“GUIDE STUDENTS TO REVIEW AND DO HOMEWORK”

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT YÊN ĐỊNH SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI “GUIDE STUDENTS TO REVIEW AND DO HOMEWORK” Người thực : Trịnh Xuân Dũng Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Yên Định SKKN thuộc lĩnh mực mơn Tiếng anh THANH HỐ NĂM 2018 PART ONE: PREAMBLE 1.Reason for choosing the topic More than 20 years ago, in the educational magazine there was an excerpt from Uncle Ho’s teaching: “ Teachers must find out how to get students to understand quickly, remember in a long time, progress,… students should not grind, rote… Learning must think, contact with reality, experiment, practice Learning and practising must combine together…” (No 8/1970) From the pressing issues and the extremely important, our party had the resolution of the 7th Central Committee : “ We should innovate the teaching and methods in all level of education, combine with all branches, study with production labor, experimentation and scientific research, link school with society, apply modern educational methods to foster for students with mental abilities, creativity, problem solving capacity” When we mention this issue, we should have methods of teaching students to review, homework in the right direction The development of modern English teaching techniques has given us an accurate and effective direction For these reasons , I choose this subject to study 2.Purpose of the topic Help students to firstly contact with English, held students to practise four skills well: Listening, Speaking, Reading, Writing.The focus is on listening and speaking Especially, help them to self-study and homework, give them some vocabulary, idioms, and sentence patterns Students can use English to talk, exchange some specific situation according to the points set out in the program PART TWO: RESEARCH CONTENT 1.Reality 1.1 The problem about theoretical basis * Scientific argument of subject: English progam in high school is to form and develop the knowledge, the basis skills, and the intellectual qualities to continue to learn higher or communicate in English in everyday life * Skill: Students must meet the daily Englisg communication requirements in the classroom, outside the classroom, express simple content which relate to topics, language content learned in the program through the conversation * Psychological basis: Studennts must have attitudes, emotions that are right for the country, culture and language they are learning On that basis, they must foster, develop a good attitude and lovefor the language , culture of the nation Students must have the demands, self learning method to master and use in learning in the life Student should build and develop the awareness as well as the ability to work in the community through the language forging activvities 1.2.Reality 1.2.1 Educational staff Educational staff is generally lacking, unexperience, not meet actual needs of education and society Teachers are asynchronous, not really done 1.2.2 Teaching method It is mainly and very urgent There are many opinions, views put forward, but still not consistency It is still generic, especially in high school Although there has been much interest, it is not enough especially in English subject From that urgency, I give some experience to teach students how to learn, better approach about exercises and homework Specifically, I have achieved results on the students through the survey several times: Class 12A3 12A9 Number Excellent Sts SL % 44 4,55 41 2,34 Good SL % 11,36 9,75 Average SL % 15,9 12 29,27 Below average SL % 30 68,18 24 58,53 From the statistic table above, I realize that students (for the most part) not spend a lot of time to practice 2.Solution Review- Activated process Review is an activated process, regeneration and practise the problem about vocabulary, grammar or language skill which students have learned before to reinforce and deepen their knowledge and skill This is an assurance for teaching and learning with high result.Normally, unless textbooks are based on the principle “…” and knowledge is repeated many times and advanced, students are easy to forget what they have learned without reviewing In this program, we will discuss what problems should be reviewed and the way to proceed the review activities 1.1.Role of revision and homework Homework is a way to help students review and consolidate the knowledge and skills that they have learned at class One of the important factors that affact to the result in learning and teaching at school, especially with the condition of high school in Vietnam The amount of time for this subject is too small, but the amount of knowledge and skill students need a lot So the homework assignment and the guide for students is very necessary It gives students a lot of time to contact and practise with foreign language It helps student to improve their foreign language skills In fact, the studens who are given homework seriously, carefully, will achieve high results in examinations compare with the students who are given little homework 1.2 When should review ? The most common way is that teacher usually review a grammar point or any content that they learned at the last lesson at the beginning of the lesson Teachers ask the questions, students answer Students can be serialized, continuous by this way The limit about the time of reviewing is not appropriate According to some educational experts, the necessary for the beginning of lesson is a gentle launching activity such as a song, a funny story or a game Students should be comfortable before the lesson to a duty which is not easy with them Students must contact with a strange sound and script in another language So the revision of old lesson should be let behind the launching activity If the grammar points or the reading lesson relate to or continue the old lesson, teacher should review th old lesson before the new lesson And the reviewing can be seen as a preparing activity (pre-listening or pre-reading activity) For other cases, the revision can be proceeded in anytime during learning hours It will make a change in the activity of lesson, make the lesson richer 1.3 Grammar revision The most difficult problem in teaching grammar is that teacher must introduce and practise the new grammar points Revision can become an interasting activity Teachers can recall the grammar points or structures that students have learned with artifacts or visual aids The problem is that teacher should confirm grammar points which need giving to review and how to review them Select the issue to review First, teacher should have a list of grammar that students have learned , select any issue to review (tenses of verb, passive voice, reported speech…) To make sure that all the grammar points are reviewed fully,teacher should mark again and write date, month of revision During teaching, teacher should note and write out the low capacable students, usually mistake to practise or consolidate more When students can use foreign language freely to express their opinions without fear to be correcting the mistakes But they also wish teacher should take care of their drawbacks and help them to correct in tasks The grammar issue can also be combined with th revision in teaching new lesson Based on the characteristics of the new lesson, teacher should inform which language phenomenon need reviewing during the learning period For example, teacher should review the way to express opinion, agreement or disagreement about the topic which students have many arguments In the lesson of collecting food, student can need the way to express the choice , hobby… etc in the free practice period The scope of any conversation can also be extend by reviewing the relevant language functions before student work in pairs or groups This will help student braver , express more comfortable the issue which they have just learned 3.The way to review grammar The reviewing job need happening quickly because students are already familiar with that grammar issue To make the revision become interesting with students, Teachers should try to use the way to proceed in many different directions 3.1 Using object or person, the rays in algebra to practise the grammar issue Teachers can use the present location of students to review the preposition pharse of place such as: in front of, behind, between, next to… For example, some students to board and line up to review the comparative morphology of adjective : shorter, taller, fatter, thinner… Every little bag can be used to review the structures : “Have you got? or Is there a?” In another way, teachers can use the instruments of students to review the adjectives, possessive pronouns… Example: T: “Whose is this?” S: “It’s mine/ Lan’s/ hers.” T: Whose are these spetacles/ scissors?” Are they yours, Hung?” S: No, they are Nam’s/ his -Teachers can use chalk to draw the ray expressing action on the board as follows: Example: If a action was happening in the past , there was an action intervening ( happening action is the continuous past, the intervening action is the simple past) S+was/were +Ving V2 S+Ved/c2 When V1 S+was/were +Ving V S+Ved/c2 V S+was/were +Ving QK QK V When S+Ved/c2 QK V -To express two actions happening in the past, we use the way to express as follows: Example: If two action happened in the past , the first action is the past perfect, the second action is the simple past -If “before” stands at the beginning of sentence , the action stands near “before” on the right side , we use the simple past and the past perfect for the remaining action V2 V1 Now Before S+Ved/c2 S+had+ Ved/C3 -If “before” stands between the sentence, the action stands near “before” on the right, we use the simple past and the past perfect for the action on the left V1 S+had+ Ved/C3 Before V2 S+Ved/c2 -Similar to “before”, We can also apply with “After” through the following expression: After V1 V2 S+Ved/c2 S+had+ Ved/C3 After V1 V2 S+had+ Ved/C3 S+Ved/c2 Example: Two actions happen paralell with each other: While V1 V2 S+was/were+Ving S+was/were+Ving -Another type of exercise is also very difficult for students They usually make mistakes during process of doing exercises Example: 1.Choose one wor whose underlined part is pronounced differently from the others Identify your answer by writing the corresponding letter A, B, C or D 1.A.math B.month C.with D.both 2.A.selection B.education C.collection D.suggestion 3.A.chemistry B.orchestra C.ache D.chew 4.A.watched B.looked C.fitted D.stopped 5.A.took B.moon C.book D.good 2.Pick out the word with the underlined part pronounced differently from that of the other 1.A.blood B.food C.moon D.pool 2.A.cell B.centre C.city D.cube 3.A.of B.cafe C.knife D.leaf 4.A.after B.advice C.agree D.alone 5.A.house B.hour C.hundred D.head 3.Choose the word which is not the same group 1.A.visisted B.watched C.needed D.waited 2.A.French B.Australian C.American D.Japan 3.A.lovely B.beautifully C.carelessly D.skillfully 4.A.depth B.thickness C.heavy D.width 5.A.can B.must C.shall D.should -With this type of exercise , what should we to help students to review and better? -First, we need to help students to understand more clearly four ways to read the plural words For example, “S” read like “s” after voiceless consonant (f, k, p, t…) * “S” read “z” after the consonants and the vibrated vowels * “ES” read “iz” after the wind tones /s/, /z/, /ts/, /dz/ * Read “z” after the letters l, v, o -Second, we need to help students to understan more clearly three ways to read the third singular number * Read /s/ when the word ending /f/, /k/, /p/, /t/ * Read /iz/ when the verbs ending /s/, /z/, /dz/ * Read /z/ when the verbs ending with the other sounds -Third, we need to help students to understand more clearly three rules to pronounce the regular verbs (the verbs ending “ed”) * Read /t/ when the verbs ending /k/, /p/, /t/, /f/, /ts/ * Read /id/ when the verbs ending /t/, /d/ * Read /d/ with the remaining sounds Use the alternative and assembly exercises to review the grammar structures The type of the alternative and assembly exercises is suitable for reviewing the structure of sentences However, teacher should design the exercises to avoid practising mechanically By that, students know the real purpose with what they are learning Teacher make a sample sentence about the structure which will be taught, mark the part of the alternative sentence , ask students to answer in one minute This activity will be interesting for students and high competition if teachers check and give marks the best answers Checking will not be time-consuming if teacher only ask students to read their answers loudly Each student can write some alternative phrases so there are many good answers, original content Teachers should give the sample sentences to students to develop high imagination Example: -I am sorry to hear that you broke your leg -How nice of you to call -I’d be only too please to carry the case for you 3.2 Normally, I often orient students to review the grammar part which they usually make mistakes : + what should students pay attention to the correct form of verbs: -Determine the tense in sentence (simple present, simple past, continuous present…) they should pay attention to what factor in sentence Example: I (learn) English now She (learn) English last week He (learn) English tomorrow -Determine the kind of sentences (affirmative sentence, negative sentence, interrigative sentence) they should pay attention to what factor in sentence Example: He (learn) English now ? I (not, learn) English now -The kind of subject (singular or plural): Example: I (learn) English now She (learn) English last week They (learn) English tomorrow -The last step: give the correct form of verbs: +Moreover, what rules students remember in each tense? Example: Students should remember the following rules in the continuos present: +Normally, we add “ing” to the ending of verb +If the verbs end “e”, we remove “e” and then add “ing” +If the verbs end with a consonant ( there is a vowel in the front) we double the last consonant before adding “ing” +If the verbs end “ie”, we change into “y” and add “ing” +If the verbs end “ic”, we change into “ick” and add “ing” +If the verbs end “y” we keep the same and add “ing” Example: Students should remember the following rules in the simple past: +Normally, we add “ed” to the ending of verb +If the verbs end “e”, we add “d” +If the verbs end “y”, we change into “i” and add “ed” (there is a consonant in the front of “y”) +If the verbs end with a consonant (there is a vowel in the front) we double the last consonant before adding “ed” +The irregular verbs must be learned by heart Review the vocabulary 4.1 The criteria to sellect the word The criteria to sellect the word is similar to the grammar The relevant word to the coming lesson, the learning result show that students need reviewing those words Teachers can put words together in groups (food, clothes, …) or in situation (the bank, the super market, post office…) or in meaning (boy, man, chap, guy…) or in grammar categories (adverbs, adjectives,….) 4.2 the way to proceed to review the vocabulary Teachers can reuse the used visual aids to introduce the new words The simplest way is that teachers should bring all the visual aids which were used last week on the first day of week After the launching stage, teachers should carry out a general revision from vocabularies of the last week Beside, teachers should have another ways to review some more words *Use the sentence to illustrate -While teachers teach new words which are introduced in context, teachers can ask student to repeat the illustrative sentences (sample sentences) they learned a few days or weeks ago This revision will have a high communicative value if teachers ask student to emulate at setting up the illustrative sentences they learned before The form of this revision can be carried out in oral form.By this way and given context, Students can reproduce many words they learned without time-consuming *Set up the vocabulary network Teachers sellect any topic (sport, school, or seasons in a year…), write these topic on the board, ask students to think (name all the relevant words to these topic) Teacher write out those words on the board (net word) or call a student to work as a secretary Example: About topic “bedroom”, teachers ask students to find the words of firnitures in the bedroom to make the following network Shelf Bed Chair Bedroom table wordrobe -Words in the first round : “ bed, table, chair” are used as the topic and teachers ask students to give the words relevant to these words *Make the word table: This way is similar to the above but the result is instead of a network which is easy to follow It is a table of the phrases with the same category and topic Although they are arranged neatly, It looks less attractive Example: Shop + Shopping Baker’s Chemist’s Grocer’s Butcher’s Bread Aspirin Cheese Steak Cakes Shampoo Cereals Lamp chops Croissant Sun oil Cold meat Beef Cosmetics Conserves Any way to use the word table is ok, the most important thing is that teachers should prepare the words in table In case, Students can not remember all the words, teacher must suggest or supply those words for students * Arrang those words in the same category This way is also used to review the words with the same category or topic Teachers read a series of the confused words After that, teachers give some main words and ask students to arrange them into a group of itself-word Example: -Read the words in the topic : food, milk, apples, melon, cheese, potatoes, ice-cream, butter, then teachers supply the main words : vegetables, dairy products, and ask students to arrange those into two main groups *Rearrange the letters in order Students usually like the word search gameplay by rearranging the letters in words Teachers write these words on the board or cardboard and ask students to guess what the word is Example: BALTE NLCPIE PALPE *Puzzle games For the higher level students, Not only does this game help students to review but also create conditions for students to practise the listening skill Teachers say the meaning of the word , students must find out that word Example: +Teacher: Sometimes this is on the door, but it is also found on a fishing line +Student: It is a hook *Review prefixes and suffixes Review the prefixes and suffixes is very useful When student know the function and meaning of this issue, they can understand and create the new words Bisede, some prefixes and suffixes have grammatical functions Example: (-er, -est, -ing, -ed…) Some of them contain meaning (-ness: a condition of … Example: unlock, unwrap, untie or the meanging of negative: uncertain, unclear, unreliable 5.Homework Different from other subjects, the foreign language teachers can not ask students to learn what they have not been learned in the textkook Normally, teachers not force students to learn what they have never learned If teachers ask students to prepare new lesson and learn new words in the textbook, this is mean that the foreign languague subject is evalutated as a pure subject So teacher must give homework to students what is a good homework? A important standard is that it is not a burden for teachers It is not waste of time to check and correct Correcting the exercise can be seen as a review activity and help students to realize and correct their mistake Teacher want students to have a good result, they need to review all what are taught in class It is not necessary to review everything on the class at the beginning of the lesson If the lesson is related to th next one, the revision can be carried out after the launching activity In this time, It can be seen as a preparing activity Homework helps students to have a chance to contact with foreign language more and more Homework should be interesting with students and it is not too difficult for student to It is better for give students to correct for each other Teachers should be a instructor, and help them when needed Teacher will save the time and get the expected result 5.1 The type of homework With the different reasons, there are lots of homework which can not be put in textbook, but they are helpful supports and convenient *Panting, colouring, illustrting Panting or colouring a map with any writing is an attractive activity for students Do like that, students can be practised vocabulary, listening and comprehensive reading *Language games Use the language games, create new words by the way arranging the given letters in some orders, or find the word involving with the given root *Compound sentence, compound paragraph Comound sentence is a useful way to review the words The way to proceed as follow: The left column is the words which are subjects, the left column is the words with function of predicate The duty of sudents is that they must match these words to be suitable with the words on the left column Example: When it rain It often freezes In sunny weather People use an umbrella During sunny shower It is best to stay inside On dull days A picnic is most enjoyable When it thraws Water drips from the icicles During European winters We sometimes see a rainbow *Fill in the blanks This is a common exercise to practise the comprehenvive reading, guess the words Teacher can give a essay or paragraph that are suitable with students The shorter the distance is, the higher the difficuty is Exercises should have context, necessary condition for student to complete *Choose True or False For the kind of this exercise, students must read a passage and then answer some questions which have given answers In these answers , there are some true and false answers *Simulative writing Essentially it is writtenin the form Teachers supply some topics or paragraphs with contents, program target as well the requirement of th student object Example, when students write about Hanoi, a vacation, teachers should provide necessary structures, vocabulary… *Instructuve writing Teachers provide for students a writing lesson about interview, survey which have common contents Students read and write their answers according to the requirements about content of that lesson *Read at home Teachers give reading exercises to students (written in text, story, travel guide paper with the difficult levels suitable for students, interesting content) There should have suggestive and specific questions which studens must perform (make a plan and say why that plan is chosen.) Students the task at home, discuss in groups at school about what they have prepared , supplement and complete, choose a representative to present in front of the class Teachers check and correct PART THREE: ACHIEVED RESULTS AND PROPOSIONS, PETITIONS 1.Results It is right when people say “martial arts training” This motto is suitable for learning the foreign language Revision include not only what has learned in class but also any the necessary things to serve for new lesson Revision should not only be done at the beginning of the lesson but also at any stage in a lesson A lesson is considered as a package teaching activity, attractive, interesting when students can learn both old and new things Homework is a form of reviewing, rise the learning time of students The more diverse, attractive, suitable the Exercises are, the more interesting the students are Especially, students can avoid making mistakes In case, Students still make mistakes, teachers should guide students to correct their mistakes Homework should not be evaluated and given marks After applying the above experiences in teaching two classes, I feel students have good progressions, high results In the process of learning , students love English subject more and more Students feel more confident with the easy conversations, practise speaking the short conversations.There have teacher’s guide at the beginning, but the guide will decrease slowly Students will feel more confident with more difficult conversation It is shown in the following survey table: Class 12A3 12A9 Number Sts 44 41 Excellent SL % 20,45 12,2 Good SL % 23 52,27 19 46,34 Average SL % 12 27,27 17 41,46 Below average SL % 0 0 2.Proposions, petitions In the limit of the article, limited time, I can not present more detail as well as scaling up the teaching tips for students The time for these tips is not much I look forward colleagues, Parents who are bloody to students, English subject to applying and comment to me Xác nhận thủ trưởng đơn vị Hiệu trưởng Yên Định, ngày 15 tháng 05 năm 2018 Tôi xin cam đoan NCKH viết, khơng chép nội dung người khác Người thực Trịnh Xuân Dũng ... which need giving to review and how to review them Select the issue to review First, teacher should have a list of grammar that students have learned , select any issue to review (tenses of verb,... -With this type of exercise , what should we to help students to review and better? -First, we need to help students to understand more clearly four ways to read the plural words For example, “S”... activity and help students to realize and correct their mistake Teacher want students to have a good result, they need to review all what are taught in class It is not necessary to review everything