SKKN tieng anh 8 năm

A BACKGROUND THE REASON OF CHOOSING THE STUDY Nowadays, English has played an important in our life and it has been considered as the international language all over the world In the context of further international integration, Teaching and learning English are greater and greater significance accordingly, a good command of English and great success gained in putting English in action definitely enable you to improve your own status and position in the eye of international friends Generally, English is widely considered the most popular language on the globe, at the same time it is the key to the world For the businessmen circle, English is regarded as the tactic for every potential achievement About all, English absolutely raises its voice on every aspect of daily life It is not only a compulsory subject in educational setting at any level, but also been developed into an all-round critical communicative tool Thus, it is more increasingly important to determine which English study approach is the most effective In fact that once learning approach has been mis-executed, we probably face bigger challenges in achieving planned goals as a result As a rule, Teaching and learning English are interrelated In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers in this They play the role as the guider for students during their English acquisition In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Biology, Geography, Civic education are integrated into one subject Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life Integrated teaching can be performed in the scope of one unit, one theme, or one certain period in class In the period of this topic, I have made most use of inter-subject knowledge acquired in order to enable students to well deal with improving their knowledge and protecting our environment Therefore, the performance of the topic of study on the period 34 UNIT5: FESTIVALS IN VIETNAM Lesson 1: GETTING STARTED (ENGLISH 8) is in need of intersubject teaching involved in subjects as follows: * Literature: Students use their knowledge to write about the festivals in Viet Nam * Geography: Educating students understand the festivals in Viet Nam They must understand about the importantance of tourism in developing Vietnam’s ecomony (Unit 15: Commerce and Tourism - Geography grade 9) (Unit 38: To comprehensively develop the economy and protect the environment and marine resources (part 2: Sea island tourism) ) * Fine art: Guiding students draw some pictures about some famous festivals in Vietnam * Civic education: Understand how to keep and preserve the festivals in Viet Nam Being a teacher in the current situation, I am well aware of greater significance of integrated teaching approaches in dealing with potential problems in each subject, facilitating students to have further understanding of every aspects of the subject involved Integrated teaching helps students bring into full play their own thinking and creativity in knowledge acquisition and application in reality In the sprit, I would like to express certain experiences in integrated teaching in the topic: EDUCATING STUDENTS IMPROVES THEIR KNOWLEDGE TO KEEP AND CONSERVE THE FESTIVALS IN VIET NAM THROUGH INTERGRATED TEACHING PERIOD 34 “English 8-Unit 5- FESTIVALS IN VIETNAM PERIOD 34: GETTING STARTED RESEACH PURPOSES In fact that once learning approach has been mis-executed, we probably face bigger challenges in achieving planned goals as a result As a rule, Teaching and learning English are interrelated In setting of further global integration, the Vietnamese education has been changing basically and the teachers are very important volunteers in this They play the role as the guider for students during their English acquisition In the spirit, teacher’s traditional function, known as pure teaching performance, should be taken into consideration There is a demand in integrated teaching approaches in which social or natural science subjects (Literature, Fine arts, Geography, Civic education are integrated into one subject Base on it, students are taught how to perform information, collection, processing and assessment, thereby well applying acquired knowledge to their real situations of daily life OBJECTIVE OF STUDY Objective of study includes thirty-eight students of class 8A at Dong Tien Secondary School, Dong Son District, Thanh Hoa Province RESEARCH METHORDS Research documents Fact- finding Consult colleagues Statistical review B PROBLEM SOLVING I ARGUMENTATIVE BASE OF THE ISSUE In the current process of national industrialization and modernization, further international integration is of greater significance In the spirit, our State and Party have reaffirmed the policy “Education is National Top Priority”, English has been paid more and more attention and listed in the compulsory educational curriculum In fact, English is open to all learners at any level, but it requires reasonable learning approaches and know- haws for truly great effectiveness, In other words, how to learn English well is an issue of much interest About all, Learning English requires all learners to make ultimate selfmotivation, which drive them to be patient determining specific goals within a certain period of time What is learning English for? Just be well aware of individual goals, like foreign business communication, abroad traveling, tourism, or overseas learning, and so on Once specific goals have been set and determined, best learning English approaches are probably found out The same can be said about English teachers Thus, integrated teaching should be soon taken into consideration, mostly because it enables students to precisely acquire knowledge, skills and positive attitudes, at the same time integrating all of them into real social situations, as well as inspiring them to learn English and lead meaningful lives II REAL SITUATION OF THE ISSUE Teaching and learning English at Dong Tien Secondary School are facing a great number of issues, caused by certain things as follows: STUDENTS AND THEIR PARENTS A certaion number of students and their parents are not clearly aware of English significance As the result, students take little interest in learning English, while their parents pay no attention to their children’s performance at school A contingnet of students take no notice of their lessons due to chatting; inattention in teachers’ performance, as well as distraction caused by outersocial factors like online games, social networks and teenager tendencies ect Also, students generally show signs of laziness and poor awareness of self-study They frequently forget to review lessons, homework and make preparations for new classes In addition, they fail to balance their interests in their life Many students have lost their Englsih background, that is proven via the outcome of school year beginning placement test TEACHERS Regarless of numerous efforts made during their lessons, namedly diversified teaching approaches aimed at further students mobilization, eventual result are to some extent limited Teachers fal to apply their favourite teaching approaches to all lessons It is partly because of overloaded coursebook content, over-sized classes, poor student background, and poor awareness of selfimprovement As the result, teaching English outcome has failed to meet the demands up to now ENGLISH CURRICULUM In spite of its further attraction in content, the English curriculm, in fact, is much more difficult, therefore, acts as a huge challenge to students of poor background Apart from it, English is in close connection with other subjects in the over-all curriculum at secondary school level Thus, it requires learners a certain level of background which ensures them a relatively performance at school In reality, a lot of students fail to keep face with the curriculum and eventually are left behind III SOLUTION INTEGRATED TEACHING WITH SUBJECTS In some cases, the allocation of English content in each period is to some extent uneven Some Englsih content can not be dealt with in just forty five minutes as scheduled, time for further practice of grammar points is in fact limited, theachers are forced and riven to adjust their own teaching approaches that are much more in line with such new situation At the same time, new goals are set, as the resutl, one of new teaching apptoaches is taken into consideration in my topic, namely English- Literature- Fine Art- Civic Education intergrated teaching It is as follows: * ENGLISH: Teaching vocabularies about “FESTIVALS IN VIET NAM ”, Introducing some information about the festivals in the lesson and things students should conserve some famous tourist destanations Giving the pictures about the festivals in Viet Nam * LITERATURE: Students use their literatural knowledge to write about the festivals * GEOGRAPHY: Educating students understand the festivals in Viet Nam They must understand about the importantance of tourism in developing Vietnam’s ecomony (Unit 15: Commerce and Tourism - Geography grade and Unit 38: To comprehensively develop the economy and protect the environment and marine resources (part 2: Sea island tourism)) * FINE ART: Guiding students draw some pictures about some famous festivals in Vietnam * CIVIC EDUCATION: Unit 15: Protection of cultural heritage – Civic education PROCESS OF INTEGRATED TEACHING WARM-UP: Kim’s game (4ms) - Teacher guides students how to play Kim’s game; Notes them to use their knowledge about the festivals in Viet Nam to play game - Divide the class into groups, show the pictures and guide them to play a game - Give feedback and introduce the content of the new lesson (May be ask more questions) ? Do you know any festivals? - Give some festivals such as: Giong Saint festival, Huong pagoda festival, Hung Kinh festival - Present the new lesson: -> As we know Festivals play an important role in our daily life So today we will talk about the festivals in Viet Nam Let’s start! Guessing + Where are Duong and Peter ? + What are they doing + What might they be talking about? - Ask students to look at the pictures in Getting stared and guess the answers PRESENTATION: 2.1- Vocabulary: Introducing some new words about the environment and vocabularies related the lesson: * Vocabulary (4ms) + Ceremony (n): nghi lễ + Oriental (adj): người Phương Đơng + Royal court music: nhã nhạc cung đình + Reunion (n): đoàn kết + Regret (v): hối hận + Carnival (n): lễ hội (hoá trang) - Procession (n): đám rước - Check the new words by matching words - Ask a question: ? Have you ever taken part in any festivals?If yes, What activities you like best? 2.2 Read the text and tick true (T) or false(F) (5ms) * Reading - Present the text’s content and asks to True – False quiz - Have students give their guess - Ask to read the conversation silent quickly then give the feedback - Ask to guess which statements are true or which are false - Give the help if they have difficulties - Give the feedback Teacher asks students to say their prediction before the class 2.3- Read the conversation again and answer the questions: Ask students to play game: “Lucky pictures” - Divided class into groups, show the game and guid them to play it by answering the questions - Ask the teams to answer the questions which they choose - Note to use the knowledege about Geography they have learnt to answer the questions - Give feedback on the screen 2.4- Can you find the following expressions in the conversation? Try to explain their meaning and make short conversations (5ms) PRACTICE 3.1 Use the words from the box to label the pictures - Ask students to work in individually to match the words with the siutable pictures - Give feedback 3.2 Activity 4: Match the words with the pictures of festivals - Have students the exercise in individually Intergrate with Goegraphy 9: Unit 15: Commerce and Tourism Our country is rich in natural tourism resources and humanities tourism resources (architectural works, historical monuments, traditional festivals, traditional craft villages, folklore, ) in many places Famous destanations have been recognized as world heritage + Please identify on Vietnam schema some famous tourist centers? 3.3 Match the festivals in with their descriptions - Ask students to match the festivals with their descriptions - Give feedback 10 PRODUCTION - Ask students a question “ What are these festivaks called?” - Suggest talking something about these festivals - Note to use the knowledege about History, Geography (being prepared) to present their ideas - Remark and give marks for good speech 4.1 Studetnts work in groups (Integrated Civic Education) 4.2 Studetnts’ postres and drawing (Integrated Fine Art) 11 TEACHING PLAN Period 34 UNIT 5: FESTIVALS IN VIET NAM Lesson 1: GETTING STARTED I OBJECTIVES: Knowledge: After finishing the lesson, students will be able to: + Understand the information about the festivals in Viet Nam 12 + Apply interdisciplinary knowledge of subjects, such as History, Geography, Literature, (Being prepared) to carry out the the duties of the lesson topic * Vocabulary: - Ceremony (n), oriental (adj), royal court music, reunion (n), regret (v), carnival (n), procession (n) * Reading: Read to find the main information and answer the questions relate the lesson topic * Speaking: Discuss about the festivals in Vietnam * Writing: Write a passage about Hung Kinh festival, Huong pagoda, Lim festival (About 70-100 words) Skills: + Working individually; + Working in groups; + Collecting information, analyze the pictures; + Contacting reality; + Giving a talk and a passage; + Learning positively and proactively; + Supporting life skills Attitude: - Students have attitude to love, respect and pride of our country ’s festivals - Student need to have competence to apply interdisciplinary knowledge of subjects, such as History, Geography, Literature, Then they know how to use the English language to present the information about the Vietnamese festivals which they can solve through different activities II TEACHER AND STUDENTS’ PREPARATION: Teacher - Projector, loudspeaker and computer connect to teaching plan of powerpoint - Recording equipment, a camera - Pictures and information about some countries’s festivals in Vie Nam - Language games: “Lucky Pictures, Kim’s game” Students: - Searching information about some countries’ festivals in Viet Nam - Some posters, markers to work in groups III PROCEDURE STAGES Warm-up (3.m) CONTENTS Getting started: Kim’s game ACTIVITIES Group 13 Individually * Ask students to work in group and match them * Call on some Ss to say their answers before the class Presentation Vocabulary + Ceremony (n): nghi lễ (17.m) + Oriental (adj): người Phương Đơng + Royal court music: nhã nhạc cung đình + Reunion (n): đoàn kết + Regret (v): hối hận + Carnival (n): lễ hội (hoá trang) - Procession (n): đám rước * Ask students to repeat in chorus and individual * Checking vocabulary Order students to match the words with their meanings * - Present the new lesson: -> As we know Festivals play an important role in our daily life So today we will talk about the festivals in Viet Nam Let’s start! Whole-class Whole-class Pair Pair Prediction: Read the text and tick true (T) or false(F) 14 Give the guess - Have students give their guess - Ask to read the conversation silent quickly then give the feedback - Ask to guess which statements are true or which are false - Give the help if they have difficulties - Give the feedback Read the conversation again and answer the questions: Ask students to play game: “Lucky pictures” Play the game Can you find the following expressions in the conversation? Try to explain their meaning and make short conversations (5ms) Practice (15.m) - Ask students to find out the expressions in the conversation and guess their meaning and make conversations by using these expressions Use the words from the box to label the pictures.(P.49) Role – play Students to exercise 15 -Ask students to work in pairs to match the words with the siutable pictures - Give feedback Match the words with the pictures of festivals * Intergrate with Goegraphy 9: Unit 15: Commerce and Tourism Our country is rich in natural tourism resources and humanities tourism resources (architectural works, historical monuments, traditional festivals, traditional craft villages, folklore, ) in many places Famous destanations have been recognized as world heritage + Please identify on Vietnam schema some famous tourist centers? Pair Individually Individually Match the festivals in with their descriptions 16 - Ask students to match the festivals with their descriptions - Give feedback * * Integrate with Civic education grade Unit 15: Cultural heritage protection - What is intangible cultural heritage? - Can you name some intangible cultural heritage that you know? em biết? Production (8.m) Speaking: * Asks students to look at the pictures and answer the questions “ “ What are these festivaks called?” - Suggest talking something about these festivals - Note to use the knowledege about History, Geography (being prepared) to present their ideas Homework (2.m) Work individually - Remark and give marks for good speech Write a passage about the festival that you like best.”(about 70-100 words) - Work individually - Work individually Whole-class Prepare new lesson Unit 6; Speak IV TEST RESULT Following a period of experiment teaching performance in class 8A, at Dong Tien Secondary School, I realize that all of students have got much more 17 excited about learning English They are more eager to take part in the lesson Also, the weaker feel no longer worried and hesitated about proving themselves generally, all the students have got engaged in all possible exercises during the lesson Via the period, students are well aware of learning English significance in mastering core knowledge, getting updated information for better English communicative activities, as well as protecting our environment, also improving competence in performing English or Vietnamese text In addition, further progress has been also made via making charts or pictures related to the lesson content Test results after the lesson Quick test Dưới điểm điểm điểm điểm 10 điểm 0 HS 9,5 % 12 HS 29, 5% 26 HS 61 % Writing (at home) điểm điểm HS 6HS 9,5 % 14,3 % điểm 15HS 35,7 % điểm 11 HS 26,2 % điểm HS 14,3 % 10 điểm C CONCLUSION AND RECOMMENDATIONS I CONCLUSION Despite ongoing difficulties in teaching and learning English at Dong Tien Secondary School, the experimental performance of inter- subject Literature18 Fine arts- Geography- Civic education integrated teaching in an English period has shown remarkable signs A great majority of students in class 8A and other ones in school has got excited about it They have confirmed about their further confidence, better in-class performance and greater passion for learning English Although little progress has been made, anyway, we felt extremely delighted at inspiring students to learn English well Such integrated teaching approach is mostly focused on promoting students’ awareness of self-study, further practice, self-testing; practical application and improvement In reality, integrated teaching method must be performed in line with renewed over-all curriculum, and upgraded class fascilities on a large scale Apart from it, integrated teaching, in one subject or inter-subject manner, must be specifically implemented in every lesson, every period in class Any successful teaching is in need of detailed preparations However, the decisive factor is how teacher performs it in class In detail, class organization and direction drive students inspired to learn English? Do they master their knowledge? Is there a synchronized combination of lesson content- curriculum- teaching approach- class facilities or not? in fact, it is of great significance to improve any subject teaching quality, not only English Thus, the application of inter-subject integrated teaching approach are of much importance to a higher English teaching quality in our school II RECOMMENDATIONS Nowadays, Integrated teaching and learning are necessary for teachers and students to understand not only English but also other subjects deeply , Thus, There are important things to both teachers and students: For the teachers: - Having a deep understand about the lesson - Referring many kinds of books, documents and other subjects - Being responsible, enthusiastic for students - Preparing the means and appliances of teaching carefully For the students: - Preparing the lesson carefully before class - Reading all kinds of books for class service and other subjects - Obeying the instructions and guidance of the teachers For the leaders: The current means and teaching aids for the English subject ear not still supplied enough, so the leaders should equip adequate equipments such as 19 radios, tapes, pictures, projector and functional rooms so that the teachers can successfully carry out the integrated teaching English in this stage The above- mentioned is my certain teaching experiences in the topic: EDUCATING STUDENTS IMPROVES THEIR KNOWLEDGE TO KEEP AND CONSERVE THE FESTIVALS IN VIET NAM THROUGH INTERGRATED TEACHING PERIOD 34 “English 8-Unit 5- FESTIVALS IN VIETNAM – PERIOD 34: GETTING STARTED” I would like to receive the colleague’s construction feedback and support for a better performance in my topic I sincerely thank you! Thanh Hoa March 10th, 2019 I assure this is my own initiative, I not copy the other people’s content Signature of teacher CONFIRMATION OF THE HEADMARTER Nguyen Thi Duc D REFERENCES 1- Textbook in English - Teacher’s book in English 20 3- Internet, Real pictures, pictures in text book 4- Textbook in Literature, Fine Arts, Georaphy E A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY THE EVALUATION COMMITTEE OF THE EDUCATION AND TRAINING DEPARTMENT, THE EDUCATION AND TRAINING DEPARTMENT AND THE HIGHER LEVEL RANKED C OR HIGHER 21 Teacher’s name: Nguyen Thi Duc School: Dong Tien secondary school TT Tên dề tài SKKN Bồi dưỡng khả tự học tiếng Anh cho học sinh khối trường THCS Đông Tiến Kinh nghiệm tổ chức cho học sinh hoạt động theo cặp, nhóm việc dạy học tiếng Anh có hiệu Using language games to improve speaking skill for the students in class 7A at Dong Tien secondary school Năm học Cấp đánh giá Kết đánh đánh giá xếp xếp loại giá xếp loại loại Cấp huyện B 2015-2016 Cấp huyện C 2012-2013 Cấp huyện A 2016-2017 TABLE OF CONTENTS Nunberical order CONTENT A BACHGROUND The reason of choosing the study Research perpose Page 1 22 Objective of study Research Methods B PROBLEM SOLVING I Argumentitate base of the issue II Real situation of the issue III Solution 1.Integrated subjects Process of Integrated teaching Teaching plan IV Test result C CONCLUSION AND RECOMMENDATIONS D REFERENCES E A LIST OF INNOVATION INITIATIVES HAS BEEN RATED BY THE EVALUATION COMMITTEE OF THE EDUCATION AND TRAINING DEPARTMENT, THE EDUCATION AND TRAINING DEPARTMENT AND THE HIGHER LEVEL RANKED C OR HIGHER PHỤ LỤC 2 3 5-11 12-16 17 18-19 PHỤ LỤC PHIẾU HỌC TẬP (Kiểm tra nhanh – Quick test) 23 24 BÀI TẬP VỀ NHÀ: 2.1 Vẽ lễ hội mà em yêu thích 2.2 Write a passage about the festival in Viet Nam that you like best 25 ... school TT Tên dề tài SKKN Bồi dưỡng khả tự học tiếng Anh cho học sinh khối trường THCS Đông Tiến Kinh nghiệm tổ chức cho học sinh hoạt động theo cặp, nhóm việc dạy học tiếng Anh có hiệu Using language... inter- subject Literature 18 Fine arts- Geography- Civic education integrated teaching in an English period has shown remarkable signs A great majority of students in class 8A and other ones in school... construction feedback and support for a better performance in my topic I sincerely thank you! Thanh Hoa March 10th, 2019 I assure this is my own initiative, I not copy the other people’s content Signature