Promote some forms of organized activity practiced english for students in grade 67

THANH HOA EDUCATION & TRAINING DEPARTMENT QUAN SON EDUCATION & TRAINING DEPARTMENT RESEARCH TOPIC PROMOTE SOME FORMS OF ORGANIZED ACTIVITY PRACTICED ENGLISH FOR STUDENTS IN GRADE 6&7 Writer : Đỗ Thị Huyền Position : Teacher Place to work : Trung Thượng Secondary School Research topic of subject : English QUAN SON, 2016 INDEX A INTRODUCTION The reasons of choosing the topic page 2 Aims of the topic .page Research objects page Research methods page B CONTENT Rationale page The actual subjects………………………………………………………page 3.Content……………………………………… page 4.The researched results………………………………………… … .page 16 C THE CONCLUSION AND THE PROPOSALS 1.The conclusion…………………………………………………………page 17 The proposals .page 17 A.INTRODUCTION The reasons of choosing the topic Nowadays, English in our country is regarded as one of the basic subjects in the school Many instrutions, resolutions and guided circulars are given to improve the method of teaching and learning English It is necessary to find out the best method so many methods are discussed to apply in teaching and learning it Today on the media they appear in many television game, attracting a large audience, especially young audiences such as students All the games, the music television, if asked: Please include the name of the game, the music television that I know? They will answer Vanh walls such as gold dragon, loss of three stars, music, garden, you sing along, Because this is the audience most loyal Real surprise, the children enjoyed learning, more open, not shy anymore, they also participate in more active, recently students have improved in many subjects English Although results have not really high but the first step of me uppermost in After class, one very interesting that I have encountered them singing the songs that I have integrated the new form to me Indeed, it was a success So this year, my decision to the topic: " Promote some form of organized activity practiced English for students in grades -7 " and write here the experience of their exiguous, have it can not new, but I've made and some results relatively Because Practice communication is one of the important steps in the student's classes In order to promote a positive , creative students and studentcentered, teachers organize group activities - pairs - teams - individual and class Hope that this experience contributed additional and more diverse methods of teaching your colleagues Aims of the topic As you know, the teaching methods in fact some items make us perplexed to solve the stages for each lesson Consequently, I’d like to show you how to organize the activities in groups, in pairs, individual for “The Practice Stage” - To make teachers aware of the difference between mechanical and meaningful practice - To show teachers ways of organizing from controlled to less controlled oral practice in class - To show teachers how to use real and imaginary situations for free practice + Another hand, to raise awareness about the differences between the traditional and the communicative approach - To show how the Practice Stage in the language classroom creates an opportunity for Students to speak - Guide students to remember the knowledge: practice reading, speaking of lessons have been learned - Strengthen both the surface meaning and form of the word Understand characteristics of each sample questions, first is to reach children effectively in the semester, as well as each school year In addition, this little song is also used to entertain, to create a playful, renaissance chalk study for the children to illustrate or to learn more about the vocabulary, the sound, a train and more points English grammar, help them more easily under items Through the training center in the morning, enjoy the beauty of cultural foreign language in general and or the subjects of English in particular, help them shape and personality development skills and comprehensive than 1.3 Research objects The students are in grade 6&7 at Trung Thuong Secondary School 1.4 Research methods - Study textbooks, teachers' books and documentation, references to the English subjects from Grade to Grade - Teaching practices in the class and evaluate students’awareness - Researching documents on innovative teaching methods in English in secondary school B CONTENT Rationale As we know, from practical and social development of Vietnam education background Ministry of Education and Training has made reform program for textbooks and teaching methods innovation to match the global trend of integration today Way to the Party and our country has defined the goal of education is training people to completely meet the requirements of the country the industrialization and modernization.In particular, foreign language - English is one language with roles as a means of positive support for the most effective process of integration on deeper integration of the country Therefore improving the quality of education in general and quality of the subject English in particular is one of the concerns leading the current educational.And it is especially important for the audience as students in secondary - beginners access to foreign language Subjects account for the number of hours in the very small secondary schools now, have particular importance for the industrialization, modernization, strengthening the WTO of our country at present, it is professional English him The purpose of formation and personality development for students through providing them a system of knowledge, systems skills, ki stars necessary for the behavior of students with the world after school finished level secondary school According Loror NR: "The master language for each person is key, means for all cognitive activities, is the way to develop wisdom." This means teaching English in schools purpose is to teach students how to use English well, effective On the world today, English is the language of communication generally, is second language for most countries in the world Thanks to the English in the world with the exchange, learn, experience cultural essence of the Friends Therefore, innovative methods of teaching in the subjects English becomes more important As everyone knows, the purpose of foreign language teaching and learning in order to form skills: Listening - Speaking - Reading - Writing, past as well as today However, earlier; target mainly reading comprehension to serve the study of literature, science and technology previous teaching method focused on key objectives is to read, often referred to as the method (old) tradition Thus the lack skills to communicate Indeed, the new textbook program changes inevitably lead to us to change and improve teaching methods to promote capacity Listening - Speaking through communication of students Results to help students self-confidence and have the opportunity to practice the language easy naturally, actively under Group - Pair That's what I want to show some initiative The actual subjects: Current status learning, students learn to cope, without study traces the selfstudy, students weak lot How to overcome this situation? How to attract students in the learning problem is people require education and teachers interested in training with blood, the board of teaching school top concern, always, the efforts planned, programs, forms, improved methods to teach and learn better, improve the quality and effective education Most of the students and not intended for investment professional language, prepare items a lean, to cope while they learn this very subject Since then, they have a psychological study subjects English In the class, most children usually passive, lack flexibility, afraid to read, speak English and less involved speeches to learn lessons Secondary students are the children, their awareness of them is low, the quality of academic subjects is not synchronous Also this is the first get familiar with a foreign language, while a small number of students not is not good in language by themselves More English in secondary school is only a secondary subject chosen, so the students themselves and even parents are not interested in the subject this Although English subjects are chosen However, it is nature important start in the next school year at So they hold a role not in the learning of children It is equipped for your vocabulary, grammar and other questions form the minimum, basic, simply the best around the topics are very close, they are your favorite and familiar, are the topics introduced the Family, school topics, friends, family topics and other topics (World around you) Therefore the cause excitement and enhanced knowledge to students is a very important regular By this influence is very much motivated by studying them, a factor the impact of learning through a foreign language: No engine will not children and the strengthening of knowledge also improved further the speaker's learned more in a school system, the firm foundation to help children learn better, more confident in the study later To study the quality of their achieving the best results it is not a story easily So how they form and develop learning skills most comprehensive? How they love, following the knowledge capital of the foreign culture? With any form of help students grasp firmly items that insatiability chán, to really attract, create playful atmosphere comfortable in class, causing excitement when students experience foreign culture that they themselves not know what bit Content: * How to organize the activities for teaching: “The practice Stage” a) General theory - The first part of the practice stage is controlled practice This is usually a drill The teacher stands at the front of the class, works with the whole class, and controls what they say - The second part of the practice stage is not so controlled It is usually pair work or group work The students work on their own with the cues that the teacher gives them The teacher moves from group to group helping them During the practice stage students work in pairs or groups for reasons: * PARTICIPATION: to give everyone in the class a lot more practice time * INDEPENDENCE: To teach students to clean from each other without the teacher always being there * CONFIDENCE: To encourage guieter students who don’t usually like speaking in front of the whole class - Practice is not the same as repetition In the practice Stage students don’t just repeat what the teacher says because repetition without thingking is not real learning Instead the students use cues to make sentences for themselves - Cues are used for reasons: * Memory to get students to think for themselves and therefore remember better * Build confidence to get students to formulate as many sentences as they want from a basic pattern with confidence - The teacher close a lot of correction in the practice stage If the target language is new then Students will make a lot of mistakes then they haven’t learnt anything new Mistake is a positive thing because it is a sign of progress The aim of the practice stage is to get Students to say the new language accurately through a progress of controlled to less controlled activities b) Main content * Practice activities: + Aims: - To introduce you to some activities from controlled to less controlled practice - To show how different types of activities can motivate Students to speak Guessing activities: a) Guess my - (word sentence) - On a strip of paper, S s write a vocab-item or a sentence using the target language sometimes the teacher might give them a gap-fill sentence on the board to complete One student comes to the front The rest of the class ask: Yes/No question to guess what is on the student’s strip of paper The one who “wins” then comes to the front and the game goes on Eg1: Unit 12 - English * I like cool weather S1: Do you like hot weather? (No) S2; Do you like warm weather? (No) S3: Do you like cold weather? (No) S4: Do you like cool weather ? (Yes) EG2: * Play table – tennis (English - Unit 12) S1: Do you play soccer ? (No) S2: Do you play volleyball ? (No) S3: Do you play basketball ? (No) S4: Do you play skip ? (No) S5: Do you play table tennis ? (Yes) After that, the teacher comments and praises b) Guessing the place and action Eg: Target item: Simple past Yes/No – Question - The teacher elicits places from from the students and writes them on the board Eg1: The Train station _ Town _ School - The teacher asks students to suggest actions we at each place As the students make suggestions the teacher writes them on the board Eg: The train station - Wait for a train - go shopping - by a ticket - visit relatives Etc… Etc… The students – on their own – choose place and action and write them down in a sentence on a piece of paper If students are weak the teacher can give them a gap – fill sentence on the board to copy and complete Eg: I went to … to… and Ss write: “I went to the Train station to meet a friend” The teacher calls student to the front of the class and the other Ss must ask questions to guess the place and the action The answer can only be Yes/ or No S1: Did you go to town? (No) S2: … to the train station ? (Yes) S3: ………… to wait for a train? The student who guesses correctly is the next one up I went to … to … * Post office … market - make a phone call - buy somefood - send a letter - sell vegetable - buy some newspaper - buy clothes * STEPS: - give an uncomplete sentence - eclicit from Ss place and actions (verbs) for each - Ask Ss to prepare a small piece of paper (place check) - Ask Ss to choose one place + one action (How many places… / check / make sure Ss keep it secret) - Ask Ss to complete the sentence using the words they’ve chosen - Instructions (check) - give a model / an example Eg3: - tell me some places in your town - tell me things in your park / zoo/ cinema Park Zoo Cinema - go for a walk - go camping - wait for a friend etc… - see the animals - take photos - meet people etc… - see a film - make friends - meet the film stars etc… - prepare a piece of paper (Ss prepare) - get Ss to choose an action or one place (keep secret) * I went to … to … Collecting Information Activities a Find some one who … (survey) Eg1: Model sentence (Target Item) CAN for abitity Can you swim ? He (She)… ? Yes/ No … - The teacher puts the following table on the board The Ss copy it Name Swim Hoa Play the guitar Cook Speak English Dance well Sing well Do maths well - get Ss to get into groups - get Ss to stand and ask each other Qs “Can you swim ?” When they find someone who says: “Yes” they fill in the name They can not fill in some one’s name more then once The first one with all the names is the winner FEEDBACK: Ss tell the teacher what they have found Eg: “Hanh can play the guitar” etc … Eg: 2: - give instructions: What am I doing? Name Sports Ha Football tennis Badminton Dung Football tennis Badminton Nam Volleyball Basket ball Table tennis Hoa Chess Table tennis badminton * Target item Model: Which sports you play? S1: I play football - Get Ss to ask and answer - Call Ss to report * Steps: - I draws a table on the board - I maintains talking * Give instructions: - What’s this? - How many columns are there ? 10 - Get Ss to copy the table - Model the sentence by asking – Ss answer - Get Ss to work in pairs by asking and answering Groups - T asks for information - Ss report - Ask them to more - Monitor - Check what they were doing ? - Find out who’s the first one finish - Check Ss to complete - Finally, get Ss to write * Eg 3: “Word / picture cues” Target item: ask and answer with How many/ much? - There’s a little … - There are a few - Glue them on the board - Give instructions - Run through all the cues Model first: T: How much sugar is there ? S1: There’s a little Get Ss to practice in pairs Monitor – check the mistakes – feedback Thing Guess in practice Activities a) Mapped dialogue - How to buil a mapped dialogue for practice activities + General steps: - The teacher puts a dialogue on the board which is only pictures, the pictures are cues - The teacher “model” the dialogue, poinsing to each picture in turn - The teacher runs through the cues like a drill with the whole class to make they know what to say at each picture - The Ss practice the dialogue in pairs Eg1: Target structure: “Let’s” for invitations Set the scene: - give instructions 11 - Elicits from the Ss - You: Let’s go shopping - Friend: No, Let’s go down to the lake - You: OK Let’s take my bike - Friend: No, Let’s walk - You: Ok, Let’s go at o’clock - Friend: Ok Eg2: Target item: Offer, request, suggestion Unit 13 - A2  – English – Page135 Hanoi? > cold! … not … Can Tho? Like? … cold … Ha Noi … Like? … Hot… … Can Tho! Example exechange: S1: What’s the weather like in Ha Noi? S2: It’s cold What’s the weather like in Can Tho? S1: It’s hot S2: What weather you like? S1: I like cold weather S2: Come to Ha Noi! S1: What weather you like? S2: I like hot weather S1: Come to Can Tho! * Find out the steps: - Set the scene: draw, what’s her/her name? Where’s he/she? Why? Say about the weather Ss know about content - Eclicit the questions > dialogue with some keywords - Model one by one - Repetition – in choral – individual - T – whole class > half - half > Ss - Ss Open pairs - closed pairs 12 - Recycle > get Ss to remember (begin > end) - Further practice > between: Practice and production Note: When the teacher does this, he (she) may use the method: “SHOW DON’T TELL” for stronger students b) Noughts and crosses This is a game for “Practice Stage” - Ss play in pairs The first, getting a straight line of noughts or crosses is the winner Each space in filled with a cue Ss have to make a correct sentence with that cue to put their noughts or their crosses there Eg: Target item: To talk about where people are from practice: asking and answering -Steps: Laura Marie Lee John You! Yoko Susan Bruce Minh - Get Ss to look at the board - Set the scene - Get Ss to call out the names in each pace - Model first T: Where’s (Laura) from? S1: She’s from (Canada) - When, divides Ss into teams: Blues - Reds - Get Ss to choose any name for asking and answering each time, if any pair of a team practise correctly and exactly, they get 10 marks for each time If they confuse or wrong, they miss the right to practise - Get teams to play - Monitor, comment, finally, praise the winning team c) Chain Game: The Ss get into groups of 10 and sit in a circle The first student in every group starts the chain by repeating a sentence the teacher has given Eg1: Target item: Simple past (statements, irregular verbs) “Yesterday I had the day off” S2: repeats what S1 has said and adds to it 13 S3: repeats what S1 and S2 have said and then adds to it etc… S1: Yesterday I had the day off S3: Yesterday I had the day off I slept in I went to a restaurant for breakfast S4: etc Eg2: Target Items: introduce the name and hobby T call Students to go the board standing in a rank (line) in front of the class - T calls and checks the position: 1, 2, 3, 4, T models: My name’s Duy I like dog - Get 2nd student to repeat what the teacher’s said and adds to it S1: My name’s Duy I like dog S2: His name’s Duy He likes dog and I’m Lan I like cat S3:… d) More illustrated examples Find some one who… Target item: Practice in simple present habitual actions Unit 7: C4 + - Pro - English * Steps: Find someone who… Name … gets up at 5:30 Nhan … gets up at Nga …walks to school …goes to school by bus … goes to school by bike …goes to school by car - Set the scene - Get Ss to look at this - Draw a table on the board, get Ss to it in their notebooks Elicit Qs: How many columns are there? - Run through all word phrases in the table - Are there any new words? - Get Ss to make Qs: Yes/No – with the words in the first column - T models: Do you get up at 5:30? – Nam: Yes, I 14 - Ask any Q in the table If any student answers “Yes.” Copy his (her) name in column: Name Remember to copy the different names - Each student gets each student to stand up and go around the class and ask her (his) friend If any student fills in full column with the names inadvance He (she) is a winner Mappes Dialogue Target Item: “Introduction and greetings” Unit - A1 - – - English Steps: - Set the scene - draw - Model - Good morning, Nam > Goodmorning, Ba: Nice to see you again Ba Nam … morning … …., to How …? … thank you Good bye … see … Example exchange: - T - WC -H - H - open pairs - closed pairs - write … morning Nice … again … thanks … about… Bye Ba: Good morning, Nam Nam: …, Ba Nice to see you again Ba: Me, too/ Nice to see you, too How is everything? Nam: Not bad, thanks How about you? Ba: Pretty good, thank you Good bye See you later Nam: Bye Word cue Drill * Target Item: Using “How far” Questions and Answers with “Kilometers/ meters” to talk about distances Unit - B4 > – English * Steps: (T glues word cues on the board) - Run through all of them - Model: T > student T: How far is it from your house to school? 15 S1: (It’s) about km The market/ kms school/ kms The P.O/ 700 ms The movie theater/ 3kms The bus stop/ 500 ms The lake/ km T – WC (for weaker Ss) Half - half - open pairs/ closed pairs Substituation Prill * Target Item: The “Will” future tense “WH” Q to talk about some events in the future * Steps: T says: Where will we meet? - Get Ss to repeat: S3 say: Where will we meet? - Get Ss to replace: We by you Ss say where will you meet ? T: - What time > what time will you meet? - go > … go? - How > How will … ? - What/ see > What will you see? Board Drill (S3 use the Grid as cues) Unit 15 – A5 – English * Target Item: Talk about where people on the board OK: use a big poster to - Instructions: elicit some Qs - How many columns are there? - What’s this/ that? - Model: T : Where are you? S1: I’m in Japan I’m visiting Tokyo T : What are you going to tomorrow? S1: I’m going to visit Mount Fujiama Country City Interesting Place Japan Viet Nam The USA China Australia Tokyo Ha Noi New York Beijing Sydney Mount Fujiama The Citadel The statue of Liberty The Great Wall Bondi Beach 16 France Paris The Eiffel Tower T copies it on the board Monitor, help Ss to practice *Unit 10 - grade Revision : "Guessing Game" ( PAIRWORK) Teacher writes this incomplete sentence on the board "Everyday I ……………… ? Ss copy the sentence and fill the gap with a suitable word Then they make Yes/No questions to guess the word Example Exchange : S1 : Do you play soccer everyday ? S2 No, I don't / Yes I * "Chain Game" ( Ss work in group of four or five! ) Ss take turn to retell the story, using the "Ordering Statements" and the answer of the Comprehension Questions Example : S1 : Last week, Hoa had a bad toothache S2 : Last week, Hoa had a bad toothache and she went to the dentist S3 : Last week, Hoa had a bad toothache and ……… The reached result: THE ACHIEVED RESULTS AFTER APPLYING THE ABOVE SOLUTIONS After reseaching and applying this reseach topic, I find that students`s learning results have improved a lot, and become higher than the beginning of the year, presented as below : * Before applying the research topic: Quality Class Quantity Excellent (%) Good (%) Fair (%) 6A 21 (14,3%) (19%) (42,8%) 6B 21 3(14,3%) (23,8 %) ( 33,3%) 18 1(5,5%) 3(16,6%) 4(22,2%) * After applying the reseach topic : Quality Class 6A Quantity 21 Unsatisfactory (%) 10 ( 23,9%) 11 (52,3%) 10(55,5%) Excellent (%) Good (%) Fair (%) Unsatisfactory (%) 6(28,5%) 8(38%) (19%) (14,5%) 17 6B 21 18 6(28,5%) (16,7%) (33,3%) (27,7%) (23,7%) 4(22,3%) (14,5%) 6(33,3%) C THE CONCLUSIONS AND PROPOSALS: Conclusion: Through the application of the topic are self-designed integrated into the content lessons in the process of teaching English in Trung Thuong secondary school year, I noticed the obvious changes of attitude in learning more students in learning English Recently, last semester I had my statistics to the interests of the children for individual subjects in English and received the results more Praiseworthy than they completely overcome the difficulties in reading - English-speaking, boldly participate in communication and that they more actively in the activities involved in the unit Students ardent, excited, exciting in a study, items prepared at home more thoroughly Therefore, the tracking quality professional learning by students between II also advanced remarkably With great efforts and efforts, with the broken heart blood for training, I always strive to find and teach new ways to attract students from a more to the subject English, the subjects in English These are some exiguous experience that I've done and achieved spectacular results during the last teaching Although not very good but also helps the students learn the days of my favorite and as close to subjects I hope the contribution of teachers and colleagues to my topic is more complete in order to supplement the teaching methods of English class quality higher Proposals To apply the topic in the process of teaching and English becomes students`s favourite subject, I would like to propose some following ideas : + For the school: - Facilitate and maintain reasonable time regularly to enhance training - Tutoring for students, especially for the average student to improve the quality of language practice - Equip the additional visual aids necessary for the purpose of teaching + Department of Education - Training - Direct purchase additional library for some reference supporting materials for teaching the latest - Facilitating the time to organize for the teachers in the district exchanges, exchange of experiences on teaching methods + Department of Education - Training - To organize periodic seminars on teaching methods 18 - Regularly inspect and help with teaching methods in the field of Education in specific rooms THE HEADMASTER`S CONFIRMATION Quan Son, April 20th 2016 COMMITING NOT TO COPY Đỗ Thị Huyền 19 REFERENCES No File name Methodology Authors / Publishers Projects Ministry of Education - Training Nguyễn Quốc Hùng M.A Education publisher - 2004 Cambridge Publishing House Documents ELTTP Grammar English in use Rayond Murphy English Education publisher English Education publisher English teachers’ book Education publisher English teachers’ book Education publisher Teaching techniques 20 ... singing the songs that I have integrated the new form to me Indeed, it was a success So this year, my decision to the topic: " Promote some form of organized activity practiced English for students. .. means of positive support for the most effective process of integration on deeper integration of the country Therefore improving the quality of education in general and quality of the subject English. .. the purpose of foreign language teaching and learning in order to form skills: Listening - Speaking - Reading - Writing, past as well as today However, earlier; target mainly reading comprehension