Một số giải pháp chỉ đạo nâng cao chất lượng sinh hoạt của tổ chuyên môn ở trương THCS

INDEX No Content Page INTRODUCTION 1.1.Reason for choosing theme: 1.2.Research purpose 1.3.Research object 1.4.Research Method CONTENT 2.1 Theoratical backround 2.2 Problem reality 2.3 Solution and implementtation 2.3.1 Implementation solutions of grammar periods: 2.3.2 Implementation steps: 2.4 Research results 13 CONCLUSIONS AND SUGGESTIONS 3.1 Conclusion 14 Suggestions 14 14 1 INTRODUCTION The more growing the society is, the more increasing the international relation expanding demand is and that learning languages is an essential element Thus Vietnamese education has put English (Eng) into secondary schools as key subject discouraged from kindergarten, primary school to compulsory in the secondary and graduate educational level Thus, creating a vivid & exciting learning environment plays an important role in teaching and learning in secondary schools This environment is a facility as well as the aim of the teaching process in general Because English is not loved by all of learners and it is not able to be self-studied well by all of learners Our current educational goals is to educate and provide students with the comprehensively growth, full knowledge of natural sciences and the social sciences in which foreign language is indispensable subject, and the goal of language learning is to communicate, so students need to meet the skills to perform the communication process well In which the grammar skills cannot be underestimated in the communication process Thus, how can an English teacher bring students the interesting, refreshing lessons to stimulate students to be interested in learning ? Each lesson not only inculcates knowledge but also helps students (st) be impressive and remember active images forever, from which students will easily remember the lesson whenever being evoked? For years of innovative method application in teaching English in secondary schools with the book changing program, many teachers have had experienced initiatives for the teaching English and for each particular skill However, in the process of applying and teaching according to the new method, the book changing program, I met and so much distress, I am always thinking and looking for direction to solve problems that I find it is very necessary and actual for junior high school students : "Understanding English grammar" in order to improve the quality of tests as well as improve the quality of teaching English With such problems, from 2017 - 2018 school year, I have researched to find solutions and applied since the school year 2018-2019 The research object is junior high school students whom I'm directly teaching 1.1.Reason for choosing theme: - Recognizing the result, the effect of teaching English grammar in secondary school is a problem, is a necessary condition to add to the teaching methods, so I have boldly improve the content the method for my theme 1.2.Research purpose - The purpose of this research is to understand the importance of English grammar teaching for secondary school students 1.3.Research object - For junior high school students 1.4.Research Method + Using situation + Using eyesight (real objects, real persons, pictures) + Comparing grammar structures + Translation + Giving examples of standardized sentences + Using mindmap 2- CONTENT 2.1 Theoratical backround - At present, teaching grammar in communicative method is no longer following the analysis of part of speech, analysis of sentences under the old method Most of the time for grammar exercises incorporates practicing of listening-speakingreading-writing skills through many different forms and lessons are reinforced by games, and mindmap Teaching English grammar through these exercises in conjunction with the teaching of language skills, comprehension skill, and skill of use - For teaching grammar effectively, teachers need the flexibility to choose methods and techniques of teaching to achieve requirements of the lesson, students will learn to apply separate grammar exercises award or integrating grammar exercises In addition, teachers also need to explain to the students about the importance of learning grammar Thence, they can use language in a meaningful way and describe the right thing that they want to communicate Most importantly, students understand the form and meaning of the grammar structures that they are learning to use through the form of listening-speakingreading-writing And they can demonstrate knowledge of language that they have learned through the tests and can achieve good results 2.2 Problem reality - Now there are a lot of books, references, as well as professional syllabus, standard material of knowledge for each grade for English teacher to refer and they are also active supporting materials in the new teaching method of English Besides, teachers also participate in professional improving classes held by education institutions, or professional activities, special topics held by the education institutions, in order to help foreign language teachers access and use the most effective new method However, we hardly apply the same for objects of students in the francophone marketall schools while it requires every teacher in every school to select, use the method appropriate to levels of students, objects of students and the facilities of each school - Students of classes 6,7, 8,9 learning English, they learn each skill in each period and grammar is introduced through lessons of A closer look 2, then more practicing in Looking back and Project period Moreover a number of lessons in English have a lot of structures, grammar structures so that while they have only one period to perform, teachers often have burden to teach grammar knowledge and always worry that students cannot apply well to be grammar structures and grammar structures in the form of exercises from which makes the lessons stress and students not have time to practice the skills required through the exercises in the Textbooks * Specifically: Grade Number Rate of students Under-average of interested in Very good score Good score Average score score Students English Quantity % Quantity % Quantity % Quantity % Quantity % 59 49 83,0 11,9 15 25,4 29 49,2 13,6 - Therefore, the classification and selection of activities, teaching techniques to appropriate apply in each exercise is determining the success and the effectiveness of teaching period Besides, the plan design to consolidate lessons after the teaching of grammar is essential to test the level of understanding lesson and students' application with specific exercises In other that students apply to homework, test at good results Derived from practice and reasons which in the course of teaching I have referred professional books as well as exchange and consult with colleagues at Ly Thuong Kiet Secondary school and partners' schools to figure out some tricks to help grade students to practice grammar skills well to apply in doing exercises and tests From the above situation, in order that teaching English in secondary school is more efficiently, I bravely improve method content for my topic that is: "English grammar teaching methods for junior high school students " 2.3 Solution and implementation 2.3.1 Implementation solutions of grammar periods: - Most of grammar structures of English 6,7,8,9, students are learning or are introduced through in the lower classes that may be 6, 7, and mostly in class 8, class 9, you are going on and expansion, there are also not a few completely new structures and though students have been introduced through the structures and grammar structures in Listen and Read periods In A closer look period, we also need to teach according to the process of grammar period "P-P-P" that we've been trained and I have done in stages: * Introduce the form and meaning of the structure (presentation) * Practice * Reinforce with exercises and activities or next game after practice (production) - Each stage has specific requirements and particularities of its own exercise type Thus when researching to make teaching plan, teachers should study carefully the form of exercises, properly identify to choose technology that is suitable in terms of teaching, student object and actual circumstances for effective teaching period 2.3.2 Implementation steps: a Presentation of structural form and meaning: (presentation) Before going on practice step, teachers introduce of specific form and meaning of sentence structure on the table, though there are some sentence structures which have been introduced in Listen & Read period but we need to reintroduce more specific, clearer, and to not be boring and monotonous when introduced (because of grammar is boring, rigid), teachers should use a lot of different tricks to fit with each type of sentence like: + Using situation + Using eyesight (real objects, real persons, pictures) + Comparing grammar structures + Translation + Giving examples of standardized sentences + Using mindmap * Specific references: * Using situation: - The teacher gives situations for students to recognize when to use such sentence pattern, promote creativity and reasoning ability of students - When introducing, the teacher can use pictures or drawings to state circumstances For example: To teach the structure "Wishes for the Present " in Lesson A closer look - Unit - English I draw up a simple drawing on the board (a short man) or a picture of a short girl: I wish I were taller - The teacher starts outlining situations: T: Look at him (or her) What does he (she) look like? S: He (she) is short He (she) isn't tall T: Is he (she) happy with it? S: No T: What does he (she) have in his (her) mind? S: He (she) minds "I wish I were taller" T: What tense was used in the clause after WISH? S: past tense - Next, the teacher introduces the structure and purpose of using WISH * Use of eyesight: -The teacher uses objects, drawings or pictures or he/she may be associated with facial expressions, gestures to help impress on images for students to contact directly with the sentence meaning For example: Unit 10: Lesson Acloser look - English 6(modals: Will for the future and Might for future possibility) -The teacher can use the part Getting started to introduce modals: will/might - Teacher asks students to read the Getting started and underline Nick: What are you doing, Phong? Phong: I'm drawing my house Nick: Your house! That's a UFO Phong: It looks like a UFO but it's my house in the future Nick: Where will it be? Phong: It'll be in the mountains, surrounded by many tall old trees Nick: What will it be like? Phong: It'll be a large house There will be twenty rooms in it Nick: Twenty rooms! Wow! Will it be nice? Phong: Yes, and it will have solar energy Nick: Fantastic! Which room will you like best? Phong: My bedroom, of course Nick: What appliances might you have? Phong: I might have a wireless TV so I can watch TV programmes from space or a friendly robot to help me with my home Nick: Sounds great! And how much will - The teacher can let a few more students guess the use of will/might The teacher writes one of the sentences guessed by students on the board Nick: Where will it be? Phong: It'll be in the mountains, surrounded by many tall old trees Nick: What appliances might you have? Nick: What appliances might you have? Phong: I might have a wireless TV so I can watch TV programmes from space or a friendly robot to help me with my home and then help students review the two verbs with the structure and how to use them: Form: will/might + V (Bare-infinitive)… Use: - Will is used to talk about action s we think are likely to happen in the future -Might is used to talk about the present or future possibility * Comparing grammar structures -The comparison of new grammar structure to the structured learned by students helps students consolidate the various sentence modals on the basis of what was said, so students are not confused the use of different sentences For example: UNIT 5: LESSON 3: A CLOSER LOOK (English 9) T: Who can remind Veronica suggests Mi How they should go to Hue city S: My father suggests we should go by air T: Now, listen to me, I give you other suggestion to go to Hue "my father suggests going by air" Tell me the difference between these two sentences "My father suggest going by air" and "My father suggests that We should go by air" S: Sentence 1: " suggest + V-ing Sentence 2: " suggest + that - clause" T: That's right -Then, the teacher summarizes the idea and helps students grasp the using purpose of "suggest" sentence structure before starting the practice step * Translation -The teacher uses this way to express the meaning of the same sentence pattern in different languages, help students distinguish differences between expressions the meaning of sentences in their native language and English, avoid the negative transfer of native language -Some of the sentence structures can be translated by teacher from Vietnamese to English and vice versa Example 1: UNIT 1: Lesson 3: A closer look 2(English 9) - Students are taught "Adverb clause of reason" used to "as/because/since" from this structure students are taught "Adverb clause of result" with "so" Thus, structures are connected by "Because-so" - According to native language: “It was raining so they cancelled the trip to Trang An” But when it is expressed in English: “Because/ As/ Since It was raining , they cancelled the trip to Trang An” - Then the teacher summarizes the idea and instructs students how to use conjunctions in English Example 2: UNIT 1: Lesson 3: A closer look 2(English 9) - In this section, students are taught grammar structure "Adverb clause of concession" used to "although/though/even though"-with native language means “mặc dù – mà” - After introduction, the teacher asks students to translate: T: She was tired, she finished knitting the scarf for her Dad * Combine two sentences into one by using a connective-EVEN THOUGH S1: Even thought She was tired, she finished knitting the scarf for her Dad S2: Even thought She was tired, she finished knitting the scarf for her Dad T: Vietnamese? S1: Dù cô mệt, cô đan xong khăn cho cha S2: Cô đan xong khăn cho cha dù mệt - By the expression of second student (S2, students shall misuse "Mặc dù – mà" = > "Even though-but" - Next, the teacher analyzes and summarizes grammar form for students to grasp and practice * Using Mindmap: When introducing new vocabulary terms or any topic that we can use more efficient and convenient mindmap However, we can also apply in the introduction of grammar For example: UNIT 6: A Closer look ( English 7) -In this section, we can use mindmap to reintroduce forms of passive sentences that students have been taught in English * Giving examples of standardized sentences -The teacher gives examples in order to offer students the standardized sentence structures, from which students can combine, replace each component of sentence to create many different ones For example: UNIT :Closer look ( English 7) - The teacher asks students to listen T: Listen to me about my hobbies: "I love listening to music and I enjoy playing sports, too," who can remind my hobbies S: I love listening to music and I enjoy playing sports, too - The teacher writes that example on the board and explains the grammar structure of the sentence: " love/enjoy + V-ing" to talk about someone's hobbies - Students follow that sentence form to talk about themselves, their friends and relatives, and then apply to practice b How to perform grammar practicing skills: (practice) - Providing grammar structures for students to grasp in the introduction language materials is necessary and obligatory step in teaching grammar and indispensable next step which is to help them apply their sentence patterns learned in specific exercises (Practice) - The exercises of sentence pattern practice are compiled in text book Grammar section in various forms to help students practice their skills via language knowledge However, these exercises are tools that teachers must know how to instruct students to use them to improve the subject learning goals -To perform this step, I use several techniques in the process of instructing students to practice * Substitution drill: (substitution drill): - This exercise form, students practice listening-speaking according to the models on the learned structures The teacher facilitates students rehearse about space, time and the instruments of teaching such as pictures, posters, etc and arrange to practice in pairs, groups, this exercise form is usually done in the form of a dialogue between or characters, consequently the teacher needs to guide samples a clear and particular way for students to practice easier and more deeply remember studied knowledge of language For example: UNIT 3: Getting started ( English 7) -The teacher uses posters to write the sample dialogue between Reporter ,Mai and Phuc and substitution information, and then the teacher notes by underlining what information is needed and can be substituted for a number of under-average students to easily practice with their partners Reporter: Have you ever done volunteer work? Mai: Yes I'm a member of Be a Buddy - a programme that helps street children Last year we provided evening classes for fifty children Reporter: Wonderful! What else have you done? Mai: We've asked people to donate books and clothes to the children Reporter: Wow, that certainly makes a difference J And you Phuc, you're from Go Green? Phuc: Yes, it's a non-profit organisation that protects the environment We'va encouraged people to recycle glass, cansj and paper We've cleaned streets and lakes Reporter: Did you start a community garden project last month? Phuc: Oh yes, so far we've planted - When students are introduced and provided enough information of supporting exercises to practice as stated, students are easy and confident to work in pairs - When students are practicing, the teacher gently, quietly walks around the class to listen to their practice, if any pair of students meet difficulty, the teacher will help and correct errors for students at site timely * Repetition drill: (Repetition drill) - This exercise form, the practice way is in machinery way because there are some sentence structures, students not need to understand but they can So the teacher should pay attention to the differences in the nature of the exercises to promote the advantages of this exercise is that the student will be acquainted with the accent and intonation system of English through which the sentence meaning is expressed, and the students get acquainted with the English sound system through listening - speaking - When students practice the form of exercises, the teacher should pay attention to each student object not to cause boredom for some good students; we can ask the students who are good at accent, intonation to show the expression higher than the others c Procedures of consolidation and test after practice: Most of grammar knowledge of English is to review, re-systemize and consolidate the knowledge learned in grades 6, 7, Thus, most of the exercises in sections A closer look aims to consolidate, test the studied knowledge of grammar To help students acquire content of knowledge and drill, in addition to instruct them to homework, I think we should give students feeling of euphoria and excitement to actively take part in lessons as well as acquire knowledge The best way is that teachers should apply the appropriate tricks, at the same time as the games will have a positive effect in stimulating students to learn With the usual tricks can be applied for the purpose of this lesson: Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends, Find someone who, Ordering words, Write-it-up, Language games, Mindmap We are interested in the proper and effective use of tricks of Language games, of course on the basis of the preparation of teaching period plan to be active in time and not abused led to "fired lesson plans" This trick includes games like: Chain game, Noughts & crosses, Pelmanism, Guessing game, Rub out and remember, Lucky numbers, Mindmap Exercises can use Language games such as: UNIT 3: SKILLS ( English 9) Lucky numbers ( group work - Time : 10' ) - Questions ( p.32 ) and the Text: What is Magic Number 18001567? Which age groups have called the helpline? What were the calls mostly about? Why have 3,000 calls received emergency support? How does Magic Number promote child participation in its operations? What is the aim of the helpline? - Divide the class into groups - For a lucky number, Ss will get points without answering any questions For other numbers, Ss have to write the things Lan and her friends did to prepare for the party, using the words given points for a correct sentence Unit 10 : Communication ( English 7) Survey ( Group work -Time : -7' ) How big is your carbon footprint? - Teaching aids : table of questions, pictures - Divide class into groups of six 10 - Samples : S1 :Do you take shower instead of baths ? S2 : Yes, I No, I don't Do you ? take showers instead of baths .walk or ride a bike when traveling shortdista nces .use public transport when traveling long dis tances .use a hand fan to keep cool in summer .use low energy light bulbs .turn of the lights when leaving a room or g oing to bed .only use as much water as you need .only use a little electricity at home 10 use biogas for cooking at home go to school by bike - Give feedback Unit 11 : Skill ( English ) Game: My friend said ( Group work - Time : 10' ) I come from a small town in England Brazil will win the World Cup I am leaving Vietnam tomorrow I'm unable to read your writing I overslept this morning - Divide the class into groups - For a lucky number, Ss will get points without answering any questions For other numbers, Ss have to turn the direct speech to the reported speech points for a correct sentence Ex : 1 Minh said that he came from a small town in England UNIT :Closer look ( English 7) Chain game ( Time : 10') S1 : My father likes watching sports but my mother doesn't She loves listening to music 11 S2 : My father likes watching sports, my mother loves listening to music but my sister doesn't She enjoys playing games S3 : My father likes watching sports, my mother loves listening to music, my sister enjoys playing games but my brother doesn't He likes watching advertisements Unit : Closer look ( English 9) Noughts and Crosses ( Group work - Time : 10' ) - Teaching aids : the chart : (1) We/can communicate/ (2) no child/ be suffering (3) be playing/ the animals hunger beach (4) there/ be/ four season (5) I/ go / bushwalking (6) there be no more / my area friends family violence the world (7) Men/ bread winner / family work (8) Women /not/ use / go to (9) Families not/ be nuclear - Divide the class into teams : & X - Model sentence : People didn't use to travel on holiday Unit : Closer look ( English 6) Mindmap (Group work - Time 5') - Ask each group to think of connectives that they have learnt - Have Ss write down the connectives on the second boards - Give feedback - Ask Ss to give Vietnamese meaning - Ask Ss have to complete the sentences by using correct connectives 12 Unit : Communication ( English 6) Quit: ( Group work - Time 7-10') - Divide the class into two teams - Call out the questions and Ss have to answer as quickly as possible.The team having the right answers get god marks The team which has more marks wins the game - Questions : Sport quiz 1.How many players are there in a football match? 2.How long does a football match last? 3.How often are the Olympic Games held? 4.Were there Olympic Games in 2011? 5.How long is a marathon? 6.Where were the first Olympic Games held? 7.Which sport happens in a ring? (After that ask Ss to answer the questions, using the Simple past tense) Unit : Closer look Ex 3( English 9) Matching Game (Stage : Production - Group work - Time : 5-8') Divide the class into two teams (A & B) Each student from team A writes one if clause (of the conditional sentences type 2) on a small piece of paper Each student from B writes one main clause Take pieces of paper from teams to have a complete conditional sentence.Call on some students to pick up pieces of paper from two teams and call out the sentences Foregoing are some illustrating examples of the exercises performed under the form of games to make students feel exciting in learning as well as ensure the principle of students to keep a central role with the right method of students' psychophysiology The same games are also applied in other exercises Even some of the additional exercises in consolidation step (Production) are in class 2.4 RESEARCH RESULTS Over time of implementation mentioned above, the teaching periods of "A CLOSER LOOK 2" section in the classes which I am charge of, students are really interested and actively participate, and I can carry out the grammar practice according to the method of communication Students grasp the language knowledge and improve skill of use thanks to this Thence the quality of students' test score is always at a high level: averaged over 96,1% of students from average scores up * Status before implementing the topic: (Previous academic year) Grade Number Rate of students of interested in Very good score Students English Good score Average score Under-average score 13 59 Quantity 49 % 83,0 Quantity % Quantity 11,9 15 % Quantity % Quantity % 25,4 29 49,2 13,6 * Results after performing the topic (the 01st semester of academic year 2018-2019) Grade Number Rate of students of interested in Students English 59 Quantity % 57 96.1 Very good score Good score Average score Quantity % Quantity % Quantity % 18 30,5 25 42,4 14 23,7 Under-average score Quantity % 3,4 After applying the foregoing solutions, I noticed students are much progress in speaking skill and can communicate more naturally Furthermore, students can apply the learned grammar knowledge in doing the exercises as well as tests for high results CONCLUSIONS AND SUGGESTIONS 3.1 Conclusion: In short, what I've done only aiming at the teaching effectiveness purpose of English according to the method of communication with existing textbook The problem is that a type of lesson focused on practicing grammar, if teachers are not clever, they will be back to the old method: analysis of forms, analysis of sentences, teachers instruct, students exercises in textbook, leading to dullness of function practice of Listening -Speaking-Reading-Writing skill, the objective to help students practice English communication skill is not satisfied Besides, I am interested in finding out each type of exercises to pick out a technique conducting proper learning - teaching activities in class for each teaching period effective Flexibility, attention to change the tricks, select appropriate activities, distribution of proper time-stimulating students interested in learning is the aim that we are aiming at After the research topic is done, I have achieved the desired results During the implementation, I am supported from professional groups; I receive feedback as well as colleagues' idea contribution to complete the topic At the same time, in the process of implementing the topic, I also encountered certain difficulties Such as students' misuse of "Reader's book" makes them lazy thinking, it's limited facilities: classrooms, desks and chairs, boards as well as overcrowded students in foreign language classrooms leading activity of team, group proceeded in a relatively cramped space, However, ultimately - the enthusiasm and sense of responsibility has urged me trying to find the positive directions to complete the task Suggestions I myself have the following suggestions: * For superior: 14 - I suggest the district, province's scientific Board should popularize experienced initiatives of class A of district, province come to schools timely for each teacher of the subject to be provided conditions to approach good teaching methods, to improve experience practically to improve the professional skill to contribute effectiveness and quality of education - I suggest the superior to keep the direction of professional activities of group level such as: teaching practice for experience, discussion on professional skill, knowledge, exchange of teaching method, on experienced initiative topic, experience to holding one teaching period, on advancing good students for subject teachers to exchange and learn each other thence improve capacity by themselves on teaching effectiveness * For School: -Creating the conditions of facilities such as classrooms, desks and benches of students in accordance with specification -Adding the more effective references of foreign language subject - Don't allocate overcrowded students in classes to facilitate the process of organizing the activities Foregoing is my minor experience through the official teaching process of English in secondary school I myself also have limit so I think this is not the optimal solution Therefore, the constructive comments to the topic of the peers will be valuable contributions to the topic more effective Best regards, Certification of school leaders Thanh Hoa, Mar 10th , 2019 Done by I swear, the initiative is my writing experience, not copying others’ content Le Thi Mai 15 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: LÊ THỊ MAI Chức vụ : Giáo viên Đơn vị công tác: Trường THCS Lý Thường Kiệt - Hà Trung - Thanh Hóa STT Tên đề tài SKKN Phương pháp dạy đọc hiểu cho học sinh THCS Phân biệt sử dụng đại từ Tiếng Anh Thủ thuật dạy Production tiết Listen and read môn Tiếng Anh 8,9 Effective teaching method of English grammar for students of Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Huyện B 2007 Huyện C 2008 Huyện C 2012 Tỉnh C 2014 grade 16 ILLUSTRATIVE LESSON PLANS ( English 7) UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Period 43: A Closer look I Objectives: - By the end of the lesson, Ss will be able to master the form, the use of the present simple passive *Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice, Prepositions of positions II Teaching aids: - CD, CD player III Procedure A Class organization - Greeting - Checking attendance: B New lesson 17 Ss’ and T’s activities Warm up: Chatting with Ss Contents Grammar: Eg: Active: People speak English all over the world Activities T asks Ss to look at the Passive: English is spoken all over the world table and explains how Form the present simple Affirmative: passive is used S + be + Ved/ p2 + (by sb) Negative: S + be not + Ved/ p2 + (by sb) The use: We use the present simple passive when the action is more important than the person who does it New words relic (n) di tích Activity 1: regard (v) coi Ask Ss to the construct (v) = build grammar exercise Emperor (n) hồng đế individually scholar (n) người có học thức erect (v) xây dựng Activity 2: Complete the passage using the past participle Have Ss study the Key: example to know how located surrounded to write the sentences displayed taken Ask Ss to write considered sentences individually Using the verbs in brackets, Singular: Plural Key: Activity 3: T asks Ss to make sentences Many precious relics are displayed in the Temple of Literature Many old trees and beautiful flowers are taken care of by the gardeners Lots of souvenirs are sold inside the Temple of Literature Activity 4: Ss work individually Khue Van pavilion is regarded as the symbol of Ha Noi Activity 5: Ask Ss to read and put the passage in the correct order The Temple of Literature is considered as one of the most important cultural and historical places in Viet Nam Using the words in the box to make sentences Eg: The Temple of Literature is surrounded by brick walls The past simple passive Form Affirmative: Ved/ PII S + was/ were+ Ved/ p2 + (by sb) 18 19 ... SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: LÊ THỊ MAI Chức vụ : Giáo viên Đơn vị công tác: Trường THCS Lý Thường Kiệt - Hà Trung - Thanh Hóa STT Tên đề tài SKKN Phương pháp. .. STT Tên đề tài SKKN Phương pháp dạy đọc hiểu cho học sinh THCS Phân biệt sử dụng đại từ Tiếng Anh Thủ thuật dạy Production tiết Listen and read môn Tiếng Anh 8,9 Effective teaching method of English... 8,9 Effective teaching method of English grammar for students of Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Huyện B 2007 Huyện C 2008 Huyện