Improve the efficiency of learning in english class 8,9 through the old post test all the students in the class

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ PHỊNG GD&ĐT THỌ XUÂN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI "IMPROVING THE EFFECTIVENESS OF LEARNING ENGLISH IN GRADES AND BY CHECKING OUT THE OLD TEXT FOR ALL STUDENTS IN THE CLASS" Người thực hiện: Lê Duy Ninh Chức vụ: Giáo viên Đơn vị công tác: Trường THCS Xuân Giang - Thọ Xuân SKKN thuộc lĩnh vực (môn): Tiếng Anh THANH HOÁ NĂM 2018 INDEX OF CONTENTS Contents Page INTRODUCTION 1.1 The reason for choosing the topic 1.2 The aim of researching 1.3 The subject of researching 1.4 The method of researching 1.5 New points of experience CONTENTS 2.1 Theoretical bases of the research problem 2.2 Status of problem 2.3 The solution and implementation measures 2.4 Control results 14 CONCLUSIONS - RECOMMENDATIONS 15 3.1 Conclusion 15 3.2 The recommendations proposed 15 The references 17 INTRODUCTION 1.1 The reason for choosing the topic Today, integration and globalization are becoming common trends in all countries in the world, including Vietnam In order to achieve good integration, all countries must have a common voice and a common language in the communication process Currently English is considered the most widely spoken language in the world, as nearly 60 countries use English as the primary language of their mother tongue and nearly 100 countries use English as a second language, so English increasingly plays a very important role in the era of globalization However, teaching and learning English so that every Vietnamese can use fluently in the process of communicating with foreigners is a very difficult issue for each of us English has been taught in the school for many years, but almost learning English with new students just stopped at the level of learning to deal with scores, exams Most of them are not really enthusiastic, passionate and see it as a second language to use fluently to communicate In recent years, there have been many new methods of teaching English in schools, but most of the methods are still traditional, leading to ineffective teaching and learning The search, innovation and improvement of teaching methods of each teacher in order to improve the quality of teaching and learning English, through which to meet the needs of learning and cultural exchange of people have, It is a very regular and important job As an English teacher at a junior high school, I always thought about how to teach English so that students would be interested in giving them the passion, becoming self-conscious Helping children learn English effectively Therefore, after a period of experimentation and stable results, I boldly applied the new teaching method to English grade 8,9 which is test old post for all study in the class instead of the traditional method are just a test on some students of the class to improve the efficiency of learning English, giving students the chance to compete at the beginning of the period, through which to help them have the interest and passion in learning English For that reason, I chose the topic "Improving the effectiveness of learning English in grades and by checking out the old text for all students in the class" to study and share with the colleague 1.2 The aim of researching Help all students in the classroom get to grips with the knowledge they have gained from previous assignments before entering a new unit It gives the whole class the competitive edge of learning, passion and excitement at the beginning of the period, there by improving the quality of the class for all students in the class 1.3 The subject of researching Grade 8, in junior high school 1.4 The method of researching The research method consists of the following five research methods: - Observation method: The researcher conducts the research himself, conducting class attendance of his colleagues - Methods of studying references, textbooks, standardized materials, English language skills - Experimental method: Teachers conduct experiential teaching for each purpose, specifically, a number of lessons - Method of investigation: Teachers ask questions to assess and assess the content of the students - Method for organizing students in pairs, group discussions on each topic of each lesson 1.5 New points of experience In the time allocation of a period, usually the time spent examining the old post for a very small fraction, only four to five minutes So in this lesson, one lesson can only be used to test a few students, the rest of the class is not tested and they have to wait for the next lesson There may be students after a lot of classes to check the old post This situation will gradually lead to the children not often study the lesson before going to class, which is one of the reasons for the decline of passion and enthusiasm for learning English in junior high school students For that reason, after a period of experimentation and steady results, I boldly applied the old test method to all students in the class instead of the traditional method of testing only one number of students in the class Through this method, I would like to improve the efficiency of learning English, giving emotion to emulate right from the beginning of period, through which to help them have the interest and passion in learning English CONTENTS 2.1 Theoretical bases of the research problem Lower secondary school in the early stages of the language learning program to continue the characteristics of this course is very difficult compared to other subjects, posing a requirement for each student is very high, so It is difficult for each student to achieve the desired result Especially for rural students Apart from some students look at a foreign language like a myopia without glasses We can give a concrete example: Students must write and read Vietnamese fluently as it is their mother tongue (except for those who not go to school, not literate) Also, why is English ? It is a dilemma So, in fact a lot of students not come up with this topic Checking all the regular activities in the classroom takes up a lot of time, but it is not unimportant because it helps them consolidate old knowledge in preparation for learning new knowledge Examination of all the traditional methods is usually a test can only be or students, too little, students will learn more thinking to solve more than by the method to test all the students in the class Applying this method teachers can test all four skills of listening, speaking, reading, writing, and vocabulary, grammar, vocabulary, etc Only through additional testing activities 2.2 Status of problem 2.2.1 General Situation General education, teaching English in special subjects in recent times has really received the attention of the whole society, parents of students In addition, the school board and specialized school groups have closely and closely guided the system and the active teaching methods have been significantly contributed by teacher training institutions to improving the quality of teaching However, teaching innovation is not a viable solution as soon as the old teaching methods have become routine for a long time in our country 2.2.2 The situation for teachers and students a) For the teacher Innovative teaching methods have been a new requirement of the education industry in recent years, which has inspired teachers, many teachers to actively learn and apply in their teaching Examining all of their old methods "whole class" is a new form that can inspire both teachers and learners to improve the quality of instruction However, not every teacher can put it into his lesson, not to mention the inclusion of an effective way In addition, "whole class" methods require teachers to be positive, creative to match the requirements of the old test activity - an activity many teachers work only during school hours b) For the students Through teaching practice in junior high school I realize that the present status of teaching and learning languages is very difficult today, expressed through the ability to use the language and the quality of learning, Lower average requirements In addition, they were born in rural areas, especially in all media and academic activities So you start learning a new topic - in English most of them are very excited, this is the course has its own characteristics that other studies not have But their attention gradually declined at the end of the first semester of grade 6, and began the second semester and gradually became aversion in grades 7, 8, 9, leading to learning how to cope, not even learning The expression starts with the following main reasons: - The overall program of all overwhelming subjects for students - Conditions and means of teaching and learning difficult subjects, especially in disadvantaged areas of the commune in the district - English is a course that has characteristics different from all other disciplines and requires skills that not exist For junior high school students, to meet those skills is not easy - Learning English for junior high school students is based on the same knowledge of the Vietnamese people but knowledge is not always the teacher of students In addition, when talking about English, in their thoughts on the concept of "not having done the Vietnamese language talking about learning a foreign language", that is the misleading prospect of many students and even parents However, the most important causes for the current situation are very difficult due to the concerns of students, learning lazy learning how to cope with the test - especially the daily test While checking old posts (with mouths) daily for all students is impossible, because the class is only 45 minutes According to the regulations of the foreign language class 8, there are only periods/week, and class has only lessons/week so each student only tests 6-7 times/ semester The old traditional methods can only test an average of 2-3 pupils per week, so the probability of student checking in each class is very low and Some students not test these students often expect to be lazy but not study and still not want to get bad grades Therefore, if the student knows the date I check the old posts, it forces the student to study and the results are better From the current situation, I was thinking, wondering how to get all students to check the old post while still maintaining the specified time of a class So, I boldly made the experience "Improving the effectiveness of learning English in grades and by checking out the old text for all students in the class" Current situation: At the beginning of the 2016 - 2017 school year, when I was assigned to teach English in grades and 9, I realized that many of my students were not interested in the subject, just learning This is the results of surveys of grades 8A and 9A at the beginning of the 2016-2017 school year Class TNOS 8A 9A 32 28 Excellent No % 0 3,5 Good No % 28,1 28,5 Average No % 16 50.1 13 46,6 Weak No % 21,8 21,4 2.3 The solution and implementation measures 2.3.1 The solution implemented Previous methodology is how the whole class can test all students present for a short time Through research and testing in a number designated to teach classes that I can apply this method in a number of specific measures as follows a Checking vocabulary: in the form - Call the students in the classroom or write them up on the board - Read lines with Vietnamese words and ask students to write in English - Read terms in English compared to listening and recording students Ask students to write words related to a particular topic b Checking spell: In the form of - Teachers read, students listen and record - Students view textbooks for copy c Checking write by topic: Appearance - Ask students to write about the topic d Checking grammar: Form - Check your sentence structure e Checking translation: Appearance - Read or copy the sentences on the board, ask students to translate from Vietnamese into English and vice versa f Illustrated lesson 2.3.2 Measures for implementation In the process I have done all the old tests applied by means of the whole class and have obtained some possible results These are just a few examples that I learned in grade and in school a Preparation - The teacher prepares a checklist for all students to check for existing exams in the paper - The teacher arranges "even quirky" seating for the students without causing any negative issues with the two students sitting side by side or looking at, see below - The teacher prepares topics (enough for students to reach maximum minutes) b Checking b.1 Checking vocabulary (no more than minutes 30 seconds) - Check the students sitting in place to prepare paperwork Teachers check vocabulary by reading the teacher's words in Vietnamese and ask students to write in English Example: (Unit - Period 46- English 9) Tiếng việt Tiếng Anh 1- chiếm, yếu tố - account for 2- đồ dùng, dụng cụ, đồ gia dụng - appliance 3- hố đơn - bill 4- bóng đèn tròn, bóng đèn đỏ 4- bulb 5- tiết kiệm lượng - energy-saving b.2 Checking spell (No more than minutes) Teachers give out the paper to the students, the teacher reads the sentences below twice and asks the students to write in the paper, the teacher checks the results by crossing the marks for the students to mark each other Example: (Unit 5- Period 26 - English 8) + Tim was out when his mother called him + Tim's mother wants him to improve one thing + Tim promised to try his best in learning Spanish + Who help him with his homework? b.3 Checking write by topic - Ask students to write words related to that topic (No more than minutes) Example 1: (Unit - Period 15 -English 9) Countries Countries - I live in a village It's not far from Sao Vang Airport The village lies near the foot of a mountain and by a river Many people go there on weekends to have a rest after a hard working week, the journey to the village is very interesting People have the chance to travel between the green paddy fiel and cross a small bamboo forest before they reach a big old banyan tree at the entrance to the village - In this example the students review some words in the paragraph such as: Lies; a rest; journey; cross; bamboo forest; a big old banyan tree; at the entrance Example 2: Unit - Period - English (No more than minutes) friends friends I have a friend Her name's Hoa and she is fourteen years old She lives in Tho Xuan with her mother, father and her elder brother She is tall and thin and has long black hair She is sociable and helpful b.4 Checking grammar - Check the grammar knowledge learned in the lesson, or check for expanded articles Example 1: (Unit 10 - Period 62 - English 8) * For example the passive sentences in the present tense and past tense form I love my parents -> My parents are loved by me He does his exercise every afternoon -> His exercise is done every afternoon Somebody calls me every day -> I am called every day Sam cleans the floor twice a day -> The floor is cleaned twice a day * For example the passive sentences in the present perfect These men have bought the tickets -> The tickets have been bought by these men Vicky has found her hat -> Her hat has been found Vicky I have lost my bag -> M bag has been lost We have finished the report -> The report has been finished Example 2: (Unit 3- Period 19 - English 9) * For example: Modal "Could” with “wish" I wish I could have a new bike He wishes he could visit his parents * For example: The past simple with “wish” We wish that we didn’t have to go to class on Saturday I wish I had a computer b.5 Checking translation Students read or copy the sentences on the board, teachers ask students to translate from Vietnamese into English For example: (Unit 10 - Period 66 - English 8) - Tiếng Việt Đầu tiên, mang chè sử dụng khỏi nồi chè Tiếp theo, dải chè sử dụng lên khay Sau đó, sấy khơ chè sử dụng ánh mặt trời Cuối cùng, đặt chè khô vào hộp để sử dụng tương lai - Translate into English First, take the used tea leaves out of the tea pot Next, remove the tea leaves from the tray Then, dry the used tea leaves under the sun Finally, put the dry tea leaves into the box to use in the future b.6 Illustrated lesson * From the illustrated examples I have applied to a class that uses the old class test instead of the warm up ''Period 41- Unit - English 9'' with this content will guide students towards the main content of the unit and students can develop all four skills of listening, speaking, reading and writting the best way ILLUSTRATED LESSON UNIT 6: THE ENVIRONMENT Period 41: Lesson 5: write I Objectives By the end of the lesson, students will be able to: + Understand the frame of a complaint letter + Write a letter of complaint within 80 - 100 words based on frame and idea II Language contents - Vocabulary and Grammar: Words to talk about the environment solutions Skills: reading, writing, speaking Attitudes - To educate students how to protect the environment Forming students’ capacity for - Wrting a letter 10 - Co-operation III Teaching aids Teacher: Pictures, posters, cards, casstte… Students: photo, paper, IV Procedures Teacher’s and Students’ Activities Step 1: Give/ assign the tasks T: + Asks Ss to answer questions How many parts are there in a letter ? Name them ? - Ss: • + Think of the answer of the questions.• Step 2: Perform/ carry out the tasks • - Ss: Answer the questions and• understand there are four parts in a • letter - T: By student understanding, the teacher asks the students to write a paragraph containing the full four parts the topic of environmental damage The teacher asks students to include clean-up activities on the occasion of the festival, school and local celebrations Target Language Warm up (5 minutes) How many parts are there in a letter ? Name them ? * Answer key - There are four parts in a letter + Heading + Opening + Body of the letter + Closing Example: - Cleaning the school yard - Cleaning the streets/ roads - Cleaning your living quarter Topic: - I think It would be better if we keep cleaning the school yard - The dirty in the school yard, It will + Goes around the class, listen and cause pollution, so we can collect observe the way Ss work and helps trash, planting trees and flower around them if necessary our school yard Step 3: Discuss, present the products - That's how we can save the - T: Calls a student randomly, asks him/ environment her to give his/ her answers - Ss: Give the answers Step 4: Feedback - T: Corrects Ss’ mistake or pronunciation if necessary Step 1: Give/ assign the tasks Pre- writing (10 minutes) - T: + Elicit new words from Ss a Pre-teach Vocabulary 11 - Ask Ss to: + Repeat each word after T in chorus then individually + Read aloud all new words in chorus + Play a game: Rub Out and Remember to check vocabulary + Ask Ss to keep their books closed Then provide Ss five sections of a complaint letter and them to put the sections in a correct order + Ask Ss to work in pairs to label each section with the propriate letter: S, C, R, A or P - Ss: + Think of the possible meanings of words + Repeat the words in chorus then individually + Play a game + Think of the answer of questions Step 2: Perform/ carry out the tasks - Ss: + Calls a student randomly, asks him/ her to give his/ her prediction of meaning of the new word + Asks the whole class and individual repeat the new words + Play a game + Put the sections of a complaint letter in a correct order + Label each section with the propriate letter: S, C, R, A or P - T: + Goes around the class, listen and observe the way Ss work and helps them if necessary Step 3: Discuss, present the products - T: + Asks the whole class and individual to + Complain (v) - Complaint (n): {translation}: phàn nàn + Complication (n): điều gây rắc rối + Resolution (n) {translation}: tâm + Float (v) {picture}: trôi, nỗi bồng bềnh + Prohibit (v) {translation): ngăn cản * Checking vocabulary: Rub Out and Remember b Outline of a complaint letter Situation : states the reason for writing Complication: mention the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely c Ordering a Action: Talk about future action b Situation: States the reason for writing c Poleteness: ends the letter politely d Complication: mention the problem e Resolution: make a suggestion * Answer key 1-b 2-d 3-e 4-a 5-c d Reading and matching 12 repeat the new words + Ask Ss to play a game + Ask Ss to put the sections of a complaint letter in a correct order + Ask Ss to label each section with the propriate letter: S, C, R, A or P - Ss: + Repeat each new word in chorus then• individually + Read aloud the new words one by one in chorus + Remember then rewrite the words are deleted + Put the sections of a complaint letter in a correct order + Label each section with the propriate letter: S, C, R, A or P Step 4: Feedback - T: Corrects Ss’ mistake or pronunciation if necessary Step 1: Give/ assign the tasks - T: + Ask Ss to read the production 6b on page 53 + Ask some questions to make sure the Ss know what they have to write + Ask Ss to write the letter in groups or individually - Ss: + Read the production 6b on page 53 + Think of the answer of some questions + Think of writing the letter Step 2: Perform/ carry out the tasks - Ss: + Read the production 6b on page 53 + Answer some questions + Writing the letter in groups or * Answer key: R - S - A - C - P While- writing (15 minutes) a What people in the lake behind the house these days ? b What makes you worried ? What’s the problem ? c To whom you write the letter to? d What suggestion you want to make ? e Any future plan you want to make? * Answer keys: a They begin to catch fish b They use electricity to catch fish c We write to the head of the local authorities d We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish e We look forward to seeing the protection of environment from the 13 individually - T: + Goes around the class, listen and observe the way Ss work and helps them if necessary Step 3: Discuss, present the products - T: Calls a student randomly, asks him/ her to give his/ her answers - Ss: Give the answers Step 4: Feedback - T: Corrects Ss’ mistake or pronunciation if necessary Step 1: Give/ assign the tasks - T: + Ask Ss to give their writings in front of the class - Ss: + Do as T requests Step 2: Perform/ carry out the tasks - Ss: give their writings in front of the class - T: Goes around the class, listen and observe the way Ss work and helps them if necessary Step 3: Discuss, present the products - T: Calls some groups or student randomly, asks him/her to give his/ her answers - Ss: Give the answers Step 4: Feedback - T: Corrects Ss’ mistake or pronunciation if necessary local authorities Post- writing (10 minutes) Dear Mr President, I am writing to you about the problem of fish catching in the lake behind my house These days, there have been a lot of people coming here to catch the fish The problem is that they use electricity to catch fish This way, I think, is very dangerous Right now, if you come here, you will realize a lot of fish, small or big, are floating on the surface of the lake There are also some other animals such as frogs, toads and small birds are killed by electric sock wave I would suggest that you should prohibit people from catching fish here If not, I’m afraid all of the fish in the lake will be killed in the near future I look forward to seeing your resolution to this important matter 14 - T: + Ask Ss to repeat the parts of a complaint letter • + Give Ss homework • - Ss: + Repeat the parts of a complaint• letter • + Copy homework Yours sincerely, Consolidation (3 minutes) - Parts of a complaint letter - Heading - Opening - Body of the letter + Situation - States the reason for writing + Complication - Mention the problem + Resolution - Makes a suggestion + Action - Talk about future action - Closing Homework (2 minutes) - Learn by heart new words and exercise into their workbooks - Prepare the next lesson (language focus) 2.4 Control results 2.4.1 Thanks to improving the efficiency of studying grades 8, at junior high school through old posts by checking the "whole class" - Each application examines the "whole class" in some lessons for grades and in the 2016-2017 school year I found that using this method has some of the following effects - In line with the viewpoint of innovating teaching methods at secondary schools - "The whole class" helps students to learn positive ways, gradually positive habit not think you will learn to cope, not afraid to test the old mentality - Using the "Classroom" teaching English in grades and increases the interest and confidence in learning the subject for students - Due to the number of multiple tests to evaluate the results and classify students more accurately - As a result, the quality of English subjects has improved significantly Specifically, the results of the latest test are as follows Excellent Good Average Weak Class TNOS No % No % No % No % 15 8A 32 9,3 13 40,6 14 43.9 6,2 9A 28 10,7 11 39,2 12 43,0 7,1 - Compared with the results before applying the old post by checking the "Class", I found that this method of discipline helped me get a good effect - The results, however, were more significant than any of the above, with the majority of the students being positive and eager to master knowledge after school 2.4.2 The project will continue to improve the learning efficiency of grades 8, in secondary schools through the old by checking the "whole class" - With the good results achieved in the 2016-2017 school year, I plan to use the "whole class" to improve students achievement in grades and in junior high schools after - Apply this method in a uniform manner in all classes assigned to teach - Research and study to get an abundance of tests in the form of tests to avoid boredom for students CONCLUSIONS - RECOMMENDATIONS 3.1 Conclusion With the results achieved during the research, implementation I found this teaching experience has many advantages It can show the effectiveness right from the first lesson, and if sustained it will have a positive impact on English lessons This approach has a positive impact on both teachers and students With the teacher, using this method will force teachers to regularly learn the subject of the students they teach, prepare the instructions for the simple, easy to understand, often practice teaching methods so that the skill level will gradually improve For students, learning English lessons is always lively and interesting activities will make them more interested in the subject, stimulating the spirit, sense of learning subject They understand that the better they learn, the more opportunities they will have to engage in the good work of the unit As a result, they will constantly try and make sure that their academic performance will be improved and encourage students to be more confident in their language skills In this subject I am giving some initial experiences, I look forward to the comments of my colleagues for my initiative to be more complete 3.2 Recommendations, proposed Starting from the theoretical basis, the purpose of practical teaching as well as the successes and limitations of the subject matter, to improve the effectiveness of English language courses, I have practical recommendations such as 3.2.1 For teachers 16 - Apply expost by checking "Class" in all classes and all subjects for students Examine all of their old "whole class" methods in general English instructional subjects, teaching special English classes 8, as a new method of inquiry - Teachers must also actively, actively explore creative However, in the course of use, the teacher should note the following: - Do not be too harsh on the old article by checking "Class" is a universal tool, it just applied itself was able to help improve the efficiency of objects - During the application process, the teacher must be flexible to change the test format to avoid boring, monotonous - Teachers must know observers, good classroom management to not lead to orderly students can check the fraud 3.2.2 For schools - Schools focus more on innovation management and teaching methods - Learning to improve teaching effectiveness - Balanced funds invest in professional work to facilitate teachers' procurement of materials and equipment for teaching - Like paper, pens, radios 3.2.3 For professional groups - Enhancing self-learning, self-training to improve the level - Strengthening teaching, supervising colleagues for opinions, exchanging, learning experiences - Highly innovative method, teaching organization XÁC NHẬN CỦA HIỆU TRƯỞNG Tho Xuan, the twenty- fifth of May, 2018 Undertake not to copy The writer Đỗ Viết Quế Lê Duy Ninh 17 THE REFERENCES ******************************* [1] Teacher’ book, grade English textbook - Educational Publisher [2] Teacher’ book, grade English Textbook - Educational Publisher [3] The effectiveness of teaching methods - Educational Publisher [4] Teaching English secondary school subjects - Nguyen Danh Chien 18 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Duy Ninh Chức vụ đơn vị công tác: Trường THCS Xuân Giang - Thọ Xuân TT Tên đề tài SKKN "Improving the effectiveness of learning English in grades and by checking out the old text for all students in the class" Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Phòng GD& ĐT Thọ Xuân B Năm học đánh giá xếp loại 2017-2018 19 ... the class instead of the traditional method are just a test on some students of the class to improve the efficiency of learning English, giving students the chance to compete at the beginning of. .. maintaining the specified time of a class So, I boldly made the experience "Improving the effectiveness of learning English in grades and by checking out the old text for all students in the class" ... period of experimentation and steady results, I boldly applied the old test method to all students in the class instead of the traditional method of testing only one number of students in the class