Giáo viên dự thi hoàn thiện bản báo cáo BPNCCLGD sẽ trình bày tại Hội thi theo mẫu gửi kèm. Báo cáo BPNCCLGD dài không quá 04 trang, được in trên giấy trắng A4 bình thường, không in bìa màu mà in giấy trắng bình thường. Báo cáo in trên 1 mặt giấy thành 03 bản và chỉ ghim ở góc trái, không đóng quyển, không dán gáy. Trường tập hợp toàn bộ các báo cáo của giáo viên đủ điều kiện tham gia thi, Hiệu trưởng phải trực tiếp ghi xác nhận bằng chữ, ký tên, đóng dấu vào bản báo báo của giáo viên dự thi (VD: Biện pháp này được áp dụng có hiệu quả ở cơ sở giáo dục, lần đầu được dùng để đăng ký thi giáo viên dạy giỏi và chưa được dùng để xét duyệt thành tích khen thưởng cá nhân trước đó); cử người trực tiếp về nạp về phòng CM THCS;Yêu cầu báo cáo BPNCCLGD phải thể hiện rõ ràng, phù hợp, đúng đặc trưng bộ môn; Biện pháp phải xuất phát từ thực tiễn công tác dạy học tại đơn vị, nhằm giải quyết vấn đề hạn chế trong giảng dạy; phù hợp với đổi mới phương pháp dạy học hiện nay. Nội dung biện pháp phải trình bày khoa học, hợp lý, nêu rõ cái mới hoặc sự cải tiến để nâng cao chất lượng. Biện pháp đã áp dụng và giải quyết được vấn đề, có kết quả rõ nét, có số liệu, sản phẩm minh chứng phù hợp với thực tế; (mức độ đạt được, so sánh, đối chiếu); có ảnh hưởng tích cực đến chất lượng giảng dạy.
QUYNH LUU EDUCATION AND TRAINING OFICE AN HOA SECONDARY SCHOOL REPORT MEASURE TO IPROVE THE QUALITY OF TEACHING ENGLISH Name: Le Thi Lai School:Teacher of An Hoa secondaryschool Position currently held: Teacher Exam subject: English QUYNH LUU – YEAR 2020 Quynh Luu Education and Training Office An Hoa secondary school happiness Socialist Republic of Vietnam Independence-freedomAn Hoa, February th ,2020 REPORT Measure to improve the quality of teaching English Name: Le Thi Lai School:Teacher of An Hoa secondaryschool Position currently held: Teacher Exam subject: English SBD 1.Profile of personal duties and achievements - Teaching duties assigned in the school year 2019-2020: Teaching English for grades 6C, 6D, 6A and 6C technology, 6C manager - Achievements have been in the past Good teachers at school Result the 1st semest Poor Medium Fair Good Excelle nt TS Results 10 SL % SL % SL % SL % SL % 38 36 % 41 40% 11 11% 13 % 0% Measures and results of applying measures to improve the quality of teaching work 2.1 Name of measure: Improve English speaking and communication skills for grade students 2.2 Content of measures: - Situation before applying measures: + About breaking the student: Being afraid to practice speaking English in class, afraid to say wrong, many students have not read and can not write the most simple sentence pattern Students are good at few but students are weak, many are poor Some students not take lessons seriously, not doubt writing, not prepare homework, textbooks are always lacking The opportunity to speak English with a native is hardly available during school or where the students are born Most of the children prefer to write on paper rather than get up and talk in the classroom + Regarding the parents: Some parents not see the importance of English, not have to invest or urge their children to learn + From the teacher: Some teachers are still rigid and not flexible enough to go to class so that students are interested in their subjects + About textbook program: New textbooks are good, but pass the exam is also higher, for students who have lost basic knowledge can not follow - Method of implementing the measure: Eliminate the fear of being wrong when students stand up and speak Encourage and actively guide students in speaking activities in different forms so that they are interested and able to react and process information in a timely manner Correct pronunciation, word sentences, grammatical structures as soon as the students say it wrong Creating opportunities for students to communicate in many forms: T-whole class, TS, S-S with simple sentence patterns and practice conversation types (conversation actyvity), form of practice (pair work), or group (gruop work), practice class (class work), practice chorus (chorus work) Eg Beginning of lesson: Good morning/Good afernoon class How are you (today)? Did you have a nice weekend? Have you done your homework? Let’s play a game now, shall we? Are you ready? Eg Unit 3: My Friends in English book Tell about your best friend in your neighborhood Beginning of telling *T gives a Mindmap: * T gives ss answer my questions the same to conversation T What is his/her name? S His/Her name/He/she is Nguyen van A T.How is he/she like? S.She/He is T What you and he/she together? S.We T Are you and he/she good friends? S Yes/No, we are(n’) T Are you ready to share things with him/her? S Yes/No, we are(n’) * T gives ss tell about your best friend in your neighborhood Eg.My best friend is Nguyen Van A He is He has - Assess how the process is implemented: I have applied the Mindmap section and similar questions and answers to guide students to practice speaking effectively and achieve very well The above is just an example that is applied in the lessons of the 6th grade English pilot program In addition, I also instruct students to speak according to the topics applied in the unit of study by giving sentences ask for suggestions based on which the student is better at speaking I regularly instruct and encourage students to speak English in a daily way that is lively, natural and comfortable “Hello, everybody I'm …………… ” 2.3 Results and effectiveness of measures in improving the quality of grassroots teaching: School year: 2019-2020 I have applied and achieved the following effect TS S L Fail Poor Fair % SL % SL % SL % 38 36,3 % 10 9,7% 0% 56,4 30 29 % % 4, Results before use: 10 15 % 40 39 % Results after use: 10 10 9, 58 % Good Excelle nt SL % Plan for improvement and development of measures to improve the quality of teaching in the coming time (if any) Organize English clubs regularly, encourage children to leave home Not only one block but also the whole school gives students the opportunity to interact, learn with their upper class students and speak English more naturally The club must change its ideas such as picking flower, vocabulary, topics, natural discussion and at the same time combining subjects: Enghish - Art – Music TEACHER HOLD THE TEST Lê Thị Lài XÁC NHẬN CỦA HIỆU TRƯỞNG HỒ XUÂN HỘI % PHÒNG GD&ĐT QUỲNH LƯU CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG THCS AN HÒA Độc lập - Tự - Hạnh phúc An Hòa, ngày tháng 02 năm 2020 BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY (Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021) Họ tên: Nguyễn Thị Nga Đơn vị cơng tác: Giáo viên trường THCS An Hòa Chức vụ giữ: Giáo viên Môn dự thi: Tiếng anh SBD: Sơ lược nhiệm vụ thành tích cá nhân - Nhiệm vụ giảng dạy phân công năm học 2019-2020: +Giảng dạy tiếng anh - Thành tích thời gian qua: GVGT; Đạt 50% học sinh khá, giỏi Biện pháp kết áp dụng biện pháp để nâng cao chất lượng công tác giảng dạy 2.1 Tên biện pháp: Giúp học sinh lớp tự tin nói tiếng anh ( Helping students in class to be confident when speaking English) 2.2 Content Today, there are many people who learn foreign languages, especially English, because they think it is necessary and useful for their future English plays an important role in many areas especially in education It is also a rapidly growing international language due to increasing awareness of globalization English is a compulsory subject in secondary school However, this is a subject that has attracted a lot of students, especially domestic students English is a difficult subject for students in rural areas like students of An Hoa Secondary School So all English teachers are very difficult giving students a playground, a whole lesson in English is extremely difficult Because they are very afraid to speak English As we know there are many reasons to lead * Objective reason: - The attention from parents is not high - They rarely meet and contact with foreigners,because they are far from centre - Facilities are not enough to learn English at home * Subjective reasons - Students who are not really hard working - Their vocabulary is still poor, - They are timid, shy so speaking they are afraid of being wrong In the course of teaching, I was very worried and found the method: helping students in class to be confident when speaking English + The first I am close, friendly and open between students and teacher during class Do not put pressure For example: When I go to class, I usually open up to them and ask simple questions of name, age, class, their hobbies What's your name? How old are you? What's your hobbies ? I encouraged them by their timely compliments when they answered: like good, excellent, good job, well done, Sometimes I even gave them points to encourage them to study Especially when they say that grammar has some mistakes, I don't still get penalized, as long as they speak fluently After the lesson, Teacher and students usually meet and greet each together with common English sentences + Secondly, Teacher often gets students to listen by radio, speakers, to help them listen to the native language For example: English - unit listen and read, listen and repeat, listen and underline the words, listen to the text then write your answers below, And Teacher has instructed them to listen at home from soft books, English 123, + Third , after a lesson, Teacher asked students to memorize new words as before, by the way asking them to write up the words they learned in the previous lesson instead by asking them to memorize and stand up to read them first and make sentences with those words - Teacher asks students to look at the glossary of the book and read the words aloud For example, today we are learning unit Viet namese food and drink The teacher asks students to read the words in unit Finally, teachers often create many opportunities for students to improve their communication skills Asking students to practice exchanging with each other during class, especially in speaking or elective lessons even if only the simplest sentence But I always asks all class not only one or two students answer or ask In all of the lessons, especially those are speaking skills, students always practise speaking in pairs, groups and individually in the lessons and after units, I asked the students to stay at home to prepare part project in groups and all of them were presented to the class - And play English games For example, if today we learn” traffic”, the teacher will divide the class into teams and get them play game networds + Team 1: write words about Means of transport: ex; bus, train,car, + Team 2: write words about road signs: ex; traffic lights, parking, no cycling, After writing, the groups read aloud and clearly If the team reads correctly and writes quickly, then the team will win - Teacher often gets timely praise when they work and gives marks, when they get right 2.3 Result: Some above measures I have applied and have seen good results - About students: they like and love English more than before, don't be shy when They speak English before the class and crowded places and many students speak weakly, shy, frightened, and poor vocabulary, now they become confident and brave When talking in front of the class and they meet English teacher and greet by English anywhere, with the simplest questions In class 7C such as: Cong, Ly, Nguyen, Tam, Lan, and some other friends class 7B, there are Hue, Trung, Huy and Hoang, with 7A they are Thanh, Hoa, Anh, Nhung, Như, who are confident in communication in English They like speaking English They speak well - For myself, I feel very happy, because my students are very brave, confident, not shy, timid to speak English more English class become more hilarious than before Planning: In the future I myself continue to apply the above method to improve the quality of education XÁC NHẬN CỦA HIỆU TRƯỞNG GIÁO VIÊN DỰ THI Nguyễn Thị Nga Hồ Xuân Hội QUYNH LUU DEPARTMENT OF EDUCATION AND TRAINING SOCIALIST REPUBLIC OF VIETNAM Independence - Freedom - Happiness BA NGOC SECONDARY SCHOOL Quynh Ba, February 8th, 2020 THE REPORT OF MEASURES TO IMPROVE THE QUALITY OF TEACHING (Serving the exam for good teachers of lower secondary schools in the 2019-2021 cycle) Name: Nguyen Van Dung School: Ba Ngoc secondary School Work: Teaching Subject: English Code: Personal duties and achievements - Assignments assigned for the school year 2019-2020: Teaching English for classes: 6C, 6D, 6E, 7C, 7D, 7E, and 8E - Achievements in some school years: + Good teachers at the district level 2015-2017 and 2017-2019 cycle + Emulation soldiers: School year 2016-2017, 2017 - 2018, 2018 - 2019 Measure and result of applying measures to improve the quality of teaching work 2.1 Name of the measure: Help students develop competence in writing informal emails 2.2 Content of the measure: The real state of the problem: Nowadays, informal emails are very popular Writing informal emails is very necessary for English learners to use English every day We can write them to relatives,friends, or anyone with whom you work Informal email are that formal writing is straight to the point, less detailed, and informative sentences are written in a passive tone Informal writing, on the other hand, uses descriptive words and is written with an active voice Students often make a lot of mistakes when writing an informal email such as: + Wrong format + No subject + Wrong languages + Grammar and spelling mistakes + Bad organization + not enough information Processes of measure: Showing (giving papers) sample of emails The first email: (English Ministry of Education and Training, 2019) From: mi@fastmail.com To: sophia@quickmail.com Subject: My house Hi sophia, Thanks for your email Now I’ll tell you about my house I live with my parents and younger brother in a townhouse It’s big There are six rooms: a living room, a kitchen, two bedrooms and two bathrooms I like my bedroom best We’re moving to an apartment soon What about you? Where you live? Tell me in your next email Best wishes, Mi The second email: To: sam@gmail.com Subject: Holiday Hi Sam, I'm in Getaria, a wonderful place in the Basque Country I chose this place because a friend of mine recommended it I like it because it is a very small town, with a lot of restaurants and a beautiful beach The most I enjoyed is a trip in a boat to fish While we were fishing, a terrible storm started, with terrible thunder I will return next Saturday and I would be happy to meet you to give you some gifts I've bought for you Best regards, Peter The third email: To: manhquan@gmail.com Subject: Invitation Hi Tuan, Show students ways to change from the object to subject and vice versa And these are some changes that students must remember: Subject Object I me We us You you They them He him She her It it Noun / noun phrase noun / noun phrase (no change) Step 4: Verb changes This is the most important point I’d like to talk about + The main verb in the active sentence is always changed into its Past participle form in Passive sentence + The tense and form of the main verb in active sentence is replaced by the verbs “be” of same tense/form (in agreement with the new subject) + The auxiliary verbs (if exists) are used in the same tense as the active sentence and in agreement with the new subject E.g: S + V(s/es) + O … (Present simple) S’ + is/are/am + Vpp … (by O) Step 5: Completion Write down the remaining part of the sentence (if there is) * Note: Decide if you want to include the agent in the sentence If that happens, put the word “by” before the agent, which is now functioning as an object - Evaluation of the measure implementation: This way of forming Passive forms really helps students understand better and remember more easily They just need to look at the form of the main verbs and then change the verb into the past participle form, the position and the form of the main verb in the active sentence are replaced by the verb “be” in the same (tense) form (and in agreement with the new subject) 2.3 The results and effectiveness of the measure in improving the teaching quality: After this measure was applied in teaching the Passive forms to the students of grade and grade 9, most of them are now able to form the passive of every tense themselves, especially they can even form the passive form of Past perfect tense, which they haven’t learnt before At first, when I gave them an exercise on 87 passive voice, most of them made various kinds of errors (as mentioned above); and after having been taught this method, they find it easier to passive voice exercises Many of them have made much progress though some of the students still not make any progress because they hardly remember anything At the beginning of this school year, I gave all the students of class 9C ten active sentences and asked them to change those sentences into passive voice (and I didn’t give them the answer) And after having taught them carefully using my step-by-step method, I gave them those sentences and asked them to again (Students got point for each correct answer; total points: 10) * List of the questions: Miss Blake teaches us English The police found him in the forest She didn’t open the door of the classroom The have built this house since January Did Alexander Graham Bell invent the telephone? They are going to visit their grandmother on the weekend They were feeding the chickens when I arrived Who broke the cups? Who will they invite to the party? 10 Where will you leave the keys? * Suggested answer: We are taught english by Miss Blake Or English is taught to us by Mis Blake He was found in the forest by the police The door of the classroom wasn’t opened (by her) This house has been built since January Was the telephone invented by Alexander Graham Bell? Their grandmother is going to be visited The chickens were being fed when I arrived Who were the cups broken by? Or By whom were the cups broken by? Who will be invited to the party? 10 Where will the keys be left (by you)? And here the result of the two times: Before After No of Class 9-10 7-8 5-6