Effective strategies applied to teach english to grade 12 students in mixed ability classes

Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” ACKNOWLEDGEMENTS First of all, I would like to express my heartfelt thanks to all the leaders of Thanh Hoa Education and Training Department for organizing this seminar and for giving me the precious chance to it Secondly, I am very grateful to all the teachers of English at Leviettao Upper Secondary School for offering me useful advice in realizing my ideas Last but not least, I would like to thank you very much for your presence and observation Your comments and advice would be highly appreciated all in all Thank you very much! Page1 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” PREFACE 1.1 REASONS FOR CHOOSING THE THEME It’s the common knowledge that the more developed the society becomes, the stronger demands to widen international relations there are; therefore, it is indispensable for us to learn one foreign language Since English is not easy to learn, students usually need to be taught with new methods Many teachers of English have reformed the methods of teaching so far, but these methods are for good students so they are unsuccessful because they haven’t known how to organize the class and to plan the lessons so that they are suitable for each student in the mixed-ability classes As a result, good students are getting more and more bored and weak students are becoming lazier and lazier They are passive and afraid of learning English To teach English more and more interestingly, effectively, communicatively and equally, every teacher must their best, master their professional abilities, study without cease and apply active and suitable teaching methods, especially facilitate lessons Throughout years’ time of teaching English in the period of general education renovation, I have myself thought that it is necessary to reform methods of organizing activities in teaching to motivate students I have positively realized that only by motivating students can we interest them in English lessons There are many ways to motivate students to learn but what a teacher should is to plan the lessons and organize the activities so that they are suitable for students’ levels, ages, spirits and psychology All that we should is to equalize students in activities so we can unexpectedly happen to realize students’ talents because these activities are equal to students, easy to do, suitable for the whole class even weak students The sense of equality, atmosphere of excitement, feeling of the assistance in students’ reach, spirit of solidarity, the factors of which help students to ignore their shyness which prevents them from speaking freely and actively This has a great influence on teaching results Students have chances to use their vocabulary, grammatical structures… Moreover, they feel satisfied when they know they can as well as others English is a language and it is a foreign language so it is too difficult for students, especially Grade 12 rural students to learn although they have been learning for several years I have been thinking of how to change the methods but whatever new methods teachers may use, lazy and weak students will become bored, passive and inactive if teachers don’t interest them effectively When we take on a class of different levels, it is difficult to find a common activity for the whole class This will be unfeasible if we organize games or set students difficult exercises because they are too easy for this group but they are too difficult for the other ones So, should we always follow each student or each group to give them private lessons? It is the reasons above that have been urging me to choose the theme: “Effective strategies applied to teach English to Grade 12 students in mixedability classes” for my own Seminar on methodology without cease 1.2 AIMS OF RESEARCH Page2 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” From the matter of fact, as a teacher, I have endlessly been considering and researching for the methods to improve the quality of teaching English Knowing that the students’ psychophysiology is doing what they enjoy, liking new things, indulging in pleasures rather than study, I give them a new method of learning in which they can work for both study and pleasure; realizing that students in a class have their different levels, both advanced and weak, I carefully plan suitable lessons in order to make these lesson easier for students and organize the class so that good students can help weak ones Thanks to these ways, students are naturally absorbed in the lessons Proper organization and suitable planned lessons highly motivate students and make their levels in a class equivalent Throughout years’ time of teaching English for different students, especially students of the former Semi-state school where there are far more weak students than advanced ones, I would personally like to present Effective strategies applied to teach English to Grade 12 students in mixed-ability classes Also, I would like to exchange my own experienced initiatives and methods of teaching for the colleagues so that we can find out new and interesting methods in the education socialization period by our Party and State 1.3 OBJECTS OF RESEARCH -Teachers at between junior and senior high schools -Undergraduates and advanced students -Period of teaching English in Grade 12 at high schools -Strategies applied to teach English to Grade 12 students in mixed-ability classes 1.4 METHODS OF RESEARCH -Using the text-book to apply to each lesson and section -Using references to prove -Pictures and other materials -Investigating, surveying situations CONTENTS 2.1 Basis of theory: It’s the common knowledge that the more developed the society becomes, the stronger demands to widen international relations there are; therefore, it is indispensable for us to learn one foreign language For this reason, English has been regarded as a main and compulsory subject at schools since 2009 and it has greatly direct influences on students’ results of General Certificate of Secondary Education, Entrance exams and future jobs In order to get good jobs, to integrate into the world and to communicate with other people, the young must be proficient at using English Learning English well at school will help students to get further success in their own career afterwards as well as to contribute to the industrialization and modernization of our country Therefore, it is essential for a teacher to have his own strategies, techniques, enthusiasm and passion so as to find the best teaching methods in improving students’ study However, it is not easy for an English teacher to choose what strategies and techniques to teach English for his multi-level class where there are both advanced and hardworking students and weak and lazy ones As we know, English is too difficult for most students to learn, Page3 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” especially, weak rural students find it more difficult The Former Deputy Prime Minister, Mr Nguyen Thien Nhan said, “Up to now, we have only awarded advanced and talented students but we have forgotten weak students who make much progress in study Besides, we must take the measures for improving weak students” He focused “We must regard motivation as being the most important factor to reform our education and each teacher always has his own motivation to teach; each student to learn…” 2.2 Basis of practice 2.2.1 Achievements Thanh Hoa Education and Training Department has focused on teaching and learning English for recent years We have organized many English advanced exams for teachers and students Annually, we have a lot of conferences and workshops to reform teaching methods We usually have discussions about professional knowledge We have been trying to apply new methods to teaching flexibly and skillfully In the last few years, we have carried out reduced curriculum of Ministry of Education and Training Students are more hardworking, interested in English Therefore, teaching and learning English has been enhanced effectively 2.2.2 Some reasons for the disadvantages of teaching and learning English at high schools English is one of the most important subjects at schools but it is not easy enough for any students to learn Some students, especially the students who have no sense, no mood and no patience in learning can’t keep up with the new methods of learning They have their puzzle in understanding and applying their knowledge to practice Many students haven’t understood the significances of English in the International integration age Some students learn English for their curiosity but when they have difficulties, they let things run Some students lack their basic knowledge from the junior high schools Therefore, students have no sense, no mood, no motivation to learn English effectively and actively 2.2.3 For teachers Being a teacher of the foreign language, realizing a new method of teaching is a big problem Personally, I see that many teachers haven’t given students any chances to practice vocabulary, grammar , if there, they just mechanically check one or two students before the lesson, which makes students bored and passive On the other hand, when teaching, teachers haven’t made full use of the students’ activities and creativeness so the lessons are usually uninteresting Some teachers spend no time on the lesson plans, they don’t think much and plan the lesson carefully Some teachers don’t encourage, award weak students who make much progress in study Some just teach the lessons so that they are finished because they don’t organize any activities, therefore, the lessons are usually dull and the classrooms are boringly quiet 2.2.4 For students Since education reform, students have loved learning English but mainly advanced students And weak students who understand the lesson slowly learn passively They wait for the teacher’s or other students’ answers Many of them Page4 Lê Đình Xô_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” have no opportunities or they don’t dare to practice speaking English in class They are afraid they speak incorrectly Many can not read, speak, listen and write, even they ignore paying attention to the lessons or taking any notes or doing any homework In fact, we can see these students have no love for English…Therefore, the teaching qualities of English not live up to our expectations Following is the convey on the quality of English of classes: 11B, 11C, 11D, 11E at the end of the second term in school year 2016-2017 Listening Classes 11B 11C 11D Number of11E classes students Total 11B 40 11C 41 11D 38 11E 42 Total 161 Well Number mastered of and students applied Q % 40 17 42 41 17 42 38 18 52 Speaking 42 19 46 Well Badly mastered mastered 161 71 47 and and applied applied Q % Q % 37 25 62 5 37 26 62 5 17 50 21 50 0 18 41 24 58.1 42 96 48.7 Reading Badly Well mastered mastered and and applied Applied Q % Q % 23 57 19 47 5 24 57 19 47 5 20 47 20 52 Language focus 23 53 20 46 Well Badly 5 mastered mastered 90 52.8 78 48.7 and and applied applied Q % Q % 18 45 22 55 0 18 45 55 18 57 20 42 20 46 22 53 5 74 49 87 50 Badly mastered and applied Q % 21 52.5 22 52.5 18 47.4 writing 22 53.5 Well mastered 83 51.2 and applied Q % 17 42 17 42 19 50 18 41 71 44 Badly mastered and applied Q % 23 57.5 24 57.5 19 50.0 24 58.1 90 55.3 (* Note: Q : Quantity ) As can be seen from the tables of the statistics above, the rates of the students who didn’t master the knowledge and those who applied all the skills weakly are rather high It has shown that students didn’t master the methods of learning English and they weren’t hard-working, active and creative in applying the knowledge the teacher guided them to communicate These data have proved that the number of students in a class is not equivalent and has dissimilar levels 2.3 Strategies applied to solve the situation 2.3.1 Some notions: - What is a mixed-ability class? In Vietnamese context, a mixed-ability class is the one in which the students are on dissimilar levels with different abilities Some students are fairly proficient in the language, some are of average proficiency level, and others are weak - What are learner differences? Page5 Lê Đình Xô_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Generally, students in a mixed-ability class can be categorized into groups: HEP (High English Proficiency) , SEP (Some English Proficiency), LEP (Low English Proficiency) 2.3.2 What strategies to teach? From the point of view, I have been thinking of many methods and applying a lot of strategies to effectively teach English to 12 th Graders in multi-level classes As a matter of fact, I have been using the following strategies: Planning lessons carefully especially warm-up stage to attract students’ attention at the beginning of the class Asking students to learn vocabulary by heart in class Making tasks easy for students to Encouraging students to speak English in class by giving them high marks Using projectors to teach Making proper plans to give weak students extra-class help Organizing extracurricular activities (Based on “ring the golden bell” or “who is the millionaire” game shows Discussing then electing the pairs who help each other in study for improvement in each month 2.3.3 How to use the strategies in details? 2.3.3.1 Planning lessons carefully especially the warm-up stage to attract students’ attention at the beginning of the class Planning lessons carefully is one of the most important factors to the successful lessons And planning the warm-up stage has the same importance This is the first important stage to help students avoid being confused, be in a good mood and curious about the new lesson Teachers should spend between and minutes each lesson on Warm-up stage by playing language games When they play games, they all feel equal because games are equivalent, suitable for the whole class even weak students This has a great influence on teaching results Following are some new language games I have used for Grade 12 lessons Using Games in Warm-up stage to check, revise vocabulary or grammatical structures or lead students to the new lessons: Game 1: Number matching * For example: English 12( Basic curriculum) ( page 145,146,147) Unit 13: The 22nd SEA Games - Lesson 5: Language focus ( Exercise 1) -Aims: To lead students to the new lesson in pre-teaching Grammar stage: Double comparison for “ comparative + and + comparative” -Time allowed: minutes -Material preparation: I prepare a table of phrases and clauses (exercise 1)in advance and stick it on the board -Steps: +I divide the class into teams: Team A and Team B and ask each team to choose couples( for sentences) +I ask couples in the teams to come to the board and stand on sides +I number each member of teams: Team A: 1-a,2-b,3-c,4-d,5-e,6-f Team B: 1-a,2-b,3-c,4-d,5-e,6-f Page6 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Students in Numbers Students in Letters 1.Travelling is becoming a more and more nervous 2.As I waited for my interview, I became b bigger and bigger 3.That hole in your pullover is getting c more and more talkative 4.As the conversation went on, he became d more and more expensive 5.The suitcase seemed to get e better and better 6.Her English is improving; it’s getting f heavier and heavier as I carried it upstairs +I show couples in the teams the pairs of phrases and clauses: +I ask couples to find and match each other in their own team +The couple who have the perfect match will score one point for their team +I translate the meaning of the words, phrases or clauses each couple matched +I correct the answers +I sum up: The team having more points will win the game  Students in go with d, with a, with b, with c, with f, with e  After students understand the meanings of the sentences above, we can ask them to give the form of Double comparison “ comparative + and + comparative” * (Note: We can the same in Exercise 3_Unit 13_Language focus, page 147; in Exercise 1_Unit 16_Language focus, page 182.) Game 2: Sentence Arranging (like : Jumbled sentence game) * For example: English 12 (Basic curriculum) ( page 49) Unit 4: School education system - Lesson : Writing -Aims: To present the suggestions for ideas, grammar, structures…in Pre-writing stage (before students the task 1) -Time allowed: minutes -Material preparation: I prepare pieces of paper in the large size -Steps: +I prepare sentences I need to suggest for the Writing lesson about Education system in Vietnam and write each jumped word on the pieces of the paper and stick them on the board (as shown) The children/at the/going/of/primary education/age/to/in Vietnam/start/6 during/Compulsory/years/lasts/9/education /from primary to lower secondary in Vietnam/9/from Sept to May/The academic year/lasts/months/during terms/A school year/into/2/divided/is/in Vietnam in Vietnam/at the/finish/of/The children/17/upper secondary/age Lê Đình Xơ_The English Teacher of Le Viet Tao High School Page7 Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” +I divide the class into teams: Team A and Team B +I call students in each team to come to the board +I jump the words in each sentence Then give each student one jumped sentence +Within limited time (for example, 45 seconds), these students finish putting the correct orders of the words in each sentence so that these sentences are perfect +I correct and sum up: The team having fast, correct sentences will win the games Teams’ answers: The children in Vietnam start going to primary education at the age of Compulsory education lasts during years from primary to lower secondary The academic year in Vietnam lasts during months from Sept to May A school year in Vietnam is divided into terms The children in Vietnam finish upper secondary at the age of 17 After students finish playing the Game, we can use these answers as the suggestions for ideas and grammatical structures to write a paragraph on the formal school education system in Vietnam Note: (We can the same in Unit 10_Writing, page 113 ; Unit11_Writing, page 124,125; Unit 12_Writing, page 134,135; Unit 13_Writing, page 143,144,145 ; Unit 15_Writing, page 168,169) Games 3: Relay * For example: English 12 (Basic curriculum) (page 159,160,161) Unit 14: International Organizations - Lesson : Language focus -Aims: To check and practice phrasal verbs in Production-stage (after students the exercises) in Language focus lessons -Time allowed: minutes -Material preparation: +I draw tables of words on the board Each table is divided into columns The table A, which includes 10 verbs is for team A; the table B, which includes 10 prepositions is for team B -Steps: +I divide the class into teams: Team A and Team B +I call the representatives of teams to come to the board These students are asked to stand in rows +I give the instructions that I will say a word or phrase in Vietnamese, and in turn, each student in teams will write the words on the right column as required Team A Team B Verbs Prepositions up in over off after back out on Page8 Lê Đình Xơ_The English Teacher of Le Viet Tao High School off up Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” +After finishing writing a word on the right column, this student quickly hands the chalk over to the next student in the team and, in turn, finishing all the words given One point for the correct answer -I correct and sum up: The team having more points will win the game  When I say: “chăm sóc”: Team A should write: look after; Team B should write: look after “mặc vào”: Team A should write: put on; Team B should write: put on “cởi ra”: Team A should write: take off; Team B should write: take off “từ bỏ”: Team A should write: give up; Team B should write: give up “nổ, ôi thiu”: Team A should write: go off; Team B should write: go off “thử, kiểm tra”:Team A should write: try out; Team B should write: try out “bình phục”: Team A should write: get over;Team B should write: get over “quay lại”: Team A should write: turn back;Team B should write: turn back “điền vào”: Team A should write: fill in; Team B should write: fill in “khẩn trương”: Team A should write: hurry up;Team B should write: hurry up After students finish playing the Games, they can practice and revise the structures of some phrasal verbs they have learnt (Note: This game can be used in Warm-up stage or Grammar Presentationstage in Language focus lessons to practice or revise the grammatical structures) * (Note: We can the same in Unit 1_Language focus, page18,19; Unit 2_Language focus, page 27,28,29; Unit 3_Language focus, page 38,39,40; Unit 4_Language focus, page 49,50,51 ; Unit 5_Language focus, page 58,59,60,61; Unit 8_Language focus, page 90,91; Unit 11_Language focus, page 126,127 ; Unit 13_Language focus, page 145,146,147; Unit 15_Language focus, page 169,170,171) 2.3.3.2 Asking students to learn vocabulary by heart in class In each lesson, I just chose to teach between and new words which are used much in our life or necessary for students to the tasks and then I asked my students to learn them by heart during the lesson in class I usually checked students’ vocabulary memorization just after I had taught the new words or after the lesson, in the consolidation stage in some following ways: * I asked students to give the new words and their meanings on the blackboard (I sometimes gave them the “brainstorm/ matching/ rub and remember” activities) * I read Vietnamese and asked them to write English (I sometimes gave them the “Slap the board” game) * I read English and asked them to write Vietnamese (I sometimes give them the “Slap the board” game) * I told pairs to ask a riddle for new words (I sometimes gave them the “Face to face” game show) Page9 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” * I asked them to write the new words on papers and hand them (I sometimes gave them the “Bingo” game) 2.3.3.3 Making tasks easy for students to There are a lot of difficult tasks in the Tieng Anh 12 notebook which are unsuitable for weak students especially rural Semi-state school so we should plan the lesson carefully and make tasks easy for students to * Material preparation: Handouts, extra board, projector 2.3.3.3.a I usually change Tasks in the Reading lessons “Give the Vietnamese equivalents to the following words and phrases” into “Match the words or phrases in A with the equivalent meanings in B (in Vietnamese)” * For example: English 12 (Basic curriculum) (page 31, 32) Unit 3: Ways of socializing - Lesson 1: Reading – Task Match A with B A B -1 verbal -a thô lỗ -2 non-verbal -b gật đầu nhẹ đủ -3 attract someone’s attention -c lời -4 impolite -d không trang trọng -5 rude -e không lời -6 informality -f đến gần, tiếp cận -7 approach -g thu hút ý -8 a slight nod will -h bất lịch Answer: 1d-2e-3g-4h-5a-6d-7f-8b * (Note: We can the same in the Task 1-Unit 2_Reading, page 21, 22; Task 1Unit 4_Reading, page 45, 46; Task 1-Unit 5_Reading, page 53, 54; Task 1-Unit 6_Reading, page 63, 64; Task 1-Unit 8_Reading, page 85, 86; Task 1-Unit 10_Reading, page 107, 108; Task 1-Unit 11_Reading, page 119, 120; Task 1-Unit 16_Reading, page 173, 174) * We can the tasks above after we teach vocabulary 2.3.3.3.b I often change Tasks or in the Reading lessons “Answer the questions” into “Choose the best answer” * For example: English 12 (Basic curriculum) (page 45, 46) Unit 2: Cultural diversity - Lesson : Reading – Task (handouts) Read the passage and choose the best answer What are the key values in the survey? A physical attractiveness B physical attractiveness and confiding C physical attractiveness, confiding and partnership of equals D physical attractiveness, confiding, partnership of equals and trust built on love Page10 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Who are much more concerned with physical attractiveness when choosing a wife or a husband? A The young Americans B The young Asians C The young Europeans D The young Africans What are the Indian students’ attitudes on a partnership of equals? A wives or husbands share all thoughts B A wife should maintain her beauty C A woman has to sacrifice more in marriage than a man D The Asian wife can demand a record of her husband’s activities The American wife trusts her husband to the right thing because……… A she confides in him B he has to love her C he loves her D he loves her not because he has to The main finding of the survey is………… A contractual marriage B love and marriage C young Asians aren’t as romantic as their Americans counterparts D Asian and American students’ attitudes toward love and marriage Answer: 1.D/ 2.A/ 3.C/ 4.D/ 5.C * For example: English 12 (Basic curriculum) (page 53, 54) Unit 5: Higher education - Lesson 1: Reading – Task (Projector) (Choose the best answer by playing the Game “Lucky flower”) * (Note: We can the same in the Task 2-Unit 1_Reading, page 14; Task 3-Unit 3_Reading, page 32; Reading- Test yourself A, page 41, 42; Task 2-Unit 4_Reading, page 46; Task 2-Unit 8_Reading, page 86; Task 3-Unit 11_Reading, page 120; Task 3-Unit 12_Reading, page 130; Task 3-Unit 13_Reading, page 1401; Task 3-Unit 14_Reading, page 154; Task 3-Unit 16_Reading, page 175) Page11 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” 2.3.3.3.c I usually change Tasks or in the Listening lessons “Answer the questions” into “Choose the best answer” or “Take notes to fill gaps” * For example: English 12 (Basic curriculum) (page 48) Unit 4: School education system - Lesson : Listening – Task (Projector) * (Note: We can the same in the Task 2-Unit 1_Listening, page 17; Task 2-Unit 2_Listening, page 25; Task 2-Unit 3_Listening, page 35; Task 2-Unit 8_Listening, page 89; Task 2-Unit 10_Listening, page 112;Task 2-Unit 11_Listening, page 124; Task 2-Unit 12_Listening, page 134;Task 1-Unit 13_Listening, page 143) 2.3.3.3.d I often use models with numbers and symbols to link Tasks in the Speaking lesson * For example: English 12 (Basic curriculum) (page 33) Unit 3: Ways of socializing - Lesson 2: Speaking – Task + (Blackboard) Task 1: (a) Phil: You really have a beautiful blouse, Barbara, I’ve never seen such a perfect thing on you Barbara: Thank you, Phil That’s a nice compliment ( * ) (b) Peter: Your hairstyle is terrific, Cindy! Cindy: Thanks, Peter I think I’ve finally found a style that looks decent and is easy to handle (**) (c) Tom: I thought your tennis game was a lot better today, Tony Tony: You’ve got to be kidding! I thought it was terrible (***) Task Work with a partner Practise giving compliments to suit the responses Use the cues below David: (use: (a- in Task 1), replace the words underlined) (dress) Kathy: I’m glad you like it I bought it at a shop near my house a few days ago Hung: (use: (b- in Task ), replace the words underlined) (motorbike) Hien: Thanks, Hung I think I’ve finally found the colour that suits me Michael: (use: (c- in Task 1), replace the words underlined) (badminton) Colin: You must be kidding! I thought the game was terrible Task Work in pairs Practise responding to the compliments below Phil: You’re a great dancer, Huong I wish I could half as well as you (use: (*- in Task 1), replace the words underlined) You: Page12 Lê Đình Xô_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Peter: You: Tom: You: I didn’t know you could play the guitar so well, Toan Your tune was lovely! (use: (**- in Task 1), replace the words underlined) Your English is better than many Americans, Hanh I really enjoy your public speaking (use: (***- in Task 1), replace the words underlined) * For example: English 12 (Basic curriculum) (page 55) Unit 5: Higher education - Lesson : Speaking – Task + (Projector) * For example: English 12 (Basic curriculum) (page 165, 166) Unit 15: Women in society - Lesson : Speaking – Task + (Projector) 2.3.3.3.e I often give students “Making sentences with given words” in Writing lessons * For example: English 12 (Basic curriculum) ( page 17) Unit 1: Home life - Lesson : Writing – Task (Projector) Task 1: Page13 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Do household chores/ come home late/ prepare meals/ watch TV/ talk on the phone/ use family motorbike/ go out with friends/ smoke and drink/ take care of brothers, sisters (*) - My parents (don’t) let me + (*) - My parents (don’t) permit/ allow me + to + (*) = I am (not) allowed to + (*) - I have to + (*) Task 2: Make sentences with the given words 1.I/ have/ do/ household chores 2.My parents /not allow/ me/ come home late 3.I have/ prepare meals 4.I/ not be allowed/ watch TV 5.My parents / not let / me/ talk on the phone 6.I / not be allowed/ use the family motorbike 7.My parents/ not permit/ me/ go out with friends Keys: I have to household chores My parents not allow me to come home late I have to prepare meals I am not allowed to watch TV My parents not let me talk on the phone I am not allowed to use the family motorbike My parents not permit me to go out with friends 2.3.3.3.f I always make kinds of exercises, easy one for weak students and more difficult one for better students * For example: English 12 (Basic curriculum) (page 70, 71) Unit 6: Future jobs - Lesson : Language focus – Exercise (Projector) After students are taught the steps of combining sentences with Relative pronouns and of omitting Relative pronouns  Ving, To-V and V(PII), I ask good students to the first sentences and weak students to the second ones by playing “noughts and crosses” game Page14 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” 2.3.3.4 Encouraging students to speak English and the Tasks in class by giving them high marks I usually have class activities so I often organize and divide the class into pairs, groups The weak and the good students are in one group This type of grouping allows the weak students to learn from the better ones These groups could be of mixed levels or similar ones The hope is that in a smaller group, the weaker student will feel more able to contribute Also, if the group is working with a set of information, divide the information between the students, forcing them to work together The better students are encouraged to help the weak learners Then, I ask good students to the difficult questions and weak students to the easy ones I give the high mark to the students who are active and positive to give the correct answers 2.3.3.5 Using projectors to teach As we know information technology has become very important in many aspects of our lives and it is necessary for teaching especially planning on the Microsoft Power point In this method, I can give students lessons with sounds, video clips, pictures, tasks, questions, and games which motivate students’ interest, curiosity I can see that information technology help us to deal with vast tasks in a short time * For example: English 12 (Basic curriculum) (page 30, 31) Unit 3: Ways of socializing - Lesson : Reading – Vocabulary (Projector) Page15 Lê Đình Xô_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” * For example: English 12 (Basic curriculum) ( page 145, 146, 147) Unit 13: The 22nd Sea Games Lesson 5: Language focus * For example: English 12 (Basic curriculum) ( page 145, 146, 147) Unit 13: The 22nd Sea Games Lesson 5: Language focus 2.3.3.6 Making proper plans to give weak students extra-class help We have owed successful extra-class help at our school to the lead, support and encouragement of The School managing Board as well as form teachers I make my own proper plan to teach weak students I revise old elemental knowledge including grammar, grammatical structures, vocabulary I also teach them how to ask and answer the communicative questions Because the classes are too crowded with students, I just revise or teach a little knowledge However, students can master and apply it dramatically, which has improved classroom atmosphere step by step 2.3.3.7 Organizing extracurricular activities (Based on “ring the golden bell” or “who is the millionaire” Game shows) Students, especially weak students always take interest in extracurricular activities However, we should prepare the games carefully and renew them often so that they can maintain effectively I mainly spend Optional lessons carrying out these activities Following are some examples: 2.3.3.7.a “Face to face” game show (45minutes with the projector) Teacher chooses students at random In each round students selected must answer one question till the last student and then the same until there is only one student This student will win the game The topic may be: Verbs followed with V/ To-V/ V-ing/ Achievements in Science/ Words pronounced /a:/; /e/; /u:/…/ Subjects/ Adjectives of colours/ Vehicles and so on 2.3.3.7.b “Ring the golden bell” game show (45 minutes with the projector) Teachers can organize this activity in teams (2 teams) after one or two units, it depends on the time allowed, conditions and students Questions are easy enough for all students to understand and answer These are some questions after Unit 12 and 13 Page16 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” 2.3.3.7.c “Who is the millionaire” game show (45 minutes with the projector) Teachers can organize this activity in teams (2 teams) after or units, it depends on the time allowed and students Questions are easy enough for all students to understand and answer These are some questions after Unit and 2.3.3.8 Discussing then electing the pairs who help each other in study for improvement in each month It is necessary for students to help each other in study “Learning from teachers isn’t as much as that from friends” Therefore, I give students encouragement by discussing and then electing the pairs who help each other in study for improvement every month And I encourage pairs by awarding them good marks or small gifts 2.4 RESULTS In this method, I realized most students worked harder, expressed more ideas, became more active and interested in the lessons and especially had more satisfactory results Listening Reading despite the fact that Well Badly Well Badly Number mastered mastered mastered mastered students of they are the classes of and and and and Le Viet Tao, the students Applied applied applied applied old SemiState Q % Q % Q % Q % school 12B 38 30 75 25 31 77 22.5 0 After applying 12C 40 30 75 10 25 31 77 22.5 these strategies 0 of teaching English to 12D 39 30 80.0 20.0 32 81.5 18.5 12E 38 29 79 21.0 30 76.7 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Total 155 119 77.6 36 22 12 78.5 3 23.3 21.4 Page17 Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Grade 12 students on dissimilar levels in mixed-ability classes, I have had the following results of the convey from the class: 12B, 12C, 12D, 12E at the end of the school year 2017-2018: (* Note: Q: Quantity) As shown from the table of statistics above, we can see that the qualities of the subject have changed dramatically in all skills They are far higher and better than those of the school year 2016-2017 Besides, in this school year, there were brilliant students at school and ones at provincial level on multi-subject knowledge contest: Consolation Prizes Up to now, there have been enough evidences to affirm that effective strategies applied to teach English to Grade 12 students in mixed-ability classes have resulted in much effect in teaching English From my point of view, if we use these strategies widely in other classes or grades, I have strong belief that we will also be successful CONCLUSIONS AND PETITIONS 3.1 RELEVANT LESSONS To have good results in teaching English, teachers should be responsible and enthusiastic; enjoy teaching; love students; prepare lessons carefully; define exact focuses, aims and objectives of lessons; know how to use suitable methods in certain lessons flexibly in accordance with students’ abilities and levels Speaking 12B 38 12C 40 12D 39 Well mastered and applied Q % 30 77 31 77 30 80.0 12E 38 30 Total 155 Number classes of students 74 121 76.8 Language focus Badly mastered and applied Q % 22 22 20.0 34 25 23 Well mastered and applied Q % 32 80.0 Badly mastered and applied Q % 20.0 Writing Well mastered and Applied Q % 30 75 32 80.0 20.0 30 75 33 86.8 13 31 76 31 79 21.0 30 74 128 81.8 27 18.1 121 75 Lê Đình Xô_The English Teacher of Le Viet Tao High School Badly mastered and applied Q % 25.0 10 25.0 23.7 25.6 34 24.7 Page18 Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” Besides, teachers should usually use new techniques instead of out-of-date ones in order for students not to feel bored Teachers should renew Tasks in the textbook but make them easy for students to On the other hand, teachers should know how to use and take advantages of the teaching aids such as projectors, pictures, cards, hand-outs, real things…and teachers should also create beautiful teaching aids to motivate students to learn and help them to practice their listening, speaking, reading and writing skills In addition, teachers should look for and pick up information related to the lesson about culture, country…to introduce to students so that they can understand the lessons more easily and remember longer 3.2 CONCLUSIONS I have owed the ideas of “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” that I have mentioned above to the process of teaching, searching, and thinking for ages Those are based on the Ministry of Education and Training’s policy of reforming methods of teachinglearning By way of conclusion, there are many methodologies of teaching English, and each teacher has her/his own methodology of teaching but the characteristics of teaching students of dissimilar levels are the same in any languages The final purpose of every English teacher is to help students to be good listeners, speakers, readers, and writers in any languages This methodology is about how to stimulate students of dissimilar levels to learn Grade 12 English lessons actively, positively and effectively through my own strategies Actually, after successfully applying this scientific solution in my 12th Grade, I would like it to be applied school wide to improve the quality of the subject I will continue the study to supplement the deficits and to take advantages of the solutions and popularize them all over Hoang Hoa district and Thanh Hoa province Personally, I have been wondering if it is regarded as a perfect and effective methodology, therefore, I would like teachers to contribute your sincere ideas so that we will have the most perfect and suitable methods of teaching English in accordance with the education reform of Ministry of Education and Training 3.3 PETITIONS Throughout this research, I would like to give some ideas to improve the quality of English, and to allow the topic to be applied effectively in the practice of teaching students, I would recommend: - For Thanh Hoa Department of Education and Training: + should organize more training sessions to share teaching experiences of the subject, give English language teachers chances to organize extra-curricular activities “enjoy learning English” for students and take courses on methods of teaching English for students, especially the ones in mixed-ability classes - For the school: + should add more books on methods of teaching English for students with multiabilities to the library and pay attention to supplying teaching materials such as speakers, cassettes, discs, pictures Page19 Lê Đình Xơ_The English Teacher of Le Viet Tao High School Seminar on methodology: “Effective strategies applied to teach English to Grade 12 students in mixed-ability classes” + should have a plan to classify students right from grade 10 to foster good students and support the weak students so that the level of each student in each class is equivalent - For teachers: + should conduct surveys on the quality of the student's knowledge and learning attitudes to make a lesson plan which is appropriate for the students in each class + should constantly innovate methods and apply modern techniques to improve the quality of teaching - For parents: To achieve high academic results, parents: + should remind their children to study diligently, to prepare enough learning materials, to have good mood in learning and to be persistent, active, hardworking, brave , confident in classroom activities Above is my own experience of applying effective strategies to teach English to Grade 12 students in mixed-ability classes Although the results of the study and the actual situation have improved considerably, teachers must spend a lot of time and effort To finish this theme, I have been trying my best to put a lot of care and attention into it However, I am certain that this methodology has inevitable shortcomings I am myself looking forward to getting the sincere feedbacks from leaders, teachers, and colleagues for this initiative to continue being applied to my next classes more and more perfectly Thank you very much! LEADER’S CONFIRMATIONS (Xác nhận lãnh đạo nhà trường) Thanh Hoa, May, 10th 2018 I strongly ensure this is my own work Writer Lê Đình Xơ Comments of The Scientific Council at Leviettao high school (Ý kiến nhận xét Hội đồng khoa học trường THPT Lê Viết Tạo) …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Page20 Lê Đình Xơ_The English Teacher of Le Viet Tao High School ... English Teacher of Le Viet Tao High School Seminar on methodology: Effective strategies applied to teach English to Grade 12 students in mixed- ability classes Students in Numbers Students in. .. 22 12 78.5 3 23.3 21.4 Page17 Seminar on methodology: Effective strategies applied to teach English to Grade 12 students in mixed- ability classes Grade 12 students on dissimilar levels in mixed- ability. .. Up to now, there have been enough evidences to affirm that effective strategies applied to teach English to Grade 12 students in mixed- ability classes have resulted in much effect in teaching English