Sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 năm 2019 2020 hay nhất

Sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 năm 2019 2020 hay nhất Đề tài Sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 năm 2019 2020 hay nhât Đây là Sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 hay nhất sáng Kiến Kinh Nghiệm Tiếng Anh Cấp 2 năm 2019 2020 hay nhất đầy đủ nhất Sáng Kiến Kinh Nghiệm tiếng anh của giáo viên

‘‘Some tips in teaching communication for grade students at Hai An school’’ A.INTRODUCTION Among four skills of learning English, speaking is a very important skill which all language learners also want to approach it because the aim of learning a foreign language is that the learners can express their ideas and understand what the others say in that language As we all know “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" Speaking is a crucial part of foreign language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance According to me, in order to teach student to speak English fluently and naturally, the teacher should not only have good knowledge of the language but have a wide range of teaching techniques as well The teacher should know which technique is the most suitable, so it requires the teacher to use teaching techniques actively in teaching process because no method is completely perfect The eighth form students at secondary school need to use English to share their ideas at the beginning level in the ordinary life such as: conversations, suggestions, requests, descriptions… Therefore, it is necessary for the teachers to help them to use language in the most efficient way It is the main reason I would like to write this topic to exchange with the colleages and experienced educationists In the process of innovation in general teaching methods, teaching English in particular, there are now many methods of teaching skill subjects are introduced to help the quality of teaching days a raise Through teaching, approached the new teaching methods, with much skills, tips, myself also draw on some experience With the framework of this article, I would like to share my experience initiatives with colleagues performed ‘‘Some tips in teaching part Communication for grade students at Hai An school’’ That is what I learned through the process of teaching practice, exploration and research I hope that this topic will be supported by many readers who are interested in teaching speaking of English B SOLVING ISSUE I Theoretical basic issue What is meant by "teaching speaking" Teaching speaking is to teach learners to: Produce the English speech sounds and sound patterns Use word and sentence stress, intonation patterns and the rhythm of the second language Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter Organize their thoughts in a meaningful and logical sequence Use language as a means of expressing values and judgments Use the language quickly and confidently with few unnatural pauses, which is called as fluency How to teach speaking Now many teachers agree on that students learn to speak in the second language by "interacting" Communicative language teaching and collaborative learning serve best for this aim Communicative language teaching is based on real-life situations that require communication By using this method in classes, students will have the opportunity of communicating with each other in the target language In brief, teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language This can occur when students collaborate in groups to achieve a goal or to complete a task II State of the issue 1.The real situations Over years of teaching English at secondary school I have realized that most of the secondary students are always scared of speaking English during the lessons and in real life This comes from many reasons: The first reason is that they often worry about making mistakes so they are not confident in using the language to practise speaking The second reason of this is the lackness of vocabulary Sometimes, students don’t know how to use the words in the real situations although they can use them very well Addition to this, many of the students learn only a few words so they don’t have enough vocabulary to make sentences The next reason comes from the students’studying habits Usually, students don’t have a good habit of using English as much as possible Therefore, they can’t react quickly in the real conversations Besides, speaking activity needs a good practical environment but our students not have opportunities to communicate with native speakers and foreigners who can speak English well Finally, many teachers have not been interested in supplying students the necessary skills in learning and using the active techniques in teaching All these have a bad influence on students’ learning 2.Results and effects The above reasons make students meet many difficulties in learning.They can not find out the suitable ways to improve their speaking So they can not develop and drill their skill as well as gain the goal of learning a foreign language It makes the teachers meet many difficulties in teacching Through the survey quality checked at the starting of the first semester of the school year 2018 - 2019 on speaking skills in English of 8th grade students in secondary school Hai An - Tinh Gia - Thanh Hoa, I have the following results: Class enrollment Pretty Good Average Unsatisfactory Class Total number of students Excellent Good Fair Poor Very poor 8A 33 15 8B 36 11 15 From the above results show that reading ability of the children was poor and there is a big difference between students in a class and middle class students III Solutions and applying 1.Solutions In order to help the eighth form -students learn a speaking lesson effectively, I think the teacher needs to follow these suggestions: Firstly, helping students understand the vital role of speaking in learning English Secondly, supplying students the knowledge and skills in learning speaking Thirdly, using the suitable techniques in teaching and making the best of the teaching aids at school as well as creating the situations for students to have good chances to speak Fourthly, attracting students to speaking lessons with a variety of activities Carrying out the solutions a.Helping students understand the important role of speaking The teacher should help students understand that in learning a foreign language if they only write, and read but can not speak or listen, they can not communicate with the others in that language Moreover, speaking is not more difficult than reading, writing… if they know how to use the language efficiently b Supplying students the knowledge and skills in learning speaking Teacher needs to help the students to practise their speaking’s activities by supporting them some necessary knowledge and skills such as: In order to improve speaking, students need to have a wide range of vocabulary, pronunciation and grammar In addition to this, the patience is very important because any skills also need to have long time and frequent practice to improve it Furthermore, the teacher should guide students to speak English with single sentences from the words they have learnt in each lesson Example: In the class, students learn the words: fruit, orange, durian Then they can make up the sentences: “ I like fruit/ I eat durian after dinner/ My mother likes oranges ” c Using the suitable techniques in teaching c1 Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others the talking One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges Such responses can be especially useful for beginners Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response Therefore, teacher should introduce students some ways to give responses to the suggestions, invitations, agreements, disagreements c2 Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges a script Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts So the transactional exchanges involved in activities such as obtaining information and making a purchase In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain c3 Using language to talk about language Language learners are often too embarrassed or shy to say anything when they not understand another speaker or when they realize that a conversation partner has not understood them Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels Instructors can also give students strategies and phrases to use for clarification and comprehension check By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom c4 Using some activities to promote speaking * Discussion After a content-based lesson, a discussion can be held for various reasons The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher In this way, the discussion points are relevant to this purpose, so that students not spend their time chatting with each other about irrelevant things For example, students can become involved in agree/disagree discussions In this type of discussions, the teacher can form groups of students, preferably or in each group, and provide controversial sentences like “people learn best when they read vs people learn best when they travel” Then each group works on their topic for a given time period, and presents their opinions to the class It is essential that the speaking should be equally divided among group members At the end, the class decides on the winning group who defended the idea in the best way This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to different ideas Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on *Role play One other way of getting students to speak is role-playing Students pretend they are in various social contexts and have a variety of social roles In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" * Simulations Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate In simulations, students can bring items to the class to create a realistic environment For instance, if a student is acting as a singer, she brings a microphone to sing and so on Role plays and simulations have many advantages First, since they are entertaining, they motivate the students Second, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and not have to speak for themselves, which means they not have to take the same responsibility * Information Gap In this activity, students are supposed to be working in pairs One student will have the information that other partner does not have and the partners will share their information Information gap activities serve many purposes such as solving a problem or collecting information Also, each partner plays an important role because the task cannot be completed if the partners not provide the information the others need These activities are effective because everybody has the opportunity to talk extensively in the target language * Brainstorming On a given topic, students can produce ideas in a limited time Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas * Storytelling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates Story telling fosters creative thinking It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have Students also can tell riddles or jokes For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class * Interviews Students can conduct interviews on selected topics with various people It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions Conducting interviews with people gives students a chance to practice their speaking ability not only in class but also outside and helps them becoming socialized After interviews, each student can present his or her study to the class Moreover, students can interview each other and "introduce" his or her partner to the class * Story completion This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating Then, each student starts to narrate from the point where the previous one stopped Each student is supposed to add from four to ten sentences Students can add new characters, events, descriptions and so on * Reporting Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class * Playing cards In this game, students should form groups of four Each suit will represent a topic For instance: Diamonds: Earning money Hearts: Love and relationships Spades: An unforgettable memory Clubs: Best teacher Each student in a group will choose a card Then, each student will write 4-5 questions about that topic to ask the other people in the group For example: If the topic "Diamonds: Earning Money" is selected, here are some possible questions: Is money important in your life? Why? What is the easiest way of earning money? What you think about lottery? Etc However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production Rather, students ask open-ended questions to each other so that they reply in complete sentences * Picture Narrating This activity is based on several sequential pictures Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric Rubrics can include the vocabulary or structures they need to use while narrating * Picture Describing Another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture For this activity students can form groups and each group is given a different picture Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class This activity fosters the creativity and imagination of the learners as well as their public speaking skills * Find the difference For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis Students in pairs discuss the similarities and/or differences in the pictures e Using some games during the lessons of teaching speaking e1.Battle Ships - A Vocabulary Game Divide the students into groups of four or five Then ask the student to make the name for their ships for example with the names of animals, cities, movie stars or let them find their own favourite names Ask them to choose the Captain and the Shooter The captain's duty is to memorize his ship's name, so he can reply if somebody call his ship's name The shooter's duty is to memorize the names of the ships of 'their enemies', so he can shoot them by calling their ship's name Arrange all the captains in a circle, the ships' crews must line up behind their captains The shooter is the last crew member in line The teacher must decide a lexical area of vocabulary, this vocabulary will be used to defend their ships from the attacks Every students (except the shooters) must find their own words The lexical area for example, "Four Legged Animals" Give the students 1-2 minutes to find as many possible words as they can and memorize them Start the game by calling a ship's name, for example the ship name is "THE CALIFORNIAN" The captain of THE CALIFORNIAN must reply with a word from the lexical area given, for example he says "TIGER" followed by his crews behind him one by one, "COW"; "SHEEP" until it is the shooter turns and he calls out the name of another ship and the captain of the ship called must reply and his crews must the same thing No word can be repeated If the captain is late to reply (more than seconds) or his crew can not say the words or a word repeated or the shooter shoots the wrong ship (his own ship or the ship that has already been sunk) the ship is sunk, and the crew members can join the crew of another ship The teacher can change the lexical area for the next round In the last round there will be two big groups battling to be the winner e2 Describing Appearances & Characteristics of People Each student is then give one sheet of paper One student sits at the front of a room He/she describes a person and the rest of the class draws the person being described It is more interesting if the person being described is known by everyone Once the student has finished describing that person then he/she reveals who it 10 is and each student shows his/her drawing The laughter from this is hilarious as the impressions tend to make the character in question look funny It is a good idea to encourage students to ask the interviewee student questions about who they are describing e3 Sentence Race *A good game for large classes and for reviewing vocabulary lessons Prepare a list of review vocabulary words Write each word on two small pieces of paper That means writing the word twice, once on each paper Organize the pieces like bundles, bundles, sets of identical words Divide the class into teams get them to make creative team names Distribute each list of words to both teams Every student on each team should have a paper Both teams have the same words When you call a word, students should stand up, one from each team The students must then run to the blackboard and race to write a sentence using their word The winner is the one with a correct and clearly written sentence e4 Spelling Contest First, if you have a large class you have to divide it in teams then the teacher says a word or a sentence depending on the level for the students to spell Students should spell these correctly with not even one mistake The team that has more points is the winner e5 What's the Meaning? Choose a word which is long, difficult, and unknown to the students, a good word to begin with is: warmonger Without using a dictionary, your students write down a definition (They can work out the definition in groups of three) Allow them a few minutes to think and write Collect the definitions and read them aloud When you have finished reading, they will have to vote which of those is the correct one (It doesn't matter if none of them is the correct one) After they have voted and none of the groups guessed the meaning you read the correct one aloud 11 e6 Chain Spelling The teacher gives a word and asks a student to spell it, and then a second student should say a word beginning with the last letter of the word given The game continues until someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has been said already, then he/she is out The last one remaining in the game is the winner This game can be made difficult by limiting the words to a certain category, e.g food, tools, or nouns, verbs, etc There may be the other techniques that the teacher can use for their teaching or they can combine two or more techniques to teach a speaking lesson if it is difficult for students to understand The teacher must also depend on students’qualification and ability to use the suitable techniques f Some suggestions for the teachers during teaching speaking During the lessons of speaking, the teacher should keep ecouraging students to talk as much as possible Here are some suggestions for English language teachers while teaching oral language: Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge Try to involve each student in every speaking activity; for this aim, practice different ways of student participation Reduce teacher speaking time in class while increasing student speaking time Step back and observe students Indicate positive signs when commenting on a student's response Ask eliciting questions such as "What you mean? How did you reach that conclusion?" in order to prompt students to speak more Do not correct students' pronunciation mistakes very often while they are speaking Correction should not distract student from his or her speech Involve speaking activities not only in class but also out of class; contact parents and other people who can help Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs 12 Provide the vocabulary beforehand that students need in speaking activities Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language g A model teaching plan of speaking lesson of English Period 21: Unit 3: PEOPLES OF VIET NAM Lesson 5: SKILLS I Objectives By the end of the lesson, Ss will be able to read a passage about the life of ethnic group Talk about the life of ethnic group II Content: - Projector III Procedure Class organization - Greetings - Checking attendance: New lesson T’s activities Warm up - Chatting: Look at the picture and make guesses the answers: + Which ethnic group are they ? + where the Thai people live? + What is their population? Activities READING Ex1: Ask Ss to read the text and underline any words they don’t know T et SS read in chorur once The, call on some individuals to read aloud to the class Give Ss time to dicuss the questions in pairs and give keys T corrects them Activity2 Ex 2: Tell Ss to read the passage two or three times Set a strist time limit to ensure Ss read quickly for Ss’ activities  Vocabulary: ancestor: ceremony: I- Reading Work in pairs Answer the questions: Lai Chau, Son La, Yen Bai, Hoa Binh , Thanh Hoa, Nghe An About one and a half million people Complete each sentence, using a word from the text farmers bamboo stilt 13 specific information Explain the new words and clarify anything difficult T asks to the task T checks the answers as a class Ex T asks to read the passage again and answer the questions Ss ask and answer in pairs T checks the answers as a class Activity3 Speaking Ex 4: T devides the class into groups, each preparing to talk about one ethnic group T goes around to assist if necessary Then ask some volunteers to present to the rest of the class Ex 5:T lets Ss talk about YOUR own ethnic group T ask them to focus on one or two aspects such as : clothing, food, ways of living, customs and traditions, festivals, beliefs or changes in the life of their people over time songs 5.ceremonies Answer the questions yes, they Their main food is rice It is well-know for being unique, colourful and strong Thai women They worship their ancestors II- Speaking Read some facts about the Bru-Van Kieu people and the Khmer people Work in groups Choose one of the two ethnic groups and talk about it Talk about YOUR own ethnic group We should cross the street at the zebra crossing He/ She must always fasten the seabelt No, He/ She shouldn’t Because it is dangerous.( He/ She may cause an accident.) We must give a signal Because the other road users can see them clearly and avoid crashing into them Homework - Do exercise part D workbook - Prepare: Skills From using the techniques shown in this thesis in my practice at secondary school, I find that students understood the lesson easily and fast ,did homework and exercises well.The most important thing is that every student is involved in learning as well as most of students find it not difficult to speak English if they know how to practise making sentences and using their language, especially they can use those situations in their real conversations 14 Through the survey quality checked at the end of the first semester of the school year 2018 - 2019 on speaking skills in English of 8th grade students in secondary school Hai An - Tinh Gia - Thanh Hoa, I have the following results: 8A Total number of students 33 8B 36 Class Excellent Good Fair Poor Very poor 13 8 15 C CONCLUSION AND RECOMMENDATIONS I Conclusion Teaching speaking is a very important part of second language learning The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life Therefore, it is essential that language teachers pay great attention to teaching speaking Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them II Recommendations For those now teaching in general and teaching English speaking skills with high efficiency in particular , I have proposed a number of recommendations as follows : - Teachers must constantly researching, exploring and learning to creatively apply these methods in general teaching skills, teaching English in particular to look out for yourself a highly effective method Besides having to invest the time to prepare and design teaching materials, teaching equipment to inspire students and serve lecture Teachers should be regularly participate in specialized training courses to 15 increase your knowledge, and methods of teaching experience, to gradually improve the quality of teaching and learning As this theme was completed in a short period time and because of limitted knowledge and experienced teaching, naturally mistakes and errors are inevitable I hope the theme will be supported and receive remarks from all the colleagues, the experienced teachers and readers who are interested in the theme I sincerely thank you ! CONFIRMATION OF HEAD LEADER Thanh Hoa, April 10th, 2019 I DECLARE DONOT COPY Vu Xuan Minh 16 ... this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating Then, each student starts to narrate from the point where the previous one stopped Each student... activities, the teacher gives information to the learners such as who they are and what they think or feel Thus, the teacher can tell the student that "You are David, you go to the doctor and tell... ability, but also get the attention of the class * Interviews Students can conduct interviews on selected topics with various people It is a good idea that the teacher provides a rubric to students