some activities to motivate the students’ spirit in learning english 10 at trieu son upper secondary school number 2

Appendix: PART 1: Introduction Rational …………………………………………………page 1.1 Purpose of development ………………………………page 12 Objects of study………………………………… …….page 1, 1.3 Methods of study …………………………………… page PART 2: CONTENTS 2.1 Basic logic of the initiative experience ………… page 3, 2.2 Real situation of problems before applying the experience initiatives ………………………………………………… page 2.3 Methods applied to sovle problems… ….from page to page 18 2.4 Results of the experience initiatives…………… page 18, 19 PART 3: ConclusIon page 20 Part 1: Introduction Rationale In the global trend, English also plays an important role in every scene Because of this, the demand for English is not increasing In fact, the British market is considered to be one of the hottest universities in the world Is your teacher a teacher for every student? Who is your child's teacher and goes to this school? Throughout the four years in the Secondary School Board, the outlook for every experience is that if students participate in a warm-up activity (warm_up activity) Beginning with the beginning of the world, education is going to be a lot better Is it possible to get warm-up activity and proper performance? This often involves counting the length of time when the hand reaches the hand Asked to get away from it Composing the experience of the experience with the voice: Some ideas about how to work in a classroom English 10 (Suggested warm_up activities for teaching English 10) I would like to share a few experiences that can help you make the most of your English lessons in English 1.1 purpose of developement For the reasons given above, this article may give a clue about the high temperature and wind speed in Britain, especially the English 10 Small plates: - Give to one more comprehensive English 10 - Provide a few basic facts about the role of the lagoon operation - Recognize the impact of climate change on public health 1.2 Objects of study Suggested Warm-up activities from unit to unit 16 Warm-up activities are so popular every day, every meeting is different Thus, the material is not entirely attributable to the warm_up category As a result of the source of the data, the experience, the problem, the article only mentions the smallest possible number of possible combinations in the answer English10 1.3 Method of study By substituting the start of a thread with a thread, the wrestler can use the same Warm-up activity for different purposes * Warm-up to leave students in the classroom: With the activities of the school, the lecturers can "learn" the language, with the ability to create students at the university level: - Use pictures - KEY to move - Missing or misspelled - The meter was not bulky and the students' - Provides directly or indirectly to the students - Allows you to edit any topics at a time - Use fresh air to drain air - The consultant must prepare a plan for the project to be implemented, in a timely manner,in a coherent manner - Activities must be short, simple - Actions should be consistent - Actions should be based on students’ strengths - The activities in the project should be a long-term, sustainable solution for students The results of the Warm-up survey on the effect of Warm-up at the level of the 10th high school in Trieu Son Upper Secondary School Number 2: To illustrate how effective the subjects are for learning, I conducted a survey of students in 10B6, 10B7, 10B8 In addition to the output, I also apply this experience initiatives Part 2: CONTENTS 2.1 Basic logic of the experience initiatives English 10 was re-introduced to the humid conditions program from 20182019 and the raw materials were recycled in the factory Outdoor and outdoor activities After years of doing this, English 10 has been very popular, but it is difficult to find words for parents and students At 10 points, you have 16 unit units (You, me, education, community, nature, recreation and People and place) at the same level as the numbers and the numbers The age of the students The locks are available so that they can fit in the correct shape, in the same way that the children are saving the information for the classroom, the classroom This is for children with many specialties needed Language Focus is designed to fit the needs of the students For example, the name of the line (V-ing) and the source code (to V), which indicates whether the student needs to be placed after each input or scaling V-ing or To-V Unable to reach the Glossary effect, it can be found that the information about the new and improved graphics in the window, the wind I am more comfortable in preparing myself At the point of view of the units, though, the units are only compatible with the real numbers of the students, but the number of units in the unit is equal Make ends meet, meet one's wish In addition, in a number of years, the authors of the book, are unconcerned about the contents of the book, and the book itself You can tell when to write a song Some of the contents of the application are also very small, but they are not included in the shipping section See the tutorials and pointers on the top of the page, as well as many other English tutorials on the other hand when completing the program And this article discusses the advantages and disadvantages of point-of-entry in the external and general 10 language 2.2 Real situation of problems before applying the experience initiatives Although English has become a main subject at school, the motivation of its useful benefit hasn’t been concerned about very much The vital reasons are the lacks of materials and facialities of teaching, furthermore, the qualitiy of teaching or learnig is not appreciated, in other way, It has not apealed to the passinate interest of the students According to the results of the survey, 90% of students in the Warm-up activities and more than 80% in the class returned to school children as a physical therapist It's good to see new beginnings Approximately 5% of the respondents checked their identity at start of new polls and 5% did not otherwise agree or disagreed Thus, it is clear that Warm-up is going to get the best results for students Students are more organized than English teachers, compared to English teachers who start with other hard-working volunteers Before the study: Class Not very 10B6 10B7 10B8 well 30/45 21/43 24/55 Students’ number of doing tasks % well 66.6 48.8 43.6 15/45 22/43 18/55 % 33.3 51.1 32.7 2.3 Methods applied to sovle problems Unit1: A day in the life of…… a Lesson A: Reading Name: Describing pictures Type : class work Materials: Pictures Time : 3-5 mins Procedure - Hang on some pictures in turn and ask students to say out what they can see - ask students to guess the content of the lesson b.Lesson B: Speaking Name: matching words Type: group work Materials: poster, large papers, board Time: mins Procedure: - Devide the class into groups - Provide each group with large and board - Give instruction and time allotted - Check groups’ work and declare the winner Subjects in English Subjects in Vietnamese a Van Civic Education b Toan Technology c Địa ly Maths d Hoa häc phyics e Tieng Anh geography f Cong dan History g Lich su Chemisrty h The dôc Physical Education i Cong nghe English j Vat ly 10 Biology k Tin hoc 11 Literature l Sinh hoc 12 Infomatics c Lesson C: Listening Name: Network( Type: class work Material: board, chalk Time: mins Procedure: - write the key word on the board - ask sts to think of the related words and say in English - Lead in the lesson by some guiding question: + Do you like travelling by cyclo? + Do you think Cyclo_ driver is an easy work? d Lesson D: writing: Writing a narrative Name: Telling a story Type: Individual work Materials: Nothing Time: 3- Mins Procedure: - ask sts to think of the most impressed story that they witnessed or heard - call on one advanced to tell in front of the class( Encourage him/ her to use English) - Give some other guiding questions: + What items are mentioned in his/ her story( Time, event, place……) + Which tense is used in the story? e Lesson E: Language Focus: Name: Describing pictures Type: Class work Materials: Pictures, chalk Time: 2-3 mins Procedure: - Hang the pictures on the boarh and ask students to speak out what they can see in these pictures - Write the key words on the board - Call on some students to read the words - Write the phonetic forms of them and read the words aloud several times Unit 2: School talks a.Lesson A: Reading: Name: Slap the board Type: Group work Materials: stick cards Time: 3- Mins Procedure: - divide the class into groups - Ask each group to send presentatives and set in a queue - Provide each group of students stick cards and give instruction - Read aloud sentence by sentence - Give feedback - Declare the winner Suggested sentences: + I often play ………online when I have free time + After the school year, I’ ll go on a summer…… + Soccer and badminton are my favourite……… + Do you usually watch…….at 6p.m everyday? + What is the ……….like today? + Students have to………hard for the exam + My ………….is collecting stamps Keys : games/ holiday/ sports/ film/ weather/ study/ hobby b Lesson B: Speaking Name: Jumbled words Type: class work Materials: Posters Time: mins Procedure: - Hang on the posters - Give instruction and time allotted - Check with the whole class Jumbled words: + nice/ been/ has/ it/ meeting/ you + later/ you/ see/ Goodbye + Hello Are/ you/ how + Sorry, go/ to/ have/ got/ I you/ catch/ later Keys: + It has nice been meeting you + Goodbye See you later + Hello How are you? + Sorry, I have got to go Catch you later c Lesson C: Listening Name: Missing words Type: group work Materials: Posters, chalk Time: mins Procedure: - Divide the class into teams Give instruction Hang on the posters Call on representatives of the groups to come to the board and write down the key words Poster: + The duty of students is to S_ _ _ _ + In summer, my family often go to the B_ _ _ _ + 30th April is Hoa’s birthdayP_ _ _ _ + My hobby is T_ _ _ _ _ _ _ _ _ around the world + He invites me to go out for a D_ _ _ _ Suggested answers: STUDY/ BEACH/ PARTY/ TRAVELLING/ DRINK Unit 3: People’ s background a.Lesson A: Reading Name: Game: Who am I( three persons) Type: group work Materials: pictures, some pieces of paper Time : mins Procedure: - Divide the class into two teams - Give instruction - Read aloud the three clues for one person in turn - Declare the winner  Who am I + I was born in Nghe An + I am the greatest leader of Vietnam + My birthday is May 19th 1890  UNCLE HO  Who am I? + I live in America + My name begins with letter B + I am the boss of the company Microft  BILL GATES  Who am I? + I am a famous female scientist + I was born in Germany + My name begins with letter M  MARIE CURIE b.Lesson B: Speaking: Name: Listing words beginning with the letter I Type: Group work Materials: Large papers, board Time: 3-5 mins Procedure: - Divide the class into two teams - Deliver each group with one large paper and one board - Ask students to write down the words beginning with I in three minutes - Check with the whole class and declare the winner c Lesson C: Listening Name: Name some Olympic champions Type: class work Material: none Time: 2-3 mins Procedure: - Give the question: “ Can you name some famous Olympic champions in the world?” Suggested names: Michael Phelps ( swimming – 2008), Nastia Liukin( Athletes- 2008)………… d Lesson D: Writing: Fill in a form Name: Matching Type: group work 10 Materials: posters, board pens Time: 3-5 mins Procedure: - Divide the class into two teams - Provide each group with one poster containing the matching task - Ask sts to match in three mins - Hang groups’ work on and check with the whole class - Declare the winner A Name date of birth place of birth school attended exams passed previous job interests a b c d e f g B Quynh giang village Phan Boi Chau 5/ 10/ 1983 Music and dancing Private tutor English Cao Thi Hue e Lesson E: Language Focus Name: Drawing pictures Type: classwork Materials: chalk, board Time: mins Procedure: - draw some unclear things on the board and ask sts to guess what the teacher is going to draw next - complete the pictures of three faces with sadness on them - ask sts these questions: + Who are they? Men or Women? > Men + Are they sad or happy? > Sad - Write the two words on board and read them aloud three times - Write the phonetic forms of them and ask sts to read Unit 4: Special Education a Lesson A: Reading Name: Questionaire Type: class work Materials: none Time: mins Procedure: - give questions and ask sts to answer: + Can all of you hear/ speak/ see? 11 + What are people who can’t hear/ speak/ see called?-THE DISABLED + Is it easy or difficult to teach the disabled? + May they have normal education? - lead in the lesson : SPECIAL EDUCATION b Lesson B: Speaking Name: Noughts and crosses Type: group work Materials: posters Time: mins Procedure: - Divide the class into teams - Give instruction: each group take turn to choose the number they like each number carrries word, the group have to make sentence with this word.The group which complete sentences on the same horizontal or vertical line first will be the winner - Monitor the game - Declare the winner Subjects ( 1) Activities( 4) Friends( 7) Test (2) Lower secondary( 5) Time- table( 8) Homework( 3) Break ( 6) Teachers( 9) c Lesson C: Listening Name: Network Type: classwork Materials: chalk, board Time:2-3 mins Procedure: - write the key word on the board - ask students to say the name of the school for the disabled in Vietnam - lead in the lesson d Lesson D: Writing Name: Describing pictures & questions Type: classwork Materials: pictures Time: 3-5 mins Procedure: - hang the pictures on and give questions: + who are in these pics? + how they feel? Happy or angry? +what kind of letter you write if you feel angry with something/ someone? A letter of complaint or a thank- you letter? - lead in the lesson 12 e Lesson E: language focus Name: Using realia Type: Classwork Materials: a box, some chalk Time: mins Procedure: - Take a box and ask students what you are holding BOX - Take some chalk and ask sts what is in your hand CHALK - Write the two words on Board - Ask some sts to read aloud the words - Read aloud the words as modal - Write the phonetic forms and lead in the lesson Unit 5: Technology and you a lesson A: Reading Name: Matching words and pictures( names of hardware) Type; group work Materials: pictures, stick cards Time: 3-5 mins Procedure: - devide the class into two teams and give instruction - hang pictures on board - call on the representative of each group to stick cards with the right words on the pictures - declare the winner b Lesson B; Speaking Name; Network Type: classwork 13 Material: none Time: mins Procedure: - write the key words on Board - ask sts to say out the names of modern inventions that they know - lead in the lesson by some more questions: + you have……? + what is a/ an……… used for? c Lesson C: Listening Name: describing pictures Type: classwork Material: pictures Time: mins Procedure: - hang the pictures on and ask students what the man and the girl in the picture is doing - Lead in the lesson with some questions: + are you learning to use computer at school? + is it easy or difficult or interesting? D Lesson D: Writing: Writing instructions Name: questions Type: classwork Material: pictures Time: mins Procedure: - Hang the pictures on and ask students what is in the pictures- Public Telephone - Give questions: + Have you ever used a public telephone? + Is it easy or not to use it? + can you show me how to use it? - lead in the lesson 14 e Lesson E: Language Focus Name: realia and questions Type: class work Materials: books, chalk Time:2 mins Procedure: - take a book and asks students to say what it is  BOOK - asks sts what “ Thang 6” in English is  JUNE - write the two key words on Board and read them aloud - Asks sts to tell the difference in pronouncing these words - Give the phonetic forms Unit 6: An Excursion a Lesson A; Reading: Name: describing pics and questions Type; classwork Materials: pictures in textbook Time:3 -5 mins Procedure: - asks students to open the textbook and answer the questions: + What is picture one about? What can you see in picture…? + What you know about it? + Which site you like to visit best? 15 b Lesson B: Speaking Name: completing the picture Type: classwork Materials: chalk, board Time: 3-5 mins Procedure: - Teacher draws a horizontal line on the board - Asks some sts to come to the board and complete it in their own opinion - Praise the st if he/ she can draw a picture of a boat - If sts can not draw a boat, T has to it - Lead in the lesson by some more guiding questions: + Have you ever traveled by boat? Do you like it? + which place on the boat you like best? c Lesson C: Listening Name: answer the questions in the textbook Type: classwork Materials: textbook Time: mins Procedure: - asks sts to answer the Questions in the part “ Before you listen” - lead in the lesson d Lesson D: Writing: Name: network Type: classwork Materials: chalk, board Time: mins Procedure: - write the keys word on board - ask sts to speak out types of letter that they know - lead in the lesson e Lesson E: Language Focus Name: odd one out Type: group work Materials: chalk, books Time: mins Procedure: - divide the class into groups - write the groups of words on board - ask students to find out the word whose underlined part is pronounced differently 16 - give feedback and lead in the lesson  earn, bird, fir, other  today, nurse, from, of Unit 7: Mass Media a Lesson A: Reading: Name: listing words beginning with M Type: groupwork Materials: large papers Time: 3-5 mins Procedure: - divide the class into groups - provide each group a large paper and one board - give instruction - hang the groups’ work on and check with the whole class - declare the winner - lead in the lesson b Lesson B: Speaking Name: Network Type: classwork Materials: chalk, Books Time: mins - write the key word on board - ask sts to speak out the names of some Mass media - lead in the lesson c Lesson C; Listening Name: pictures and questions Type: classwork Materials: pictures Time: mins Procedure: - Take the pic and ask sts to say what is in the picture RADIO - Give some guiding questions: + what is it used for? + you often listen to it? When? How many hours a week? + which programme on it you like best? Music or news? - lead in the lesson d Lesson D: Writing Name: questions Time: mins Procudure: - give questions: 17 + can you name some kinds of Mass Media? + Which is the most popular? + what are the advantages and disadvantages of TV? - Lead in the lesson e Lesson E: Language focus Name: group words Materials: pieces of papet Type: groupwork Time: 3- mins Procedure: - divide the class into groups - give each group a piece of paper with words on it - ask each group to put the words in columns basing on their phonetic feature - lead in the lesson words: buy, boy, enjoy, play, say, toy, kind, type, they Unit 8: The story of my village: a Lesson A: Reading Name: comparing the pictures Type: classwork Materials: pics in textbook ( listening) Time: 3-5 mins Procedure: - hang the two pictures on and ask sts to find out differences between them - lead in the lesson b lesson D: Writing: Giving directions Name: Questions + Where you live, An? > I live at block 5, caugiat town + The whole class, you know how to get there/  lead in the lesson Unit 9: Undersea world a Lesson A: Reading( using the part Before you read) b Lesson C: Listening :Network( names of sea animals) c Lesson D: Writing: Using picture of a sperm whale Unit 11: National Parks a Lesson A: Reading: what these names tell you about? ( Cuc Phuong, B¹ch Ma, U minh Thuong….) NATIONAL PARKS b Lesson B: Brainstorming( What you have to prepare for a picnic? > money, clothes, camera, map, food… 18 Unit 12: Music a Lesson A: Reading: Network( Names of some entertainments: games, picnic, reading books/ magazines , watching Tv, listening to music…) a Lesson C: Listening: Sing the National Anthem b Lesson D: Writing: Who are they? ( Lam Truong, Trinh Cong Son, Bi Rain, My Tam, Van Cao, Scott Joplin) Unit 13: Films and Cinema a Lesson B: Speaking: names kinds of these films ( Titanic- love story film, small Ville- science fiction, Tom & Jerry- Cartoon… ) Unit 14: The World Cup a Lesson A: Reading : Listening to the song: The Cup of life b Lesson C: Listening: Name famous football players in the world c Lesson D: Writing: Using realia and questions( cut an announcement on a newspaper) Unit 15: Cities a Lesson A: Reading: Which places am I talking about? ( give clues for city – Paris, London, Sai Gon, New York) b Lesson C: Listening: Using picures c Lesson D: Writing: Jumbled letters( Names of cities) Unit 16: Historical Places a Lesson A; Reading: Matching ( Names and pictures of some historical places: Mot Cot pagoda, Hoi An, Van Mieu Quoc tu Giam 2.4 Results of the experience initiatives After the study: Class 10B6 10B7 10B8 Students’ number of doing tasks Not very well % Well 10/45 22.2 35/45 6/43 13.9 37/43 10/55 18.1 32/55 19 % 77.7 86 58.1 Part 3: Conclusion The summary of the usage of the language course and the number of comments for English 10 is not provided in this article The text of the article is not new but the article itself is about the fact that it is not up to the size of the other alternative sources The simplest, the best and the smallest hint for the 10th grade Due to the fact that the nature of the experience, and the content of the experience of life experiences, many of them are quite different Still, in spite of this, she may have been involved in the improvement of teaching and learning English in high school and a good source for English English teacher During the processing of the experience initiatives, unconfirmed drafts and errors, it is desirable to be aware of contradictions from the field Xác nhận thủ trưởng đơn vị Thanh hóa, ngày tháng năm 2019 Người viết Sáng kiến kinh nghiệm Lê Đình Trọng 20 SỞ GD & ĐT THANH HĨA Trường THPT Triệu Sơn CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập –Tự – Hạnh phúc 21 experience initiatives some activities to motivate the students’ spirit in learning English 10 at trieu son upper secondary school number Họ tên: Lê Đình Trọng Chức vụ nay: Giáo viên Đơn vị công tác: Trường THPT Triệu Sơn NĂM 2018- 2019 22 23 ... high school in Trieu Son Upper Secondary School Number 2: To illustrate how effective the subjects are for learning, I conducted a survey of students in 10B6, 10B7, 10B8 In addition to the output,... fact that it is not up to the size of the other alternative sources The simplest, the best and the smallest hint for the 10th grade Due to the fact that the nature of the experience, and the content... activities to motivate the students’ spirit in learning English 10 at trieu son upper secondary school number Họ tên: Lê Đình Trọng Chức vụ nay: Giáo viên Đơn vị công tác: Trường THPT Triệu Sơn NĂM 20 18-