Luyện tập kỹ năng nói cho học sinh khối 6,7 THCS

THANH HOA DEPARTURE OF EDUCATION AND TRAINING HAU LOC DISTRICT DEPARTURE OF EDUCATION AND TRAINING - PRACTICE SPEAKING SKILL FOR STUDENTS GRADE 6&7 INDEX EXPERIENCE IDEA PRACTICE SPEAKING SKILL FOR STUDENTS IN GRADE AND Wwritten by: Chung Van The Position: Teacher Work place: My Loc Primary and Secondary School Subject: English THANH HOA, YEAR 2018 PRACTICE SPEAKING SKILL FOR STUDENTS IN GRADE 6&7 INDEX Table of content PART A INTRODUCTION Page I Reason selected themes II Research objectives III Research subjects IV Research methodology 1 1 PART B PROBLEM SOLVING I Theoretical basic End purpose of teaching a foreign language 2-Basic factors directly affecting success of a teaching session 2 II The improvement of voice progress of students in My Loc Junior high school 1- General situation 2- Current situation 3- Evaluation of the current situation III Some active solutions to improve an effective speaking Making lesson plan for a speaking session How to perform: 2.1 Speaking through classroom language: 2.2 Speaking through the practice of grammar structure 5 6 IV- Appraisal For total qulity For total excellent 16 17 17 PART C: CONCLUSION AND PROPOSAL For infrastructure To upper leader 17 18 18 3 PART A INTRODUCTION I REASON SELECTED THEMES The goal of English is to create and develop a student's basic English language skills and intellectual qualities necessary to continue to study or enter a working life New grade-level English books from the 6th to the 9th grade are, therefore, compiled from the same point of view of the curriculum, which is the point of view and emphasizes student-centered learning approaches All four skills in listening, speaking, reading and writing are considered and coordinated in the tasks of classroom activities One of the four skills that English learners in general as well as secondary school students in particular have difficulty in learning is speaking In fact, to learn English, foreign language learners must have a regular, longterm practice of speaking and speaking in the context of communication Teaching and practicing English speaking skills are not new but difficult for all junior high school teachers and students According to the old textbook program, there are no listening lessons Listening to English for junior high school is included in the program since students are enrolled in the new program With this research, I would like to partly help teachers gradually overcome the difficulties to conduct teaching English more effectively, students actively, actively take on the acquisition, recognize the knowledge of the lesson II RESEARCH OBJECTIVES: By successfully researching the topic, this learning initiative will help teachers gain the following experience: - How to organize an effective speaking lesson - Steps to conduct an effective case - Instruct students to train themselves to be proficient, fluent in the next teaching III RESEARCH SUBJECTS: The topic revolves around teaching research and practice for students to improve their spoken skills for students in fine-grained junior high school But the case study subjects that I have boldly applied to this subject are Grade and Grade students IV RESEARCH METHODOLOGY: Observation method: I researched myself, conducted the class hour - visiting class of colleagues Method of exchange and discussion: After the time of my colleagues, my colleagues, my colleagues and I exchange and discuss in order to draw lessons for the lessons Experimental Method: Teachers conduct teaching tests for specific purposes requiring specific listening lessons Method of investigation: Teachers ask questions to check and assess the content of the students PART B PROBLEM SOLVING I Theoretical basic End purpose of teaching a foreign language The purpose of teaching foreign languages is not to provide students with knowledge of that language, the ultimate purpose of teaching foreign languages is to teach students the ability to communicate in that language Students' communication skills are demonstrated through the following skills: Listening, Speaking, Reading and Writing Student's Speaking Skills are formed through one The learning and training process in the communication environment In addition to studying at the school, students must study and practice themselves in a variety of forms, modes and in a variety of communicative environments Speaking skill is the ability to use language knowledge for speaking and understanding purposes in the language in which they are communicating Basic factors directly affect the effectiveness of a speaking session a- Teacher: - With the new teaching method, the teacher plays the role of directing and controlling students during class time - In order to conduct an effective listening lesson, the teacher should perform well the following basic elements: + Select and use flexible teaching techniques appropriate to each content of the unit + Organizing, controlling classes, distributing reasonable time + Using proficient means, equipment teaching aids teaching speech + Creation of teaching aids suitable for teaching + Inspirational, attractive, attractive students b-The method of teaching speech Speech teaching is regulated by the content of a specific period of instruction, in other words, the content of the unit teaches the choice and application of the combination of teaching methods and techniques Each teaching technique is tailored to the specific form of instruction (vocabulary, structure, grammar, and speaking technique: falling or raising intonation) c Teaching equipment and supplies for teaching speaking: - The use of pictorial assisted instruction for foreign language in general and English in particular is considered as a means of expressing part of the main textbook In all lesson units in the new textbook program, the content of the listening text is recorded in the cassette tape, while the textbook only records the speaking exercises To this, the learner must prepare the vocabulary, structure of the content before doing the communication In addition, teaching aids is an active means of innovating teaching methods, motivating and motivating learning - The equipment and techniques needed during the lesson + Pictures illustrate lesson contents in textbook + Pictures, self-created teachers + Sample video + Sound recording + Create a situation in the process of communication d Students: In the relationship between teaching and learning: The teacher is the parent dictatorship, control, and self-control of students by their own actions, their own intellectual actions under the control of the teacher For good oral communication, students need to have the necessary skills in listening comprehension in English II The improvement of voice progress of students in My Loc Junior high school 1- General situation The implementation quality of English teaching and learning is not high due to low resident's qualification and awereness, poor economy, insufficient and asynchronous facilities Psychobiology of students: afraid of learning, speaking, making mistakes embarrass with friends and teachers, some are lazy to study and homework 2- Current situation a Current situation of teacher - Initially, the use of the teaching techniques of speech teaching was relatively good - Familiar and active with the way to organize a talk lesson - Coordinate flexible teaching techniques - Creation of teaching aids in accordance with the content of lessons, so many lessons are becoming lively, attractive and effective - Using modern teaching equipment to serve the process teach say: pictures b Current situation of student - Students get used to speaking - Many students speak and recognize the volume, voice, intonation of native speakers - Most students have learned some basic structure and some simple content - Some students have developed speaking skills, which are much faster in learning 3- Evaluation of the current situation a- Strong point In spite of objective conditions directly affecting teaching, we have overcome immediate difficulties and step by step improved quality of English speaking lesson so as to meet the aims of textbook curriculum * Teacher - Initially access and utilize typical speaking teaching techniques relatively well - Get familiar with and be active in organizing a speaking lesson sesson - Coordinate flexibly teaching skills in speaking lesson - Create many teaching materials in accordance with content of learning lesson; therefore, the sessons become vivid and attractive with high effectiveness - Utilize and operate modern teaching equipment in reading, such as cassette tape, DVD cassette recorder, video reader and multi-purpose projector * Students: - Gradually get familiar with reading subject ( technique ) - Students are able to speaking before the class and recognize content of the whole speaking text - Most of the students are able to speak with simple content and complete tasks and assigned by teacher after speaking in front ò the class - Some students have gained learning skills and tactics b- Weak point (Remainings) * Teacher It is still difficult for some teachers to implement teaching manipulation and technique in speaking lesson as well as to techniques for specific teaching lesson and session They still hesitate to or unskillfuly utilize teaching materials for speaking lessons, such sample cassettes and demonstrating pictures For other teachers, investment in lesson preparation is still limited due to private issues In addition, they are afraid of creating a noisy, time-consuming and costly teaching session The instruction of studying at home is not suitable for specific students, which make the teaching session is not effective * Students - Students are lack of motivation for English reading comprehension - Many students not have much learning and communication opportunities as well as access to mass media through which they can listen and speak English - Some hesitate to speak in English or are afraid of making mistakes - Students are not familiar with English reading and speaking speed in the tape or disk - They remain passive habit; during team work they rely on other members - Words are produced timidly Many students have not found their own English learning method Many others are not interested in reading books Therefore, in organizing activities, teachers should pay attention to avoid student's negative responds If this happens, teacher shall promptly correct and encourage as well as reward students so as to achieve positive respond - During one English session in class, students of My Loc junior high school are very active in exploring new knowledge Most of them are ebullient and enthusiastic in activities; however, this occurs only among good students c Teaching measures and tools - Teaching materials for teaching are too few: pictures, radio - The quality of the tapes is not good d Specific investigation: During my teaching process, I have been in charge of grades and With the aims of studying the current situation of student's English learning as well as drawing lesson for myself, right from the beginning of the school-year, I have oriented a specific plan and method to actively investigate the current situation of English learning of my students Findings of the investigation indicated that most of the students not soudly remember vocabulary and their communication skills are still limited To achieve the above-mentioned objectives, students should be trained all the four skills including: listening, speaking, reading and writting during their English learning However, English curriculum at secondary school level concentrates on the two basic skills only, which are speaking and writting The other two skills have not gained much attention; therefore, student's learning performance is not high This issue is indicated by learning performance of students in the previous year and findings of the survey on student quality conducted in some classes in terms of English subject early last school-year ( 2014 - 2015 ) 22,5 15 37,5 Poor % Quaity % Weak Quatity 40 % Fairly good Quatity 6, Good Quatity Quatity Total Excellent number Grade of student % s % 20 15 Therefore, to find out a method to practice English speaking skill for students, I have chosen this topic III Some active solutions to improve an effective speaking Making lesson plan for a speaking session a For teachers: For a good speaking lesson, the teacher should take the following steps: - Studying the content of lessons from textbooks, teacher books because of textbooks and teacher books is an important basis for teachers to plan teaching for the lesson The textbook research will help teachers organize, teach the right teaching, focus, time distribution for steps, activities in a scientific way - Study the purpose of the lesson: The purpose and requirements of the lesson are the goals that both teachers and students need to achieve after each lesson For vocabulary lessons, the purpose of the lesson is to help students practice and develop their skills: Listening, Speaking, Reading and Writing (in which listening and speaking skills are essential) After finishing listening to the content of the lesson and starting to make some requests or practice a small structure or conversation - Select and coordinate teaching techniques in a flexible and appropriate way (based on the content of lessons, characteristics, capacity of the classroom and the stages in the process of teaching listening: Pre-listening, While- listening, post-listening) At each stage there are teaching techniques with a particular characteristic - Good use of teaching aids, tools for teaching: * Using the clay machine: Before preparing to teach, prepare good machine, tape and battery in case the electricity goes out + It must be safe to operate + Considering the necessity, effectiveness and specific time for each stage * Using illustrations: + Channels in textbooks: One of the strengths of the textbook compiled under the new program is that many illustrations Getting the most out of textbook pictures to help students understand the lesson is important + Illustration picture must have a close contact with the content learn + Need to plan a reasonable, scientific: Teachers need to plan the activity of the game, the requirements of each exercise, the pay plan words of students + Exchange discussion about teaching methods with colleagues b For students: Teachers ask students to prepare well for the next class by: - Raise the system of open questions about what students are going to learn to have students time to think, learn the document - Ask students to some exercises related to the content of the lesson Encourage and encourage students to be confident, active and creative topics, questions related to the unit How to perform: 2.1 Speaking through classroom language: By innovative method, combining new textbook program Secondary students are encouraged to use English as much as possible, depending on the level of the subject In the classroom, students should be able to communicate in a variety of forms: Teacher - Whole class, Teacher - Students, Students - Students The teacher is the person who guides the children to conversations from simple situations to conversational topics * Beginning of lesson: - Good morning How are you? - What’s the weather like in Thanh hoa today? - What you do? - What are you doing now? - What you usually at recess? - What you often after school? - Where are you going to spend your holiday next summer vacation? - Did you have a nice time last weekend ? - Let’s play a game now, shall we? - Are you ready? * Ask for repetition: - Would you mind repeating…? - Will you open the door? - Do you understand that question? - Could you say it again? - Yes?/ Pardon?/ What? * Asking for clarification: - What is it? Please tell me again - What you mean? - Could you explain more about ? * Ask for ideas/opinions: - What you think about that…(name)? - Do you have any ideas/opinions? - How about you?/ What about you?/ And you? * Checking: - Is that clear? - Okay so far? - Have you got it / that? In class activities, teachers often need to use the whole English language, sometimes use Vietnamese or sometimes use both languages English Vietnamese Both ü Introducing the lesson ü Checking attendance ü Organizing ü Classroom control / discipline ü Giving praise ü Presenting new language ü Introducing a new text ü Asking questions on the text ü Correcting errors ü Setting homework 2.2 Speaking through the practice of grammar structure: At present, many students in grades and have good vocabulary and grammar but are afraid to speak English during class, without the habit of communicating They are not confident in communicating the greetings, introducing themselves Therefore, the teachers need to create the environment and opportunities for them to communicate and practice listening and speaking skills from grade In order to create a conducive environment for students to communicate, I acted as a facilitator and facilitator in the flexible teaching process combined with a variety of activities during the teaching hours to help the student's thinking They develop, and from there they will participate actively in the practice So they will confidently communicate, passion for learning this subject And here are some examples of practice on the classs: Survey : English Unit Lesson : B 4,5 – Name Address Distance Means of transport Example exchanges: S1: What’s your name? S2: My name’s …… S1: Where you live? S2: I live in/ on/ at ……… S1: How far is it from your house to school? S2: It’s (about)………… S1: How you go to school? S2: I go to school by ……… Noughts and Crosses: Tiếng Anh Unit Lesson : A 4-5 1) We / meet / in the street 2) They / meet / o’clock 3) He / see / a film 4) We / go / bike 5) Hoa / buy / flowers 6) They / be back / 8.30 7) She / leave / p.m 8) Nga / eat / cakes 9) Phong / call Lan / after Dialogue 1: A: Where will we meet? B: We will meet in the street Dialogue 2: A: What time will they meet? B: They will meet at o’clock Dialogue 3: A: What will he see? B: He will see a film Dialogue 4: A: How will we go? B We will go by bike Picture drill: English 7: Unit - Lesson (A 1-2) Talk about Lan’s schedule Noughts and crosses : English 7: Unit - Lesson B1-2 Ex: What are they doing ? – They are playing blindman’s buff blindman’s buff play marbles skip rope Tiếng Anh Unit lesson A 1-2a Find someone who … Find someone who … after school Name Watches TV Plays soccer Goes swimming in the pool Reads books in the library Example exchanges: S1: Do you watch TV after school ? S2: Yes, I / No, I don’t 2.3 Speaking in the Pre & Post part of the skill lesson: Speaking skill is combined with phonetics, grammar, vocabulary, and other skills through themes and topics In our language skill lesson, we have combined spoken skills in the Pre-Stage and Post-stage sections English 7: Unit - Lesson : A - Pre-reading : What you know about Hoa ? - Post-reading: Studentscan choose: + Interview: Students work in pairs: A: Hoa B: Interviewer + Roleplay: Students work in pair : A: Hoa B: Hoa’s new friend Suggested dialogue: A: Hello B: Hi A: What’s your name? B: My name is Pham Thi Hoa A: Where are you from? B: I’m from Hue A: Do you have many friends in Hanoi? B: No I don’t have any friends in Hanoi But I have a lot of friends in Hue A: Is your old school big? B: No It’s small A: Why are you unhappy? B: I miss my parents and my friend in Hue very much Tiếng Anh Unit Lesson B1-3 Post- reading: Chain game: Students work in group of - Talk about Hoa’s family There / people / Hoa’s family Father / farmer He / work / farm / countryside He / grow vegetables / raise cattle Mother / housewife She / / housework / help / farm Younger sister / / student S1: There are four people in Hoa’s family Her father is a farmer S2: There are four people in Hoa’s family Her father is a farmer S3: There are four people in Hoa’s family Her father is a farmer He works on the farm in the countryside S4: There are four people in Hoa’s family Her father is a farmer He works on the farm in the countryside He grows vegetables and raises cattle S5: There are four people in Hoa’s family Her father is a farmer He works on the farm in the countryside He grows vegetables and raises cattle Her mother is a housewife - Talk about Lan’s family There / people / Lan’s family Father / doctor He / work / hospital He / take care / sick children Mother / teacher She / teach / primary school Lan / have / elder brother He / journalist He / write / Hanoi newspaper S1: There are four people in Lan’s family S2: There are four people in Lan’s family Her father is a doctor S3: There are four people in Lan’s family Her father is a doctor He works in a hospital S4: There are four people in Lan’s family Her father is a doctor He works in a hospital He takes care of sick children S5 : There are four people in Lan’s family Her father is a doctor He works in a hospital He takes care of sick children Her mother is a teacher English 7: Unit - Lesson (A 6) Pre-reading: Open prediction: What you know about schools in the USA? Post-reading: Talk about the differences between schools in the USA and schools in Vietnam In the USA In Vietnam ü School uniform x Classes start 8.30 7.00 Classes end 3.30 – 4.00 11.00 ü Lessons on Saturday x ü Lunch at school x - In Vietnam, there is school uniform but in the USA there is no school uniform - In Vietnam, classes start at o’clock but in the USA they start at 8.30 - In Vietnam, classes end at 11.00 in the morning but in the USA they end at 3.30 or 4.00 in the afternoon - In Vietnam, students have to go to school on Saturday but in the USA they don’t go to school - In Vietnam, students have lunch at home but in the USA they have lunch at school Tiếng Anh Unit Lesson : A 2-3 Post-listening: Talk about public holidays in the USA - Independence Day: fireworks display - New Year’s Day: new clothes, stay up late until midnight - Christmas: Christmas tree, many gifts English 7: Unit - Lesson (B 4-5) Post-listening: Ask and answer about the price Items Price A packet of envelope 2,000 dong A pen 1,500 dong A writing pad 3,000 dong Five stamps 2,500 dong A phone card 50,000 dong Example exchange: S1 : How much is a packet of envelope ? S2 : It’s 2,000 dong 2.4 Speaking during the last hour of each section / unit: I use verbal reinforcement to practice language skills and to revise language skills for students In block 6, I conducted vocabulary and grammar exercises in the first half of the hour, then taught students the topic of the lesson (with suggestions and instructions), and practice writing at the end of the hour We practice each lesson as follows: English pilot book Unit 1: Task Introduce yourself to the whole class, using the cues below Greeting Your name Your age Address Task Talking about and describing a school You may use the following questions How many teachers are there in your school ? What are their names ? What subject they teach? How many students are there in your school? Do you like your school? Unit Task Talking about and describing houses, rooms and furniture Using the cues below Is it small or big? How many rooms does your house have? What kinds of furniture? What color? How does it look like? Unit 3: Task Talking about appearance and personality What is her/ his name? How old is she/ he? What does she / he look like? What is she/ he like? Task Talking about plans Unit 4: Task 1: Talking about and describing a neighborhood The neighborhood - Suburb of Thanh hoa city - Great of outdoor activities, beautiful flower gardens, big lakes, fine weather, … - Markets, shops, restaurants, post office, … - People: incredible friendly, helpful, kind,… - Roads: narrow, large, beautiful, easy/difficult to travel Unit 5: Describing things in the nature: HA LONG BAY * Quang Ninh province: One of The most natural wonder of VietNam/ a world site - Where?/ What’s there? / Which? / What? / How? • Magnificent caves, quiet sand beaches, islands • TuanChau is the biggest island • People are friendly, hospitable, sociable, helpful,… • Buses and train daily to and from Hai Phong & HaNoi.? Unit 6: Talking about Tet activities and traditions When does Tet holiday occur? What we often before Tet holiady? What activities happen at Tet holiday? How people feel? * English Unit 1: Build the dialogue, base on the pictures: Nga and Miss Lien Nga and Miss Lien Mr Tan and Ba Nga and Ba Unit + Ask and answer about personal information: What / name? / Where / live? / What / telephone number? / When / birthday? How many people / family? + Ask and answer about the invitation cards written in part A 6-8 + Work in pairs, ask and answer with the information on the postcards Dear …., I’m having a birthday party on ……… The party will be at my house at ……… from …… to ……… I hope you will come and join the fun Love, …… S1 : When will his / her birthday S2 : He / she will have a birthday party on …… S1 : What time will it start ? S2 : It starts at … and finishes at …… * Unit : Describe your kitchen - How is your kitchen ? - What are there in the kitchen ? - Where are they ? - Do you love your kitchen ? Why ? * Unit 4-5 : Brainstorming : School subjects - Students work in their groups Then one by one talks about the subjects before the class EX : In English class, students learn how to listen, speak, read and write In History class, we study about past and present events in Vietnam and in the world In Computer science class, we learn how to use a computer English School subjects math history Past and present events in VN and all over the world Ex : In Physics class, we some experiments In Geography class, we study maps and learn about different countries In Literature, we learn about books and write essays Math / graphs / equations / calculator Music / piano / guitar / songbooks Art / paint / pencils / paper Physical Education / games / running shoes / ball Biology / plants / animals * Unit : Recess activities Survey Name Activity soccer catch Skip rope Marbles read talk other Students work in groups EX : Do you play soccer after school ? (catch/ skip rope / play marbles / read/ talk) * Unit 7: Talk about your family Mapped dialogue K How many ……? Who …? What / father / ? Mother ? Where / live ? You/ miss/ parents ? L …4 … father / mother / brother … … Hue Yes miss … very much Dialogue: S1: How many people are there in your family ? S2: There are four people S1: Who are they ? S2: They are my father, mother, brother and me S1: Where they live? S2: They live in Hue S1: Do you miss your parents ? S2: Yes I miss them very much * Unit : Task 1: Roleplay Hoa Clerk …5 local stamps and two stamps for Here … Is that all? America …A fifty thousand dong phone card … … seven five thousand … altogether ? …Eighty thousand dong … change Ex: Hoa : I would like local stamps and stamps for America ? Clerk : Here you are Is that all? Hoa : I also need a 50 thousand dong phone card How much is that altogether ? Clerk : That is seventy five thousand dong Hoa : Here is eighty thousand dong Clerk : Thanks Here’s your change Task : Make similar dialogue, use these cues: - Phone cards - Postcards - Stamps - Writing pads - Envelopes IV Appraisal After some years of applying above-mentioned methods and activities, I have found that quality of students’ learning is obviously improved, students are interested in learning, weak students become more confident, students’ english speaking skill is improved Their completion of above-mentioned assignments are quicker, and their knowledge perception and skill development are flexible It is these reasons for the following positive findings of the recent survey For total qulity: 12,5 14 35 16 40 Poor % Quaity % Weak Quatity 40 % Fairly good Quatity 6,7 Good Quatity Quatity Excellent Total number Grade of student % s % 7,5 For total excellent: Total excellent has been improved sighnificantly In particular, the number of students winning prize in examinations for gifted students at all levels has increased continuously It is seen that the application of these English speaking teaching method into practical teaching has brought much higher results in comparison with the period when teaching method was not improved This achievement encourages me to continuously try my best to bring higher results as well as apply these methods more to specific teaching sessions PART C: CONCLUSION AND PROPOSAL During the research conduction, I myself found that the practice of English speaking skill in secondary school English curriculum is of great necessity Above-mentioned practice methods shall help students and teachers with easier practice of speaking skills among students in junior high school Teachers themselves should continuously study and enrich their specialty via means of information They should promptly recognize the innovation in teaching method and education, which is vital to each teacher Being able to apply this method, quality of foreign language teaching shall be enhanced, students shall be more interested in studying and more confident of communicating with foreigners if they have chance to so Briefly, Speaking is one of the four skills that students need to practice It helps students to reflect quickly, expand their knowledge and also helps them communicate confidently Speaking helps students learn how to communicate daily, using vocabulary, structure, and specific communication situations Therefore, teachers need to use attractive and appropriate teaching techniques to teach high school students in particular to achieve good results Based on reasoning, practical situations and teaching purposes as well as success and constraints in conducting this topic, in order to contribute to teaching English in general and speaking skills in particular, I would suggest the following recommendations For infrastructure - Skills should be practiced under typical teaching method, which means subject specified classroom should be set up to avoid affecting to and being affected by close classroom in terms of noise (This room may be used for other subjects) - Electric system should be fixed to ensure usage and safety To upper leader Teachers should have the opportunity to discuss and exchange experiences with colleagues, especially through district and province seminars Above-mentioned are my experiences of utilizing tactics and activities in teaching speaking skill in My Loc junior high school I promise to continue and enhance the achievements acquired from the topic conduction as well as continuously study to draw lessons and to overcome difficulties in teaching so as to meet the requirements on innovating English teaching curriculum and method of Ministry of Education and Training The content that I presented above is just gathering, summarizing experiences of myself, narrow research scope, short time, little documentation, so there are many shortcomings But for the purpose of improving the quality of our education, we hope this little topic can contribute to improving the spoken skills for our students We hope to receive valuable comments from teachers and colleagues Sincerely thanks! Ý kiến HĐKH nhà trường My Loc, March 15th , 2018 I swear, the initiative is my writing experience, not copying others’ content Written by Chung Van The REFERENCE BOOKS - Sách Giáo Khoa Tiếng Anh (thí điểm) - Sách Giáo Khoa Tiếng Anh Nhà Xuất Bản Giáo Dục - Bộ Giáo Dục Và Đào Tạo, Tài Liệu Bồi Dưỡng Thường Xuyên Cho Giáo Viên THCS Chu Kì III (2004- 2007) - Bộ Giáo Dục Đào Tạo, Đổi phương pháp dạy học đổi kiểm tra đánh giá học sinh môn Tiếng Anh trường THCS- 2008 ... Liệu Bồi Dưỡng Thường Xuyên Cho Giáo Viên THCS Chu Kì III (2004- 2007) - Bộ Giáo Dục Đào Tạo, Đổi phương pháp dạy học đổi kiểm tra đánh giá học sinh môn Tiếng Anh trường THCS- 2008 ... prediction: What you know about schools in the USA? Post-reading: Talk about the differences between schools in the USA and schools in Vietnam In the USA In Vietnam ü School uniform x Classes start... end 3.30 – 4.00 11.00 ü Lessons on Saturday x ü Lunch at school x - In Vietnam, there is school uniform but in the USA there is no school uniform - In Vietnam, classes start at o’clock but in