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ACKNOWLEDGEMENTS I would like to express my gratitude to the Department of Foreign Languages for allowing me to carry out this research I would like to send my special thanks to Mrs Duong Bach Nhat, Ph.D - my supervisor for her invaluable instructions, insightful suggestions, extremely detailed comments and kind support I am also sincerely grateful to the school managing board in Nguyen Khuyen high school, specially to the 11A1 class teacher who made good conditions for me to establish contact with his class I would like to give my thanks to the students of Nguyen Khuyen high school My thanks also go to all my colleagues and friends who gave me useful advice and generous help, especially my best friend Ngo Thi Phuong Thao with her cooperation so that I can finish this study TABLE OF CONTENTS Acknowledgements ABSTRACT ………………………………………………………………03 CHAPTER I : INTRODUCTION ……………………………………… 04 Background and rationale …………………………………………… 04 Aims of the study ……………………………………………………… 05 Scope of the study …………………………………………………… 05 Methods of the study ………………………………………………… 05 Design of the study …………………………………………………… 06 CHAPTER II : THEORETICAL BACKGROUND …………………… 08 CHAPTER III : FINDING AND DISCUSSING………………………… 25 CHAPTER IV : CONCLUSION AND SUGGESTIONS ……………… 31 Conclusion …………………………………………………………… 31 Suggestions …………………………………………………………… 33 CHAPTER V : REFERENCES………………………………………… 34  QUESTIONNAIRES ABSTRACT When learning English, writing is an important skill which students need to grasp firmly It is considered as a basic foundation for developing other skills Not all people can affirm that they know how to write correctly, especially the grammar of the passage On the basis of inheriting past generation’s achievements, we come to study some problems in designing lesson plan for writing English 11 in order to help both teachers and students deeply understand this skill In addition, in recent years, most English books sold in the market haven’t referred basically to problems round the design of lesson plan for writing English 11 We find that there must be a summary or a generalization and a further development in order to help ourselves and English teachers an effective way of designing lesson with specific and general views of writing skill As a result, the study of “ Problems in designing lesson plan for writing English 11” in high school has been taken to consideration CHAPTER I : INTRODUCTION Background and rationale 1.1 Background a School Nguyen Khuyen high school located on Quang Trung Street in An Khe District, Gia Lai province The school consist of 13 rooms which are large and well-ventilated for from 40 to 50 students In addition, the school has function rooms, laboratories, computer room and projector Now Nguyen Khuyen high school is equipped good facilities for teaching and learning b Teachers and students In Nguyen Khuyen high school, there are 25 classes Students have to pass the entrance examination to study in Nguyen Khuyen high school Nguyen Khuyen high school’s quality is the second in An Khe District Moreover, teachers are experienced and enthusiastic They have high solidarity in work and social life, so the labour-union movement of the school develop rapidly Students mainly come from An Khe District but some are from rural and far-away areas In addition, the school has just became the public school, so the discipline of this school is not very good, especially in the uniform However, teachers control students very strictly and more and more put them into order 1.2 Rationale It is very necessary to learn foreign language, especially in the developing period of our country Therefore, teaching and learning foreign language must be paid more attention to and improved on the basic of peculiarities In Viet Nam, English has been a compulsory subject in the syllabus foe students for many years; however, we only focus on grammar Once common problem of this learning style is that students can grammar exercises very well but have no communicative ability We can see that students meet a lot of difficulties in applying some skills in the real life So, teaching and learning some English skills, especially writing skill is one of important part of each lesson Teachers should have interesting method and suitable lesson plan of teaching writing to encourage students to be interested in learning English writing skill This theme is suitable to my ability and knowledge, so I feel very interested in this theme Beside, I also become a teacher in the future and I want to study more experience and to find more new and useful teaching methods These are the reason why I would like to this research Aims of the study This study aims to survey some problems in designing lesson plan for English writing 11 at Nguyen Khuyen high school to: - Find out some problems in designing lesson plan for English writing 11 to teachers - Find out the influence of students’ attitude on designing lesson plan - Give some solutions for these problems Scope of the study The study focuses on studying some problems in designing lesson plan for English writing 11 at Nguyen Khuyen high school Most teachers usually meets a lot of difficulties in teaching writing skill because of not only the features of exercise in English writing 11 but also students’ attitude to learning writing skill and the facilities of high school Method of the study Below are some reliable methods that I have used in my study 4.1 Data analysis method The questionnaires are delivered to the students of grade 11, in particular to class 11B5 and 11B6 (Ha Huy Tap high school) Students are asked to answer the questions in paper, then I collected the papers and did the calculation Beside that, I also casually interview some trainees and guiding teachers in Nguyen Khuyen (Gia Lai) and Ha Huy Tap (Nha Trang) high school about their difficulties when designing lesson plan for English writing 11 4.2 Observation method During the time I was in Nguyen Khuyen high school, I had opportunities to attend and observe teaching periods by some teachers of Nguyen Khuyen high school in 11 grade It has been a good way to see directly how high school teachers teach writing skill for English 11 Then I give an analysis of my observation 4.3 Methodology book I make reference to methodology book which I can get a lot of information about the writing skill and the model lesson plan Design of the study This research includes chapters: ABSTRACT CHAPTER 1: INTRODUCTION Background and rationale 1.1 Background 1.2 Rationale Aims of the study Scope of the study Method of the study 4.1 Data analysis method 4.2 Observation method 4.3 Methodology books Design of the study CHAPTER 2: THEORETICAL BACKGROUND I The lesson plan Definitions How to develop a lesson plan II Writing skill Definitions Teaching writing 2.1 The process of writing 2.2 Principles in teaching writing 2.3 Types of writing CHAPTER 3: FINDING AND DISCUSSING I The relationship between teachers and problems in designing lesson plan for writing English 11 II The time for teaching writing The task for teaching writing The game for teaching writing The relationship between students and problems in designing lesson plan for writing English 11 III The relationship between facilities in high schools and problems in designing lesson plan for writing English 11 CHAPTER 4: CONCLUSION AND SUGGESTIONS I Conclusion II Suggestions REFERENCES CHAPTER II : THEORETICAL BACKGROUND I The lesson plan Definitions Glossary Dictionary states that lesson plan is an organized outline for a single instructional period It is a necessary guide for the instructor in that it tells what to do, in what order to it, and what procedure to use in teaching the material of a lesson Another definition of lesson plan is that a lesson plan is a teacher’s detailed description of the course of instruction for an individual lesson A daily lesson plan is developed by a teacher to guide class instruction Planning the material is much more difficult than delivering the lessons Planning is when you look at the curriculum standards and develop the content that match those standards you also have to take into consideration the needs of the children you are planning for Luckily, textbooks that are adopted for your subject areas are typically written with this in mind All details should be written down to assist the smooth delivery of the content The extent of the detail will vary depending on the number of years of experience that the teacher has and the number of times he/she has taught the lesson Obviously, an instructor with several years of experience may have plans that are much less detailed than beginning teachers There will be requirements mandated by the school system that employs you regarding your responsibilities How to develop a lesson plan While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: - Title of the lesson - Time required to complete the lesson - List of required materials - List of objectives, which may be behavioral objectives (what the student can at lesson completion) or knowledge objectives (what the student knows at lesson completion) – - The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previously lessons - An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas - Independent practice that allows students to extend skills or knowledge on their own - A summary, where the teacher wraps up the discussion and answers questions - An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow - Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving - A continuity component reviews and reflects on content from the previous lesson[1] In order to have a well developed lesson plan, the first thing a teacher must is decide on the lesson plan's focus The teacher creates one idea or question they want the students to explore or answer Next, the teacher creates classroom activities that correlate with the established idea or question This includes individual and group activities Having established these activities, the teacher identify what language arts skills the lesson plan must cover After the teacher completes these activities, they must ensure the lesson plan adheres to the best practices used in language arts This includes conducting research on what teaching methods result in a high success rate for students The teacher must ensure the lesson plan goals are compatible with the developmental level of the students The teacher must also ensure their student achievement expectations are reasonable Moreover, a lesson plan must correlate with the text book the class uses The school usually selects the text books or provides teachers with a limited text book choice for a particular unit The teacher must take great care and select the most appropriate book for the students A well developed lesson plan reflects interests and needs of students It incorporates best practices for the educational field The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students Secondary English program lesson plans, for example, usually center around four topics They are literary theme, elements of language and composition, literary history, and literary genre A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs Also, it facilitates teaching literature and English together School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a 10 Fill-in exercises: The students fills in the blanks with appropriate words Example: Insert an appropriate word or phrase from the list below in place of each of the numbers Make the first letter a capital letter and add necessary punctuation marks to the sentence The mayor walked to the microphone with a number of papers in his hand (1) He looked calm and relaxed (2) As he began to speak a man rose from his seat and moved toward the platform He was holding something in his hand and facing in the mayor’s direction People in the audience began to shout at him (3)The mayor stopped speaking and raised his hand to ask for silence (4) One woman began to scream and another to shout a warming (5) Unfortunately it was too late The tomato hit him on the ear with an audible thud Suddenly / but/ at least/ because of this/ however Sentence combining The student is asked to combine sentences Through this type of exercise, the student learns to write complex sentences instead of a bunch of single sentences or sentences which are connected with “and” or “but” Example: combine the following pairs of sentences into one by using relative pronouns I went to visit the Indian artist He painted the Taj Mahal (Expected combination: I went to visit the Indian artist who painted the Taj Mahal) Conversions In a conversion exercise, the student is given a model passage and is asked to make a change There are three types of conversion exercises: substitutions, transformations, and modifications In a substitution, the student is asked to substitute words in specific slots without changing the structural patterns of the model passage This exercise is to help the student practice gender, number and tense In a transformation conversion, the student is asked to change the structural patterns of the sentences in the model passage, such as changing the imperative to various other tenses, passive to active and active to passive, statements to questions and questions to answers, negative to positive and positive to negative, 18 adjectives and adverbs to clauses and phrases and phrases to clauses, direct to indirect and indirect to direct speech Example: Change the following sentences from passive to active voice NOTE: if there is no agent you must supply one as the subject in the active voice First I was directed to my seat by the stewardess We were told to fasten our seatbelts A few minutes after take-off, magazines and newspapers were distributed I was given some gum to chew because my ears hurt In a modification conversion, the student is asked to add some things to the sentences in the model passage, such as adjective and adverbs, articles and noun modifiers, phrases and clauses, and transition words, or to complete the sentences in the model passage Example: rewrite the sentence and insert an appropriate modifier in place of each of the numbers The (1) mayor walked (2) to the microphone, with a number of (3) papers in his (4) hand (1) Old; unpopular; ailing (2) Quickly; slowly; confidently (3) Folded; crumpled; colored (4) Shaking; right; outstretched Semi-controlled composition The student is given a model passage and is asked to paraphrase it, write a summary, add to the beginning, middle or end to it, or outline it In other cases, the student is given an outline and is asked to write a composition from it, or he is given a topic sentence and is asked to write some sentences to develop the topic sentence Parallel writing The student is given a model passage and is asked to write a passage of his own one similar theme The student is instructed to use the vocabulary, sentence structure Cohesive devices, and organization of the model passage as a guide Example: Debbie Johnson applied for a job as a waitress and received the following letter from the manager, but she decided to apply for a job on a bookstore Write a letter from the manager of the bookstore, Karen Greene, to Debbie Johnson, 19 telling her about the job You can use the following ideas and others of your own in your letter Question and answer The student is given a series of questions, and he writes a paragraph as he answers the questions Example: Here is the daily schedule of Billy, a new recruit in the Army By answering the following questions with complete sentences, write a paragraph that describes the daily routine of Billy 6:00 get up 6:05 make bed 6:10 polish boots and buttons 6:20 put on uniform 6:25 March to the mess hall 6:30 eat breakfast 6:45 exercises Questions: When does Billy get up? What does he first? What does he next? What does he then? Is the beginning of his day leisurely or very busy? Steps for Conducting Controlled Writing Activities Step 1: The explanation of the assignment The teacher explains what the students are going to in the exercise He should make sure that the students have sufficient knowledge of the vocabulary and structural patterns in order to proceed with the exercise It is important to provide many models Step 2: The activity The students proceed with the activity They need to be instructed on the first day of class to write their compositions on every other line so that the teacher can indicate student’s errors in the spaces later At the beginning level, the controlled activities should be conducted in class, but at the advanced level, the exercise can be assigned as homework Step 3: Feedback Instead of the teacher proofreading the student’s paper and making corrections of errors, she should just indicate the errors and have the student 20 correct them on his own It is helpful to use the following proofreader’s symbols, which are suggested by Paulson and Bruder: sp spelling s-v subject-verb agreement prep wrong preposition tns wrong tense new paragraph ww wrong word wrong negation form(neg) The student is given this kind of list at the beginning of the course so that he can make corrections on his own The student should be instructed to rewrite his paper after making corrections and hand it back in 2.3.2 Free writing In controlled writing, grammatical accuracy and organization were important In free writing, the focus is to allow the students to express what they want to say; hence, content and fluency are important The more advanced the students are, the more opportunities for free writing they should be given The procedure for free writing is different from the one for controlled writing There are three steps to conducting a free writing lesson: Step 1: Prewriting activities Step 2: Writing Step 3: Feedback and revision Step 1: Prewriting activities Prewriting activities are held in the classroom in the order to provide the student an idea of what to write and the language (vocabulary and phrases) necessary to start his writing Here are some examples of prewriting classroom activities Discussion of the subject By having a discussion on the subject, the teacher can help the student think about the subject and come up with many ideas to use in his writing For example, the teacher may ask the student, “what did you on the weekend?” and the student answers, “I went to a museum”, “I painted my house”, “I water-skied for the first time in my life”, etc The teacher writes these answers on the chalkboard Topic vocabulary 21 In order to build up the students’ vocabulary on the subject, the teacher asks the students questions so that the students learn new words which they might need in their writing For example, the students are to write about animals, and the teacher increases their vocabulary by asking the students, “name two animals you like”, “ name two animals you don’t like”, “what’s the smallest animal you’ve seen?” or “name two animals which we don’t have in this country” When students encounter words they not know, they can refer to a picture dictionary, or the teacher may explain the words in English All the answers the students have should be written on the chalkboard Vocabulary charts The students bring the pictures and photographs which are related to the topic The students put labels and some sentences they thought of on the pictures and photographs Brain storming The teacher asks the students to think up any words which are related to the topic Some of the time, it is very effective to have the students work in small groups in order to generate a more varied list of words This type of class involvement also serves to unite the students in a discovery of the topic in question As they list words, the teacher writes them on the chalkboard Later, the class organizes these words into groups and gets ready for writing Step 2: Writing After the prewriting activity in class, the students start writing together in class This writing activity should be limited to 10 minutes or so Most of the writing should take place at home as homework This writing will be their rough draft, and they will hand it in to the teacher after a set period of time Step 3: Feedback and revision In free writing not all the errors need to be corrected, but rather content should be the focus Raimes points out that the teacher should train herself to read the students’ free writing compositions without a pen in her hand that she can understand ‘”what the writer has tried to express” instead of pointing out errors first When the student regularly makes the same errors, the teacher uses 22 proofreader’s symbols and has the student make the corrections The student should be trained to take corrections positively He should treat them as learning experiences instead of evidences of failure After correcting the errors, the student hands in the revised writing to his teacher CHAPTER III: FINDING AND DISCUSSING I The relationship between teachers and problems in designing lesson plan for writing English 11: When we was in Ha Huy Tap (Khanh Hoa) and Nguyen Khuyen ( Gia Lai) high school, we have analyzed and discussed some problems in designing lesson plan for writing English 11 with some English teachers Picking up the information after interviewing casually 22 trainees and guiding English teachers in these school by making conversations, we recognize that a common idea is that most teachers meet more difficulties in designing lesson plan for writing English 11 The below statistic will prove this statement (see table 1) Reading Number of chooser Percentage of Speaking Listening Writing Language 10 focus 0% 9.1% 13.6% 45.5% 31.8% chooser Table : A survey of choosing the most difficult skill in designing lesson plan These performance can be seen more easily in following chart: 23 Figure : Performance of choosing the most difficult skill in designing lesson plan The table and the figure above indicate that the writing skill is most difficult in designing lesson plan in English 11 (in comparision with the others) Once again, it proves that the writing skill is not only difficult for studying but also for teaching in learning English English as second language (ESL) writers often believe that things expressed in the writing show writer’s knowledge of vocabularies and grammars Moreover, the English writing skill is a main source of confusion In teaching English, teachers should pay a lot of attention to design an effective lesson plan for this skill These trainees and guiding English teachers argue that there are some problems in designing lesson plan for writing English 11 The time for teaching writing: 24 In Ha Huy Tap and Nguyen Khuyen high schoosl, most teachers only spend from 20 to 25 minutes so that students write their works and correct them They think that this is not enough time for students to express their ideas completely and teachers can not give necessary feedback for all students’ writings Moreover, in reality, 45 minutes of a period is not enough for teachers to design an ideal lesson plan with all required parts such as warm-up, lead-in, pre-writing, while-writing, post-writing, homework… It is very easy to over time when teaching writing The task for teaching writing: It is very easy to see that in high schools, teachers need more time to design a lesson plan for teaching writing because many units in English 11 have no available task Therefore, teachers must think of the tasks by themselves when designing lesson plan It is a disadvantage thing for both teachers and students Especially, in some units teachers have to make models outline as suggestions for students so that they can know how to write a paragraph For example: In unit 14 HOBBIES of 11 grade, the writing part just give some clues about collections: - What the name of collection - When to start collection - How to collect - How to classify - Why to collect - What the future plan According to this kind of exercise, we can realize that it is very difficult for students to write a complete passage just based on these clues Therefore, teachers have to design the tasks by themselves Suggested lesson plan: Lead-in: play a mini game Pre-writing: 25 Task 1: Teacher hangs a paperboard containing a model paragraph about Lan’s collection with some blanks Students have to choose the suitable words in the box to fill in the blanks Lan likes (1) _ very much She started her collection when she was (2) _ Whenever she finds a book which is interesting she buys it immediately Sometimes, her parents, her friends (3) _ her some She classifies them into (4) and puts each category in one corner of her (5) with the name tag on it She collects books because she thinks that they can (6) her knowledge In the future, she plans to (7) _ her collection in her school’s book exhibition *Give * broaden * 10 years old * expose * collecting books * different categories * bookshelf * Teach some new words from the paragraph Task 2: Teacher hangs a paragraph with questions to help students analyze the passage above What is Lan’s collection? When did she start her collection? How does she collect them? How does she classify them? Where does she keep them? Why does she collect them? What is her plan in the future? While-writing: Task 3: basing on the model paragraph and questions in task 2, teacher asks students to write a paragraph about their real or imaginary collections - Teacher corrects students’ writing 26 This unit is just one of typical examples in English 11 Besides that, there are many units requiring teacher’s creation for designing lesson plan It makes teachers spend more time and thought in designing lesson plan The game for teaching writing: After surveying 90 students of Ha Huy Tap high school with 100 questionnaires, we recognize that a common tendency is that they are very excited with mini games in the English periods ( 68,3%) However, in reality, there is not much time for teacher to celebrate mini game in teaching writing English They have to focus on the main parts so they have little chance to make atmosphere in the class more active In addition, creating the mini game in designing lesson plan for writing English 11 is also a problem While other skills such as reading, speaking is easy to find the interesting games so that students play and pay attention to the content of the lesson, games for writing is not variable This is the reason why writing period is poor of activities II The relationship between students and problems in designing lesson plan for writing English 11: The study was put in doing a very piece of time when we were at Ha Huy Tap (Khanh Hoa) and Nguyen Khuyen (Gia Lai) high schools Here we had chances to observe and investigate some periods including all skills (reading, speaking, listening, writing and language focus) In addition, We have provided a short questionnaires to 100 students of grade 11, in particular to the classes 11B5 and 11B6 As a result, we had such information for our theme from collecting all the papers and realize some problems in designing lesson plan for writing English 11 (see table 2) Some surveying questions: You like writing periods in English classes A Very much B Much C Not much You think writing English is 27 D Not at all A Very easy B Easy C Difficult D Very difficult According to you, which form(s) of writing is/are most difficult? A Rewrite sentences B Write a paragraph C Complete a table D Others: How much you understand lesson in writing periods? A Completely B Not complete C Not at all We have collected the following result table: A 1.1% 0% 8.9% 15.6% B 38.9% 17.8% 77.8% 74.4% C 54.4% 63.3% 13.3% 10% D 5.6% 18.9% 0% These data can be presented in the chart below: The chart shows that most students don’t like writing periods (54.4%) because they think that writing English is difficult (63.3%), even 18.9% students think that writing English is very difficult Moreover, most exercises in writing part of English 11 ask students to write a paragraph not just rewrite sentences Whereas, according to a large number of 28 students, writing a paragraph is most complex (77.8%) So they can’t understand the content of writing period completely (74.4%) The statistic above suggests that teachers should design the lesson plan which is more effective and interesting to motivate students to give their ideas Problem in designing lesson plan for writing English 11 is that teachers design it complex and not suitable with the knowledge of students So teachers should spend more much time to designing lesson plan more simple and close to students’ abilities III The relationship between facilities in high schools and problems in designing lesson plan for writing English 11: After observing the facilities conditions in Ha Huy Tap and Nguyen Khuyen high schools, we realize that most students use sub-boards in learning English However, these sub-boards are too small (A3: 297x420), so it is not suitable for learning English writing skill while the requirement of exercise is writing paragraph This gives a problem that when designing lesson plan teachers have to prepare the larger sub-board by themselves so that students can express their ideas completely CHAPTER IV: CONCLUSION AND SUGGESTION I CONCLUSION Writing is one of the most important skills in learning English Students want to be good at grammar It require them have good writing skill Writing is also considered as a basis for learning and her skills well Therefore, teacher should help their students learn how to write sentence or a passage more effective and easily by designing a lesson plan which is suitable with students’ ability Especially, English writing has their own features which cause some problems for both teachers and students when teaching and learning English These problems are originated from many factor such as the feature of each unit, the 29 unequal standard of student’s knowledge, the facility condition in high school So this can make a lot of difficulties for teachers when designing lesion plan for English writing 11 Most exercise in writing English 11 have no task, so teachers must spend a lot of time to make an outline by themselves Moreover, according to students ideas, they think that writing is the most difficult and boring skill Therefore, teachers need know how to design a suitable lesson plan so that it can motivate student to write frequently This study can be used as reference in teaching writing skill at high school especially in 11 grade Beside, it also helps teachers know how to design suitable lesson plan for English writing 11 II SUGGESTIONS According to the survey in Nguyen Khuyen high school, most they students agree that they want their English teachers to change the way of teaching writing It can reflect that the way to design lesson plan for writing English 11 at Ha Huy Tap and Nguyen Khuyen high schools is not effective Students is the central part in all writing periods Teachers don’t give much guidance for students, just ask students to write without suggestions As a future teacher, I would like to give some suggestions to help other teachers in designing lesson plan for writing English 11 at high schools - Teachers should have a model paragraph as a suggestion for students - Teachers should spend more time to correct all students’ writing so that students can know which mistakes they have and correct them - Teachers are always flexible and make interesting atmosphere in class to encourage students to learn by paying a mini game at the beginning of the lesson 30 Writing is a basic foundation to learn grammar and other skills well Therefore teaching writing skill is very important and necessary So teachers should pay more attention to design a suitable lesson plan for writing part to help students improve this skill 31 REFERENCES Klippel, F (1992) Keep Talking: Communicative fluency activities for language teaching Lon Don: Cambridge University Press Nguyen Thu Hien (2006) Methodology I+II Quy Nhon: Quy Nhon University Skowron, J (2006) Powerful Lesson Planning: Every Teachers Guide to Effective Instruction Thousand Oaks, CA: Corwin Press Tileston, Donna E Walker What Every Teacher Should Know About Instructional Planning Thousand Oaks, CA: Corwin Press, 2003 Watcyn-Jones (1993) Vocabulary Games and Activities for Teachers Wolfe, S (2006) Your Best Year Yet! A Guide to Purposeful Planning and Effective Classroom Organization (Teaching Strategies) New York: Teaching Strategies Textbook 11 grade Assignment and Thesis writing www.dynamicflight.com/avcfibook/glossary/ http://www.britishmuseum.org/explore/themes/writing/what_is_writing.aspx 32 ... teachers and problems in designing lesson plan for writing English 11: When we was in Ha Huy Tap (Khanh Hoa) and Nguyen Khuyen ( Gia Lai) high school, we have analyzed and discussed some problems... writing English 11: The study was put in doing a very piece of time when we were at Ha Huy Tap (Khanh Hoa) and Nguyen Khuyen (Gia Lai) high schools Here we had chances to observe and investigate

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