junk-yard questions? The mother thinks other people Does the poet want us to learn pollute the environment but not that everyone is responsible for her and her son stopping pollution? If the boy keeps on asking such Lucky number questions, his mother will take - Corrects him home right away - Praises the winner and gives the keys No, because he is right: if he throws the bottles that will be polluting the woods The poet wants us to learn that everyone is responsible for keeping the environment from pollution Post – reading (12’) Discussion: - Asks students some questions: ? Is the mother right when she tell her - answer son to throw the bottle over the hedge? Why? (Will it pollute the environment?) ? What about you? Should you throw everything on your school yard? ? Is your school clean or not? - Work in groups ? Do you want to make it cleaner? - Lets students work in big groups and School year: 2017 – 2018 Page 15 Teaching experiment discuss: *) Possible answers: G1: What could you in your school to minimize pollution? G3: What could you in your house to minimize pollution? - Feedback and corrects mistakes Consolidation (2’) - Lets students remind all language that - answer they learnt in the poem ? What can you learn from our lesson to day? “Let’s act today for your beautiful life in the future.” Homework (1’) - Asks students to: - Write exercises + Write all the answer in notebook + Learn by heart new words + Prepare for next period (Write – Unit 6) Handout for the lesson 4: Read a The world will end up like junk-yard if the pollution goes on b The fields will be clean with plastics and tins c The streams will not be covered with foam d The mother thinks she and her son pollutes the environment Students’ products School year: 2017 – 2018 Page 16 Teaching experiment Students took part in outside activities to help protecting environment School year: 2017 – 2018 Page 17 Teaching experiment Some products from garbages which students made after the lesson School year: 2017 – 2018 Page 18 Teaching experiment Part III- CONCLUSION Each unit is a teacher’s construction so before making any public lessons, teachers also need to put the research to find out which direction to suit each learning object Especially, with the lessons of actual contact form and integrated, teachers must prepare meticulously for practical educational activities and appropriate educational lessons and apply high Teachers should choose words and basic structure, understandable to guide students This determines success to lessons because if students not understand the content or misuse structure, the whole purpose and request the Unit seen as not met During the course students work in groups, teachers need to closely monitor their activities Thereby, we can more accurately assess the capabilities of each child through the level comments on the product of the whole group, distinguished by strong students and poor students Not only that, teachers also help students in time when they want to promote their creativity Exploiting a lesson how to fit all types and especially with his pupils is essential for every teacher Especially integrated lessons Therefore, my way on this new well is the initial test and showed realistic, harmonization and feasibility for different pupils I think there are ways other operators of this type that I look forward to additional colleagues, suggestions for us together to design teaching as required and new methods more effective We also are looking forward to consult the research of colleagues to everimproving their teaching skills more Thank you very much! School year: 2017 – 2018 Page 19 Teaching experiment Reference: Nguyen Van Loi Tieng Anh NXB Giao duc Nguyen Van Loi Sach giao vien Tieng Anh NXB Giao duc Madsen, K.S and J.D Bowen (1978): Adaptation in Language Teaching School year: 2017 – 2018 Page 20 ...Teaching experiment the topic: "Integrating environmental education in English through Unit read in Tieng Anh 9" Through this writing, I want to create excitement... report about our teaching experience 3.2 Data analysis Analyze: Unit 6: Lesson 4: Read in Tieng Anh This is a poem written about the environment This topic is very high educational in school, but rarely... October 17, 2001 by the Prime Minister on approving the project: "Bringing the contents of environmental protection in the national education system" and Decision No 2 56/ 2003 / QD - TTg dated 02