The miracle circle new improvement in teaching test yourself periods in english 10,11

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT4 THỌ XUÂN EXPERIENCE INITIATIVE “ THE MIRACLE CIRCLE” – NEW IMPROVEMENT IN TEACHING “TEST YOURSELF” PERIODS IN ENGLISH 10,11 Giáo viên: Nguyễn Trọng Thắng Chức vụ: Giáo viên SKKN thuộc mơn: Ngoại Ngữ THANH HĨA NĂM 2020 TABLES OF CONTEN TS Page 1.Introduction 1.1 Reasons for choosing the study 1.2 Aims of the study 1.3 Subjects of the study 1.4 Methods of the study Contents of the study 2.1 Rationale of the study 2.2 Current status of the problem before applying the study 2.3 Using “ the miracle circle” to help students more interested in “Test Yourself” periods in English 10, 11 …………………………… 2.3.1 Introduction of teaching aids model “ The miracle circle”…… 2.3.2.Illustrative examples………………………………………… 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school Conclusions and recommendations 3.1 Conclusions 3.2 Recommendations Reference books Categories of experience initiatives were evaluated by the education and training department… 1 2 3 5 15 16 16 16 18 19 INTRODUCTION 1.1 Reasons for choosing the study: Each subject has its own unique teaching methods For teaching foreign languages in general and for English in particular, the teaching method must be a top priority In order to have a good quality English lesson, giving students an inspiration when learning the lesson, the teacher must really have unique and attractive methods Each subject has its own unique teaching methods For teaching foreign languages in general and for English in particular, the teaching method must be a top priority In order to have a good quality English lesson, giving students an inspiration when learning the lesson, the teacher must really have unique and attractive methods Teaching is an artistic process that stimulates, directs, and guides Teaching is not just a simple transfer of knowledge but also a process of making relationships between teachers, learners and teaching materials Through the process of direct teaching, I realize that in addition to the knowledge and style of a foreign language teacher, the teaching method is also an extremely important factor in attracting students to enjoy and focus and love the subject as well Currently, there are many new teaching methods that have been applied in the process of teaching foreign language classes such as listening, speaking, reading and writing, etc in high school These are good methods, easy to use and have contributed to improving the quality of the subject However, there is an equally important lesson in the program, but it seems that students not feel interested and have little attention or even ignore is the "Test Yourself" periods after every three units ( text) in English 10, 11 although this is a lesson to reinforce knowledge In this topic, I present a new improvement that I have applied to improve quality of "Test yourself" periods in English 10,11 1.2 Aims of the study In the contest of designing teaching aids organized by Tho Xuan IV High School in the school year 2019-2020, I designed a product model called "The miracle circle" in order to: - Put the content of "Test yourself" periods into a game activity to stimulate students' interest in learning - Promote the ability to use language, listening, speaking, reading and writing skills, to bring students closer to the goal of teaching English to develop language skills - If well-prepared, teachers can test a greater amount of knowledge through the system of questionnaire in each "Test yourself" period 1.3 Subjects of the study This study will investigate the student's interest in learning English Then set out a number of activities to help students to improve quality of "Test yourself" periods in English 10,11 1.4 Methods of the study Methods to build the theoretical basis: Learn the reality of the problem then find out the solutions to solve the problem Methods actual survey, gathering information: Distributing questionnaires learning attitude of students towards subjects in English before performing the subject Then gather information to grasp the spirit of their learning Statistical methods, data processing: After applying the theme will be the result statistics about the level of student progress to evaluate the success of your project 2 CONTENTS OF THE STUDY 2.1 Rationale of the study The main reason why the quality of "Test Yourself" periods is not high and does not attract the attention of students is probably because these classes are quite general, monotonous knowledge testing method, There is no real interest for teachers as well as learners As a teacher, you always want all of your lessons to be good, effective, and attract the attention of students Learning a foreign language requires a lot of enjoyment People who teach and learn a foreign language should not think that playing language games is a waste of learning time Students will learn foreign languages very well if they feel really comfortable Group activities, emulation activities help change the atmosphere in the lesson and make lessons less stressful and easier to understand, sometimes help learners to remember and acquire knowledge in a profound way Therefore, in order to implement this topic, I have conducted many researches on organizing group activities in teaching English In this experience initiative, I would like to present a new improvement that myself have used quite successfully in teaching "Test yourself" English textbooks 10,11 and turn these lessons into a collective activity, an interesting and rewarding game 2.2 Current status of the problem before applying the study 2.2.1 For students: To know exactly excited about studying English and learn whether they liked Test yourself period or not ? We conducted the survey found, with 90 students in the class 10A1 and 11A2 Sample surveys are as follows: Please tick your choice 1.You like or dislike studying English? Like very much Like Normal Dislike 2.You enjoy learning “ Test yourself” period? Like very much Like Normal Dislike 3.Why you like (dislike) to learn“ Test yourself” period ? Thank you for your cooperation ! And this is the result: Total Like very Like Normal much 90 Number % Number % Number % students Before 10 11.1 15 16.7 25 27.8 applying the study Dislike Number % 40 44.4 From the above results, I noticed that: The majority of students have no interest in learning English in general, learning “ Test yourself” lesson in particular Most students said that English was difficult subjects, most of them were afraid to study this subject They also said that “ Test yourself” period was so boring that they felt asleep whenever these lessons came up Besides, some activities in the textbook are not only difficult but also very poor, boring and monotonous The lessons about this part are often tedious and very few students involve For these reasons, they are very passive in the period and they are not interested Moreover, the high school where I am teaching myself located in areas of rural, the economy is difficult The main income of the people are dependent on agriculture, so the investment in learning for their children has not been focused Therefore, students have difficulties in learning, even they not have enough material serving for learning 2.2.2 For teachers: The majority of English teachers were aware that teaching “Test yourself” period is very important but in fact that these periods usually makes teachers headache when they start teaching for the following reasons: The number of students in a regular classroom in our country today is 45 students, even those classes of over 50 students Therefore, teachers find it difficult to organize some activities with the numerous number of students and they are said to be very hard, can not control all the activities of the students Besides, some tasks in English 10,11 are not entirely suitable for students, there are many activities designed too hard but there are too easy activities compared with levels of students Therefore, teachers find it hard to motivate their students in “ Test Yourself” period 2.3 Using “The miracle circle” to help students more interested in “Test Yourself” periods in English 10,11 2.3.1 Introduction of teaching aids model "The miracle circle" 2.3.1.1.Regarding design: "The miracle circle" consists of two basic parts: Part 1: A circle made of wood with a diameter of about 50 cm, the center of the circle is a spinning wheel to help the circle move, centered by an arrow The content on the circle is divided into seven sections that are specific to the question areas (listening, speaking, reading, writing, grammar, fun questions and lucky boxes), along with the number of points corresponding to the increasing difficulty gradually from 20, 40 to 60 points Part 2: A rack made of wood has three fixed legs, a length of 50cm used to fix and help move the circle • Illustration of product model “the miracle circle” 2.3.1.2.How to apply "The miracle circle" to the "Test yourself" periods: - The content of "Test Yourself" period is codified and designed by teachers in question packs for group activities according to the principle of group games - The teacher divides the class into groups corresponding to groups (depending on the model, the number of classes that the teacher regulates the number of groups participating in the game) Each group nominates a representative group leader, the group leader’s task is to rotate the ring to select the question package and the corresponding score For example, the wheel hits the Listening box 20 means that the group has to answer the questions of listening skill in the content of "Test yourself" repaired by teachers If members give correct answer they will get 20 points - The questionnaires are prepared by the teacher into a system and shown on the screen Once the students have selected their questions, the teacher will show the corresponding numbered questions in the lesson plan 2.3.2 Illustrative examples: Below, I would like to present some sample lesson plans that I used in some "Test Yourself" in English textbooks 10, 11 2.3.2.1.Lesson plans for the content of the lesson "Test yourself B” (Grade 10 English textbook program page 72, 73) The system of corresponding questionnaire on the rotation are as follows: * "LISTENING" QUESTION PACKAGE: (Including sentences) Contents Teacher’s acts  questions (10 points for each): Listen and choose the best answer A,B,C or D: Question 1: Reading lies about … miles to the … of London, and it has about … people A.15/west/12.000 B.50/east/ 120.000 C.50/ west/ 120.000 Question 2: Oxford is located … England and it has a population of …90.000 A.in the middle/over B in central/ about C.in central of/ over  questions (20 points for each): Listen and decide Tor F statement Correct the false one Question 3: There are so many computer companies in Oxford Question 4: What is really of interest in Oxford is the car - The teacher introduces two places that students Students circle, will hear in the choose a slideshow questionnaire and score accordingly Images of Oxford Student’s acts - Go back to their group to listen to the tapescript, answer and explain answers if required by the teacher Images of reading - Teachers present the factory at Cowley  questions 60 points: Question 5: Listen again, look at the screen and make a summary Oxfor d Cambridge university 90.00 00 Car factory questions corresponding to the students' choice on the screen, open the tapescript part of the lesson for the students to listen and give them time to answer - Teachers provide additional information and explanations Keys: Question 1: C Question 2: B Question 3: F (in Reading) Question 4: T Question 5: Oxford has a population of about 90.000 It is the city of unniversities such as Cambrige, oxford and many car factories * QUESTION PACKAGE "READING": (Including sentences) Contents  questions (10 points for each): Read and decide whether the statement T or F Question 1: … It is necessary for students to work at home in their free time Question 2: … Most people think that homework is not fair  questions (20 points for each): Read and answer the question: Question 3: Why students have Teacher’s acts Student’s acts - The teacher slides the questions that correspond to the students' choice on the screen, carefully read the text and give them time to answer Students circle, choose a questionnaire and score accordingly The teacher - Go back to their provided additional group to read the vocabulary in the paragraph to repeat tasks which they have lesson and already done at school? explanation Question 4: According to the text, is homework necessary? further carefully, focusing on the main content of the related question, answer and explain the  questions 60 points : Read Keys: answer if requirsed Question1: by the teacher and answer the question: Question 5: What is the main idea F(unnecessary – line 2) of the passage? Question 2: T (line 6) Question 3:Because most teachers donot properly plan the homework tasks they give to students Question 4: No, it isn’t Question 5: It is about homework * QUESTION PACKAGE "Grammar": (Including sentences) Contents Teacher’s acts Student’s acts  questions 20 points (10 points for each): choose the best answer : Question 1:You can’t drive a car … you have a driving license A unless C if B when D because Question 2: Steven Spielberg’s film, … More than $ 100 million to make, was a great success A which it cost C which cost B that cost D who cost  questions (20 points for each): Question 1: Combine, using - The teacher slides the questions that correspond to the students' choice on the screen, allowing students to discuss using the answer sheet if necessary - Students circle, choose a questionnaire and score accordingly - Return to the group, answer and explain the answer if asked by the teacher Keys: A(unless) C relative pronoun The girl chatted with him Keys: yesterday The girl who She arrived here at 6.30 a.m chatted with Question 2: Choose the mistake him yesterday and then correct it arived here at 6.30 a.m That’s the man who daughter is B (whose) A B studying with me C D  questions (30 points for Keys: Will come/ is each): Question 1: Put the verb going to travel / in bracket in correct form will meet Sue … (come) to see us She hasn’t tomorrow She … (travel) by train been invited to and her train arrives at 10.15 I … the party (meet) her at the station Question 1: Change into passive: Nobody has invited her to the party * FUNNY QUESTION PACKAGE "fun corner": (Including sentences) Contents Teacher’s acts 1 questions 20 points : Look at the picture and make a suitable - The teacher slides sentence the questions that correspond to the students' choice on the screen, allowing students to discuss using the answer sheet if necessary Keys: Make a passive sentence base on The man was the picture eaten by the Student’s acts - Students circle, choose a questionnaire and score accordingly - Return to the group, answer and explain the answer if asked by the teacher 1 questions 20 points Which flower 2 Time thing runs continuously without 3 She is going to stopping? have a baby 1 questions 20 points Make a sentence base on the picture, using will or be going to 2.3.2.2.Lesson plans for the content of the lesson "Test yourself A" grade 11 English textbook program page 42) The system of corresponding question packages on the rotation are as follows: * "LISTENING" QUESTION PACKAGE: (Including sentences) Contents Teacher’s acts  questions 20 points (10 points for each): Listen and choose the best answer A,B,C or D: Question 1: They’ve known each other for …… years A.25 B.35 C.45 D.55 Question 2: They’ve been living here in Brighton since …… A.1988 B 1990 C.1995 D 1999  questions 40 points (20 points for each): Listen and answer the question - The teacher slides the Question 3: They didn’t see questions that Student’s acts - Students circle, choose a questionnaire and score accordingly - Go back to your group to listen to the tapescript, answer and explain answers if required by the teacher each other A in the park B at Jame’s weeding C at luch time D in the pub  questions 60 points: Listen and answer the question Question 5: Why did the couple in the tape become friends? correspond to the students' choice on the screen, opens the tapescript part of the lesson for the students to listen and time to answer - Teachers provide additional information and explanations Keys: Question 1: A (25 years) Question 2: D (1999) Question 3: C (at Jame’s weeding) Question 4: B (moved to Scotland) Question 5: Because they live next door to each other * QUESTION PACKAGE "READING": (Including sentences) Contents  questions 20 points (10 points for each): Question 1: How was the boy dressed? A He dressed in pajama B He dressed in brand-new uniform C He dressed in brand-new outfit Question 2: what did the writer bring a camera to the party for? A To take pictures B To take notes C A & B are correct  questions 40 points (20 Teacher’s acts Student’s acts - The teacher slides the questions that correspond to the students' choice on the screen, carefully read the text and give time to answer The teacher provided additional vocabulary in the lesson and further explanation Keys: Question 1: C - Students circle, choose a questionnaire and score accordingly - Go back to your group to read the paragraph carefully, focusing on the main content 1 points for each): Question 3: why was the party especial? Question 4: Was the writer happy?  questions 60 points: Read again and choose the main idea of the text A A happy birthday party B The feeling of the writer C A birthday party of the writer’s son Question 2: A Question 3: Because it is a party of aboy in a family has been childless for ten years Question 4: Yes , he was Question 5: A of the related question, answer and explain the answer if required by the teacher * QUESTION PACKAGE "SPEAKING": (Including sentences) Contents Teacher’s acts Student’s acts  question 20 points: Read aloud and write the pronunciation: Nine- yam- machine – hour house  question 20 points: How you say when you first meet someone?  question 20 points: Make a short plan for your birthday party then present orally - The teacher slides the questions that correspond to the students' choice on the screen, allowing students to discuss using the answer sheet if necessary - Teachers can give some brief suggestions to help students find answers Encourage use of English by students - Students circle, choose a questionnaire and score accordingly - Go back to the group, answer and explain the answer if required by the teacher * QUESTION PACKAGE "Grammar": (Including sentences) Contents Teacher’s acts Student’s acts questions 30 points (10 points for each): Fill the correct verb form ( base, full, or passive) Question 1: It’s a pleasure … (see) you again after so long Question 2:… (be) honest, I’ve never done this type of work before Question 3: Mary agreed … (pay) the phone bill  questions 40 points (20 points for each): Question 4: He expected … (pick) up at the airport by the whole family Question 5: Peter hoped … (appoint) as a top leader in the school  questions 60 points (30 points for each): Translate into English: Question 6: Khi tơi kể Jim nghe câu chuyện đó, anh dường bị sốc Question 7: Để có tương lai tốt, - Teacher presents the questions corresponding to the student's choice on the screen, allowing students to discuss using the answer sheet if necessary Keys: Question 1: to see Question 2: to be Question : to pay Question : to be picked Question 5: to be appointed Question 6: When I told him the story, he seemed to be shocked Question 7: To have a good future, you have to study hard - Students circle, choose a questionnaire and score accordingly - Go back to the group, answer and explain the answer if required by the teacher bạn cần học tập chăm * FUNNY QUESTION PACKAGE "fun corner": (Including sentences) Contents Teacher’s acts 1 question 20 points: what key does not lock the - Teacher presents the door? questions corresponding to the student's choice on the screen, allowing students to discuss using the answer sheet if necessary 1 question 20 points: Keys: Music key what goes up when the rain Umbrella comes down? I’m saving money to buy a mobile phone Student’s acts - Students circle, choose a questionnaire and score accordingly - Go back to the group, answer and explain the answer if asked by the teacher 1 question 20 points: using to information to make a meaningful sentence base on these two pictures 2.4 Effectiveness of the study for educational activities, with myself, the colleagues and the school Thanks to the good use of the above activities, the achieved results during the past school year in Grade 10 and 11 I taught are very positive Comparing the results of the questionnaire from the begging to the end of the study, we can the following results: Like very much Like Total Number 90 students Number % (10A1,11A2) After applying 25 27,8 40 the study Normal % Number 44,4 15 Dislike % Number 16,7 10 % 11,1 The majority of the children are interested in the subject, ready to participate in the activities required by the teacher during a period "Test Yourself" in particular and English in general With this experience I have promoted students' positiveness and creativeness in learning activities A large number of students gain the knowledge, skills and train speaking skill for themselves The majority of students not like this subject at first, they have become confident in their capabilities And the results of their study have more positive change Results 2019 - 2020 academic school year: (Before applying the study) Total 90 student s Excellent Number % 3,3 Good Fair Number % Number % 15 16,7 30 33,3 Very bad Number % 42 46,7 (10A1, 11A2) Results 2019 - 2020 academic school year: (After applying the study) Total Excellent Good Fair Very bad 90 student s Number % Number % Number % 10 11,1 30 33,3 40 44,5 Number % 10 11,1 (10A1, 11A2) CONCLUSIONS AND RECOMMENDATIONS 3.1 Conclusions Through the process of applying new teaching methods to teaching subjects, namely applying the tool "The miracle circle" to the teaching process of "Test Yourself", I drew some lessons for myself : In the process of application, there should be measures to change or modify in accordance with each lesson content, each grammar point and each student object to avoid boredom, or cause unnecessary confusion It is necessary to carefully prepare sound solutions for emulation activities among groups so as to minimize noise Otherwise, even though students can become the center and subject of the learning process, teachers lose control of the lesson time After each application, I think I will have some new experiences to draw from, but these are the main lessons to be shared 3.2.Recommendations Achieving an effective "Learning to play - Playing to learn" education that ensures real safety, solidarity and fun for participants is even more difficult than telling an engaging story or giving a lecture Therefore, the teacher who wants to achieve the highest efficiency must have enthusiasm, take pains to invest in lesson plans, prepare detailed lectures, understand the psychophysiology of each age, must constantly study and train, training and improving experience with colleagues so that the lecture is increasingly optimized and brings higher efficiency Obviously, the advantages of bringing collective and group activities have been proven, so teachers will pay more and more attention to this section to increase the active and proactive activeness of students’ activities in learning English To increase the effectiveness and actively promote the advantages of these games, I have some recommendations as follows: In group meetings, English teachers exchange their investment experience in establishing a lesson plan that shares the "Test yourself" periods for both two volumes 10 and 11; In addition, tasks can be assigned to each member to compose each part in each specific lesson, then share with other members of the group to increase the efficiency of the lecture preparation If possible, the school can help organize an English extra-curricular course using the teaching aid With the subject of English, sometimes noisy minutes in class are inevitable but it is useful noisy minutes But in the school environment, this noise will affect other classes because sometimes performing emulation activities, students' psychology is very sensitive and hyperactive, sometimes they cannot control themselves , sometimes laughing very loudly, clapping hands So teachers must be really active teachers, solving all unexpected situations that may occur in order to effectively implement these activities XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 01tháng 07 năm 2020 Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác Nguyễn Trọng Thắng REFERENCE BOOKS Games to teach English (Harold S Madren) - Oxford University Press 2003 BridgeTEFL: Teaching English With Games (2007) Một số website giảng dạy Tiếng Anh: http://www.teachingenglish.org.uk/ http://www.teachernet.gov.uk/,http://www.britishcouncil.org , http://www.globaledu.com.vn , http://www.ila.com, … SGK Tiếng Anh 10 (Bộ Giáo Dục Đào Tạo)-NXB Giáo Dục SGK Tiếng Anh 11 (Bộ Giáo dục Đào Tạo) – Nhà xuất Giáo dục ICT ESD – Nhà xuất Giáo dục (2008) CATEGORIES OF EXPERIENCES WERE EVALUATED BY THE EDUCATION AND TRAINING DEPARTMENT Author: Nguyễn Trọng Thắng Work place: Tho Xuan IV high school No The name initiatives of Result The year (A, B or of C) evaluation Thanh Hoa C 2011 education and training department Thanh Hoa C 2012 education and training department Thanh Hoa C 2016 education and training department Thanh Hoa C 2017 education and training department experience Place of evaluation Vận dụng phương pháp dạy học hợp tác theo nhóm nhỏ lớp dạy học tiếng Anh lớp 10- Hệ năm Thiết kế lại hoạt động phần “ Post-listening”- Tiếng Anh lớp 10 (Cơ bản) Some activities help students practise speaking skill effectively in English 12 (Basic) Renewing methods in teaching speaking skill in English 10,11,12 at Tho Xuan IV high school ... 2.3 Using ? ?The miracle circle” to help students more interested in ? ?Test Yourself? ?? periods in English 10,11 2.3.1 Introduction of teaching aids model "The miracle circle" 2.3.1.1.Regarding design:... the process of applying new teaching methods to teaching subjects, namely applying the tool "The miracle circle" to the teaching process of "Test Yourself" , I drew some lessons for myself : In. .. to improve quality of "Test yourself" periods in English 10,11 1.2 Aims of the study In the contest of designing teaching aids organized by Tho Xuan IV High School in the school year 2019-2020,