SKKN-TiengAnh- THCS

Sáng kiến kinh nghiệm môn Tiếng Anh THCS đã đạt giải cấp tỉnh

THANH HOA DEPARTMENT OF TRAINING AND EDUCATION

NHƯ THANH JUNIOR HIGH SCHOOL AND HIGH SCHOOL

“SOME TECHNIQUES FOR REVIEWING GRAMMAR AND VOCABULARY ENGLISH FOR STUDENTS IN GRADE 8 ”AT NHƯ

THANH JUNIOR HIGH SCHOOL AND HIGH SCHOOL

NHƯ THANH – 2016

Contents

Author: Nguyễn Thị Hằng Position: Teacher

Shool: Như Thanh junior high school and high school Teaching experience of subject: English

Parts Contents page 1

1.1

2.1

3.1

4.1

2

1.2

2.2

3.2

a

a1

a2

b

b1

b2

2.4

3

3.1

3.2

Introduction

Reason for choosing topic Purpose of research Object of research Methods of research

Contents

Theoretical background Reality of problem

Method of implementing Review grammar

Selection of issues to review How to proceed grammar review Review vocabulary

Selection criteria for vocabulary review

How to review vocabulary The effectiveness of experience

CONCLUSION

Conclusion Petitions References

3 3 3 3 4 4 4 4 5 5 5 6 7 7 7 10 10 10 11 12

1 INTRODUCTION

1.1.Reason for choosing topic:

Review is a help for students regeneration and reinforce the knowledge and skills learned in the class One of the important factor that effect learning outcomes and teaching foreign language in school, especially in conditions of high school as our country Distribution of time to this subject so little that the mount of knowledge and skills students need to understand too much Students are very easy to forget what they have learned in the previous lesson if these problems are not reviewed So that reviewing grammar and vocabulary for students is essential The fact that if students are reviewed these problems seriously, full, careful, they will achieve better results in exams

From the reality of myself, I found that if students are not guided revision all the levels to acquire new lesson of students is very low I look forward to teaching my English good results, I strongly improve the content and

techniques “Some techniques for reviewing grammar and vocabulary

English for students in grade 8” at Như Thanh junior high school and high school

1.2 Purpose of research:

With object is students in the mountainous, they don’t have ability to find out the best way of learning English So a problem is given is after each lesson students don’t know where they have to review and how to review So when I carry out this topic, I want to help my students realize that where they should review and how to review This increases the contact time with the language and foreign language training of students, thus helping to improve their language learning I look forward to not only reducing percent of weak students but also increasing percent of medium students

1.3 Object of research:

With hope is help students to reach good results, I strongly research with three objects: vocabulary, grammar and homework in English 8 After choosing some matters about these fields and carried out with fifty- four students in grade 8, I realize that the teacher should choose what vocabulary and grammar to review for students Then teacher gives similar homework with above vocabulary and grammar

1.4 Methods of research:

In this teaching experience, I use some following methods:

-Theoretical background

-Taking a survey.

- Research methodology document

2 CONTENTS 1.2 Theoretical background:

The most common way is to start all new teachers often give students review some grammar issues or a certain content of the previous lesson by asking students questions and answers This way sequential lessons, continuous but limited if the time of review is inappropriate Many people believe that the lesson should begin with a warm up gently like a song, a joke

or a game it is perfectly reasonable because students need to have a relaxed mind before starting a new lesson So the revision should be conducted after warm up activity Revision can be regarded as a preparing activity In other cases, the revision may be conducted at any time during the period, it will help create a change in the operation of the unit, make lessons richer

How teachers must be given homework to students? What is a good exercise? an important criterion is that it does not take the teachers much time.it has to take less time to check and repair in the classroom This is seen

as a reflection activity and help students to realize their error and repair their faults Students themselves not their fault milk is that they have to change all articles and cross each other, while the teacher user tracking, guidance and adjustment If there is any misunderstanding, the teachers do not need to point here because its main purpose is just to create an opportunity for students greater access to English The second criterion is equally important as exercise

is not too difficult because students often make errors which can make a habit

of using language that way so reviewing limit the mistakes of students

2.2 reality of problem:

In the process of foreign language teaching myself, I found that the test article was a problem caused much stress for students On the other hand, oldest test scores of students is not high because the knowledge of the students understand not meet the requirements of the unit of study before One of the reasons that students do not know where should they review? Therefore, revision is very important The problem is that teachers should guide students

to reflect on how and what to reveiw? through surveys all students of grade 8

in Như Thanh junior high school and high school - first semester 2014-2015 school year has the following results:

Level of understanding new knowledge of students

amoun

Amoun

Amou

Amoun

8A

8B

(24student) 0 0 3 12,5% 12 50% 9 37,5%

2.3 Method of implementing:

a Review grammar

In teaching grammar, the most difficult is to introduce and practice the new grammar issues, and then review them easily and can become a very interesting activity can recall problems or grammatical structures learned using objects or visual aids only problem is to determine whether the grammar should be raised to reflect on and review them how

a1 Selection of issues to review:

First of all teachers should have a list of issues grammar taught to students, thereby selecting any problem for review, maybe it's the verb, can be passive or facility But how useful after reviewing an issue that should be marked and noted next review date it to ensure that all the necessary grammatical issues that are full review While teaching, teachers should also be noted and recorded those students are weak, or guilty, need further review or reinforce Students will feel very comfortable when they can use language to express or express themselves without fear of interrupts for debugging but they also expect teachers care about their weaknesses and help repair weaknesses in the exercise

Grammatical problems can also be combined review while teaching post Based on the characteristics of all new teachers determine the grammatical phenomena that need review and revision at any time during the lesson For example, the lesson should mention a controversial topic, the students need to review how to express opinions, agree or disagree with in the discussion But

in a lesson on the subject of food, the student may be required to the wording choice or preference to practice more freely Scope of any conversation yet can also be extended by reviewing the language functions related to the

student before, in pairs or in groups The review will help students be more confident, more comfortable filling the problems they have been learning in the lesson

a2 How to proceed grammar review

the review should take place quickly and quietly because students are familiar with the grammar issues Teachers should try to use different ways to conduct the review to be interesting and appealing to students

* Use real objects or the students to practice the grammar issues

Teachers can use the sitting position of the student to review the prepositional phrase of place, such as in front of., behind, the between, next

to For example, call a students lined up on the board to review the comparative morphology, compare poorly, superlative of adjectives such as: short, small, long, tall A small items bag can be used to review the structure, such as "have got ?" or "is there " Another way is to use the items used

by students to review adjectives, possessive pronouns, demonstrative pronouns

For example :

T : “ Whose book is this ?”

S : “It’s mine/ Lan’s / hers”

T: “Whose scissors are these? ”

“Are they yours, Hung ?”

S: “ No, they are Nam’s / his.”

* Using alternative assignments and exercises assembled to review the grammatical structure

The alternative genre exercises and assignments assembly is suitable for review of sentence structure However, teachers also need to design exercises

to avoid falling into a form of exercise machines and where students realize the real purpose is to practice using the target language are learned Teachers put a question to structure the training sample, marked to replace then ask the class within a minute replacement write as many clusters as possible This activity will be interesting to students and anonymous high emulation if the teacher then check and score sentences of the best content and the most

strange The inspection will not take much time if only ask students to read out the sentences they just write Each student can write a few phrases will be replaced so many questions and, unique content and fun Teachers should make the model enables the development of high imagination of students

For example :

- I’m sorry to hear that you broke your leg.

-How nice of you to call !

-I’d be only to pleased to carry the case for you

b Review vocabulary

b1 Selection criteria for vocabulary review:

Selection criteria for reviewing vocabulary is similar to the grammar The word choice can be related to the upcoming lesson or learning outcomes of students that they need to review the vocabulary there Teachers can gather

vocabulary into groups according to the themes (food, clothes, furniture )

or situational (the bank, the supermarket, the post office) or according to the terms means (boy, man, gentleman, chap, guy, mister, husband) or the grammatical categories (adverbs, adjectives )

b2 How to review vocabulary

Teachers can use the visual aids were used to introduce new words The easiest way is to bring all the first week visual aids used in the weeks before and after the warm-up activity teachers should conduct a general review of last week's vocabulary

Besides, there are some ways reflect on the following words:

* Use the illustration:

New words are often introduced in each context, but when reviewing the teacher should ask students to repeat the sentences illustrate that students have learned a few days or weeks This review will be worth more if teachers let students compete with each other

* Network vocabulary Choose a certain topic (such as sports, school

or seasons), written from the topic on the board and ask the class to think and

to name all the words related to the topic Teachers write the word on the board

in spider or call students to do some recording secretary Example: From the bedroom theme, ask students to find the only furniture in the bedroom and a network formed from the following:

Shelf bed chair

Bedroom

Table wardrobe

The first round of the network such as bed, table, chair, to be used as the theme and ask students to find words related to them, such as items often so

on, in or under them

* Established vocabulary

This approach is similar to the way in, but the result is that instead of a network to monitor a table consisting of columns from the same type or theme and so looks less attractive, but the words are arranged leaner

For example:

Shop + Shopping

Bake’s Chemist’s Grocer’s Butcher’s

Bread aspirin cereals steak Cakes shampoo cheese lamp chops

Croissant sun oil cold meat beef Cosmetics conserves chicken

Whether using tabulated words but the most important thing is that teacher preparation at the table so if the students do not remember all of the words teachers have suggestions or offers from there for students

* Arrange the words into groups of the same type.

This increased to reflect on the theme from the same or from the same type The teacher reads a wide range of confusion, then for a number of major and ask students to sort them into groups according to the key word there

For Example :

Read the thread from the food: milk, apples, melon, cheese, courgettes,

yoghurt, potatoes, ice-cream, butter Then for the main dairy products

vegettables and then ask students coming put the words on the two main groups

* Rearrange the order of the letters to the right.

Younger students often prefer the game to find words by rearranging the letters in the word Write on the votes of cardboard or write on the board the letters from orderly confusion for students to guess what it was from

For Example: BALTE NLCPIE PALPE

* Play word games.

For students in grades higher levels can be used charade This game not only helped review the vocabulary but also to create conditions for students to practice listening anymore Teachers say its meaning or the use of an object and then ask students to find out from them

For example :

Teacher: Sometimes this is on a door, but it is also found on a fishing

line.

Student: It is a hook

* Review of progress and suffix elements.

The review of the prefix and suffix is useful because if students understand the function and meaning of them, the students can understand and even create new words A number of prefixes and suffixes functional grammar (-er, -est, - ing, ed .) contains a number of significant (- ness means: a condittion and change of magnetic verb to noun; un - made from the opposite: unlock, unwrap, untie or negative meaning uncertain, unclear, unreliable

2.4 The effectiveness of experience:

I found that after the implementation of the above methods, results for English learning students tended to increase markedly Psychology students no longer afraid of the teacher checked the old lesson again In class, they also feel more confident to practice speaking English with their partners Specifically, the survey results of first semester in school year 2015-2016, the result is improved as follows:

Class Level of understanding new knowledge of students

Amoun

Amoun

Amoun

amoun

8A

(26students) 2 7,7% 7 26,9% 17 65,4% 0 0% 8B

(28students) 0 0% 6 21,4% 19 67,9% 3 10,7%

3 CONCLUSION 3.1 Conclusion :

As they say they want to be good literature review, they want to practice martial basket This motto is especially true for language learning Not only to review what they have learned in class that includes everything needed to serve new lesson Review should not be done at the beginning of each lesson that can review at any stage of the lesson Mild or moderate learning old school in a class is considered a full-service operation as appealing as interesting

In the process of teaching, I have applied these measures and the results are very significant I found that if the former, students often give homework and test scores are low, this former student interested in fighting exercises that are no longer afraid to check old posts anymore through which students acquire new post better So I think the review grammar and vocabulary for students is an indispensable step contributes to improve the quality of learning subjects in general and in particular for English For the study period and the possibility of self-limited, this experience make