Using the textbook “Practice Maths 1” to teach Maths in English to first graders at Minh Khai 1 primary school – Difficulties and some suggested solutions

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - NGUYỄN THI ̣ PHÚC USING THE TEXTBOOK PRACTICE MATHS TO TEACH MATHS IN ENGLISH TO FIRST GRADERS AT MINH KHAI PRIMARY SCHOOL – DIFFICULTIES AND SOME SUGGESTED SOLUTIONS (Sử dụng sách giáo khoa “Practice Maths 1” để dạy Toán Tiếng Anh cho học sinh khối trường tiểu học Minh Khai 1- Khó khăn số giải pháp) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -*** - NGUYỄN THI ̣ PHÚC USING THE TEXTBOOK PRACTICE MATHS TO TEACH MATHS IN ENGLISH TO FIRST GRADERS AT MINH KHAI PRIMARY SCHOOL – DIFFICULTIES AND SOME SUGGESTED SOLUTIONS (Sử dụng sách giáo khoa “Practice Maths 1” để dạy Toán Tiếng Anh cho học sinh khối trường tiểu học Minh Khai 1- Khó khăn số giải pháp) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: M.A Nguyễn Thị Minh Tâm Hanoi - 2013 iv TABLE OF CONTENTS Certificate of originality of the thesis ……………………………………………… i Acknowledgements ……………………………………………… ii Abstract ……………………………………………… iii Table of contents …………………………………………… iv Abbreviations …………………………………………… vii List of figures …………………………………………… viii List of tables …………………………………………… ix ’ PART I: INTRODUCTION 1 Rationale ……………………………………………… Aims of the study ……………………………………………… Research questions ……………………………………………… Scope of the study ……………………………………………… Significance of the study Methods of the study ……………………………………………… Organization of the study ……………………………………………… PART II: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND 1.1 Content Language Integrated Learning ………………………… 1.1.1 Overview of Content and Language Integrated Learning………………… 1.1.2 Core features of CLIL Methodology ……………………………… 1.1.3 Why CLIL for youngsters ……………………………… 1.1.4 CLIL Teacher Competence … ………… 11 ……………………………… 13 1.2 Review of related studies Chapter 2: Research Methodology 2.1 The Current Situation of Teaching and Learning at Minh Khai 1primary 14 school .……… 14 2.1.1 The Context …………………………… 14 2.1.2 The Course Objectives …………………………… 14 2.1.3 The Material Description …………………………… 14 …………………………… 15 2.2 The research methodology v 2.2.1 The informants ……………………………… 15 2.2.2 The Data Collection Instruments ……………………… … 15 2.2.3 Data Collection Procedure ……………………………… 16 …………………………… 16 2.3 Data analysis 2.3.1 Data analysis of the teachers’ survey questionnaire ……………… 16 2.3.2 Data analysis of students’ survey questionnaire 25 ……… … Chapter 3: Major findings and Discussion 30 3.1 Research question 1: To what extend is the textbook Practice Maths used to teach first ……………………………… graders at Minh Khai primary school? 31 3.2 Research question 2: What are the difficulties that teachers and students face when ……………………………… 31 3.2.1 Teachers’ competences ……………………………… 31 3.2.2 Teaching and learning facilities ……………………… … 31 using Practice Maths 3.2.3 Students’ mixed levels of proficiency in English and their motivation … 32 3.3 Research question 3: What are suggestions solutions to overcome the difficulties in ……………………………… using Practice Maths 1? 32 3.3.1 Modifying the teaching syllabus to fit students’ level and teaching context …………………………… 32 3.3.2 Improving the teaching and learning facilities……………………… 33 3.3.3 Regrouping students in smaller classes according to students’ level ………………… …………… 33 3.3.4 Professional development program for teachers.…………………… 33 3.3.5 Adapting the textbook to fit students’ levels and learning styles… ……………………… 34 3.4 Summary 35 ………………………………………………… PART III: CONCLUSION 36 Conclusions ……………………………… 36 Limitations of the Study ….………………………… 36 Suggestions for Further Study ….………………………… 37 REFERENCES 38 vi ABBREVIATIONS CLIL: Content and Language Integrated Learning EBE: English Bilingual Education B.A: Bachelor of Arts M.A: Master of Arts vii LIST OF FIGURES Figure 1: The 4Cs Framework of CLIL (Coyle, 2011) .6 Figure 2: The Language Triptych (Coyle, Hood, Marsh, 2010) ………………… viii LIST OF TABLES Table 1: Teachers‟ ideas of the implications of using the textbook “Practice Maths 1” Table 2: The teachers‟ ideas about the focus of the course Table 3: Teachers‟ self-evaluation of their training Table 4: The necessity of being well-trained Table 5: The teachers‟ ideas on language used in the teaching and learning Table 6: Teachers‟ self-report on when to use Vietnamese during the lesson Table 7: Teachers‟ self-reported frequency of using teaching aids in teaching Table 8: The teachers‟ attitude of students‟ language proficiency levels Table 9: Teachers‟ perception of the difficult level of the Mathematics vocabulary in the textbook Table 10: Teachers‟ attitude on the effectiveness of teaching English for Mathemetics by the textbook “Practice Maths 1” Table 11: Teachers‟ attitude on how to teach the textbook effectively Table 12: The use of different organization types of classroom activities Table 13: The design of the activities in the textbook Table 14: Can students learn English for Maths in Practice Maths Table 15:Teachers‟ difficulties in using the textbook Table 16: The necessity to teach Maths through English to first graders Table 17: Teachers‟ preference in choosing the textbook Table 18:Teachers‟ suggested solutions to overcome their difficulties Table 19:Students‟ preference for learning English for Maths lessó Table 20: The number of English for Maths periods per week Table 21: Do all teachers use Practice Maths Table 22: The language used in the lesson Table 23: Would students choose the textbook if they are allowed to Table 24: Teachers‟ use of Vietnamese in English for Maths lesson Table 25: Vocabulary in Practice Maths Table 26: Students‟ self-report on what they gained after the lesson Table 27: Students‟ preference of textbook exercises Table 28: Students‟ preference of learning activities Table 29: The students‟ affirmation of difficulties PART I: INTRODUCTION Rationale Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as Maths or Science through the medium of a foreign language and learning a foreign language by studying a content-based subject In ELT, forms of CLIL have previously been known as 'Content-based instruction', “English across the curriculum” and “Bilingual education” This approach in education started in Europe in 1970s and has been spreading widely since 1990s In Vietnam since 1998 when a pilot project involving the teaching of Maths and Science through English at Grade started in Ho Chi Minh, the concept of English Bilingual Education (EBE) or the term Content and Language Integrated Learning (CLIL) was little known CLIL lessons have only been described as modern subject lessons like those that could also take place in the learners‟ mother tongue The question of the linguistic side of CLIL and above all of the integration of content and language requires further considerations Language plays a central role in the teaching of any subject It is undeniable that the textbook plays an important role in foreign language teaching since it determines the major part of classroom teaching and student learning Although choosing a textbook is daunting, it has a significant influence on the ability of students to meet their language learning objectives and affects both the process of learning and outcomes Nevertheless, as Swales (1980) states, textbooks, especially course books, exhibit problems and in extreme cases are examples of educational failure Thus, to have a successful language teaching program, it is necessary to have good materials, and to make the most effective use of a textbook, it is necessary for teachers to carefully examine all aspects of the textbook and compare it against an assessment tool The present textbook taught at Minh Khai Primary school is Practice Maths To some extent, its content meets the teaching and learning‟s objectives such as the objectives in vocabulary and reading skill development However, the best exploitation of the book are not yet achieved Teachers still find it hard to bridge the gap between language level of proficiency of first graders and the language proficiency level required to all the tasks and activities in the textbooks The lack of teacher book and teaching facilities also poses a big challenge to the quality of teaching and learning Though this material has been used at Minh Khai primary school for several years, no evaluation or consultation has ever been conducted to check its strengths and weaknesses and to see how well it can suit the desired and attainable goals of the course As a teacher of English at Minh Khai primary school, I myself also use Practice Maths to teach my students Maths through English at their very first grades; and I therefore have first-hand experience in how hard it is to use the textbook Practice Maths to teach Maths through English to the first graders in the school I am fully aware that, the only way to improve the teaching and learning quality in the Teach –Maths-through-English program here is to conduct a study on the real teaching context and the difficulties that teachers and students are facing Only when the difficulties are found could solutions to overcome those difficulties be suggested For those reasons, the topic “Using the textbook Practice Maths to teach Maths in English to first graders at Minh Khai Primary School Difficulties and some suggested solutions” was chosen as the theme for my minor MA thesis Aims of the study The study is carried out with the hope to be some of help to improve the effectiveness of the teaching other subjects through English at primary school The major aims of the study are: - to explore the context of using the textbook Practice Maths to teach 1st graders at Minh Khai Primary school - to investigate the difficulties that teachers and learners are facing with in their teaching and learning Maths through the textbook Practice Maths - to suggest some solutions to overcome these difficulties The research questions The general goal of this research is to look into teachers‟ difficulites in teaching Maths in English to first graders at Minh Khai primary school To this end, this research tries to answer the following questions: To what extent is the textbook “Practice Maths 1” used to teach 1st graders at Minh Khai Primary school, Thanh Hoa? What are the difficulties that teachers face when using the Practice Maths 1? What are suggested solutions to overcome the difficulties in using Practice Maths 1? Scope of the study The study is scoped down to collect data from the teaching practice at Minh Khai primary school, with the use of the textbook Practice Maths in the CLIL approach only The study therefore only focuses on evaluating the appropriateness of the use of the textbook and the objectives of the “Bilingual Program” for first graders, and on the finding difficulties that teachers are facing using this textbook in this program Solutions suggested in the study are applicable to the teaching and learning context in Minh Khai Primary school only Significance of the study The textbook Practice Maths has been used to teach Maths through English to 1st graders of the Bilingual Program in Minh Khai primary school for years now, but there has never been any study on this teaching practice, despite certain facts about the shortcomings of the book and the teaching-Maths-through-English program This study is therefore conducted as the first effort to check the appropriateness of Practice Maths to the teaching context in Minh Khai Primary school, the effectiveness of using this textbook, the difficulties that teachers and students are facing in the program, and to suggest some solutions to these problems Methods of the study This study is conducted using descriptive and analytic methods, with survey questionnaires as the data collecting instruments In general, the analysis and arguments in the thesis is based on qualitative explanation and reasoning The survey 33 which to clip in the book The project of adapting the text book to suit the teaching context is therefore a suggestion to be made here 3.3.2 Improving the teaching and learning facilities: The solution to the problem of lacking appropriate facilities is easy to be seen, but might take time to be realize, which is: improving the teaching facilities in this schools More language labs, more computers, projectors, and other devices must be installed as soon as possible 3.3.3 Regrouping students in smaller classes according to students’ level The fact of having too many students in the classes can be best solved by regrouping students into classes of 25 or less And for the classroom activities to best fit students‟ level, this grouping should be according to students‟ levels Only when the class is small enough to be manageable to teachers and only when students are of approximately the same level can teachers design and organize classroom activities to be the most effective and motivating 3.3.4 Professional development program for teachers  As teachers in this schools fail to teach a CLIL in an CLIL approach, professional development program introducing and training teachers to teach in CLIL approach is therefore needed for teachers in this school  Moreover, it is necessary for English teachers who are undertaking this program to be trained how to use the textbook Practice Maths Workshops are needed to inform teachers of how to exploit the books, what are targeted objectives to reach, and what are the assessment tools Discussions and experience sharing between teachers from different schools where CLIL are being applied are also precious for teachers in enhancing their professional skills  Technological training is also needed for teachers They need to be trained how to make use of ICT in searching, designing and presenting teaching materials Technology gives teachers the best source of teaching aids, thus technology training is necessary 34  Pedagogical skills, especially the skills specific to teaching youg learners are what teachers must be competent at and need to be trained Cameron (2003) noted that amongst other knowledge and skills, teachers of young learners need: - An understanding of how children think and learn - Skills and knowledge in spoken English to conduct whole class orally - Be equipped to teach initial literacy in English The fundamental concepts about how children acquire the knowledge, their learning styles, their ways of thinking, and how they should be taught are what teachers must be fully aware and need to be informed Students-motivating skills should also be the focus of training Teachers should learn how to motivate their young students into each lesson through various ways so as to meet different learning styles For best students‟ acquisition, it is necessary that students be motivated from the beginning to the end, at all stages of the lesson Teachers, therefore, should think of such activities as a vocabulary game or short funny story, some information about an interesting topic, etc, which link the learnt language items with the new ones as well as interesting remarks about forthcoming activites In addition, using prompts and realia will help students enjoy the lesson and try their best to learn Therefore, the role of the teacher is not only to teach the students “what”, but also tell them “how” to learn effectively In addition, class management and organizing classroom activities are prerequisite skills Depending on the real condition of their students, teachers should choose appropriate teaching methods for managing students and organizing classwork How to organize classroom activities are dependent on the teaching content, and the specific features of each class, each lesson, even each activities Praise giving is also a skill that teachers need Students, especially, primary school children would like to be praised Therefore, teachers should know when and how to praise them when they exercises correctly and timely 3.3.5 Adapting the textbook to fit students’ levels and learning styles 35 For the textbook improvement, some essential adaptations should be also carried out by using adapting techniques like adding (materials are supplemented by putting more into them.), replacing technique aims to seek other suitable items of material, especially exercises, modifying (an internal change in the approach or focus of an exercise or other piece of material This technique can be sub-divided into two specific ways: re-writing and re-structuring the book In the case of adapting Practice Maths 1, adding is suggested as the only techniques to perfect its vocabulary and tests material As students are of different levels and learning styles, the planning of each activities in each lesson need to vary to match these variation of levels and learning styles The textbook activities, accordingly, are adapted Many picture, role cards, even videos have to be added The adaptation of textbook material to teach is illustrated in the sample lesson plan for a Unit in the textbook Practice Maths in Appendix 3.4 Summary In summary, with the disadvantageous teaching context of Minh Khai primary school where Practice Maths is being used by teachers of English to teach Maths through English, teachers and students in this schools are facing problems in their teaching and learning practice The problems are related to teachers‟ competence, teaching and learning facilities, students‟ mixed levels of proficiency in English, and students‟ motivation in learning The five solutions suggested to overcome these difficulties are: modifying the syllabus of teaching Maths through English in Minh Khai Primary school, improving teaching and learning facilities, regrouping students in smaller classes according to levels of proficiency in English, professional development courses and workshops for teachers, and adaptation of the textbook 36 PART III: CONCLUSION A language course and textbook should help students communicate effectively in their everyday encounter, develop all four skills, enhance their ability to solve problems, understand the general features of language, discuss, ask and answer questions related to current topics, write and present summaries, enhance their vocabulary Conclusions This research studies the real context of using Practice Maths 1, the difficulties that teachers are facing in using the textbook “Practice Maths 1” to teach Mathematics in English to the first graders at Minh Khai Primary school and suggest some solutions to overcome those difficulties The study, first of all, overviews the CLIL approach and the theory of material evaluation In order to collect data for the study, two questionnaires for teachers and students are delivered The analysis of the data collected have manifested some difficulties that both teachers and students have faced with the disadvantageous teaching context of Minh Khai primary school where Practice Maths is being used by teachers of English to teach Maths through English, teachers and students in this schools are facing problems in their teaching and learning practice The problems are related to teachers‟ competence, teaching and learning facilities, students‟ mixed levels of proficiency in English, and students‟ motivation in learning Basing on these findings, the researcher suggests some solutions to overcome the difficulties The five solutions suggested to overcome these difficulties are: modifying the syllabus of teaching Maths through English in Minh Khai Primary school, improving teaching and learning facilities, regrouping students in smaller classes according to levels of proficiency in English, professional development courses and workshops for teachers, and adaptation of the textbook Limitations of the study 37 It is unavoidable that the study presented in this thesis still has some limitations Firstly, because of the small population of informants and the limited capability of the researcher, the data may not fully reflect all the difficulties that both teachers and the first grader students are facing with in using the textbook Practice Maths to teach English for Mathematics The questionnaire to students was designed by the researcher may not fully reflect all the important information about the students‟ problems in learning by the textbook Moreover, the teachers may not mention all problems what they really think or what they really Secondly, the solutions are suggested basing on the researcher‟s own experience in teaching; thus, they might be a quite general and not be applicable to all teaching context Suggestions for further study This study aims at mainly to investigate difficulties that teachers and students face in using the textbook “Practice Maths 1” at Minh Khai Primary school Therefore, it is expected that further reasearch should be carried out in other school, and, ideally, on a nation-wide scale with more subjects and facilities so as that the results would be more convincing and applicable 38 REFERENCES Allwright, R.L (1981) “What Do We Want Teaching Material For?” ELT Journal, 36(1) Altschuld, J W and Witkin, B R (2000) From Needs Assessment to Action: Transforming Needs into Solution Strategies, Sage Publictions: Thousand Oaks, CA Coyle, D., Hood, P., Marsh, D (2010) CLIL: Content and Language Integrated Learning Cambridge: Cambridge University Press Do Coyle, (2011) Teacher education and CLIL Methods and Tools Seminar presented in Arisaig, Scotland Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials London: Heinemann Cunningsworth, A (1995) Choosing Your Course Book London: Macmillan De Corte, E (2000) Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology Learning and Instruction, 10, pp 249-266 Dudley-Evans, T., (1998) Developments in ESP: A multi-disciplinary approach Cambridge: Cambridge University Press Gillham, B (2000) Developing A Questionnaire London: Continuum Hutchinson, T., & Water, A (1993) English for Specific Purposes, Cambridge: Cambridge University Press Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary Partial Immersion document Stirling: Scottish CILT Low, G (1987) The need for a Multi-perspective Approach to the Evaluation of Foreign Language Teaching Materials Evaluation and Research in Education Mc Grath, I (2002), Materials Evaluation and Design for Language Teaching, Edinburgh: Edinburgh University Press 39 Marsh, D (2000) Using languages to learn and learning to use languages Eds D Marsh – G Langé Finland: University of Jyväskylä Mehisto, P., Marsh, D., Frigols, M.J (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education Oxford: Macmillan Murphy, D.F (1985), Evaluation in Language Teaching: Assessment, Accountability and Awareness, Alderson Novotná, J., Hofmannová, M (2001).Teacher training for Content and Language Integrated Learning In: Proceedings SEMT 01 Nunan, D (1991) Language Teaching Methodology London: Prentice Hall International Pavezi, M., Bertocchi, D., Hofmannová, M., Kazianka, M (2001) CLIL Guidelines for Teachers Milan: TIE CLIL Richards, J.C (2001), Curriculum Development in Language Teaching, Cambridge: Cambridge University Press Rea-Dickins, P., & Germain, K.(1998) Evaluation, Oxford: Oxford University Press Sheldon, L (1988) Evaluating ELT Textbooks and Materials ELT Journal Slatterly, M., & Willis, J (2001) English for primary teachers Oxford: Oxford University Press Swales, J (1980) ESP: The Textbook Problem ESP Journal Tomlinson, B (1998), Materials Development in Language Teaching, Cambridge: Cambridge University Press Van de Craen, P, Mondt, K, Allain, L and Gao, Y (2008) Why and How CLIL Works John Benjamin Publishing Company Williams, D (1983) “Developing Criteria for Textbook Evaluation”, ELT journal 40 Zazkis, R (2000) Using Code-Switching as a Tool for learning Mathematical Language For the Learning of Mathematics, 20, 3, pp 38-43 I Appendix 1: PHIẾU ĐIỀU TRA DÀNH CHO GIÁO VIÊN Mục đích phiếu điều tra để thu thập ý kiến giáo viên khó khăn mà họ gặp phải q trình dạy Tốn tiếng Anh với sách “Practice Maths 1” cho học sinh khối Những ý kiến thầy/cơ bổ ích góp phần quan trọng nghiên cứu tơi Xin chân thành cảm ơn hợp tác thầy/cô! Hãy điền số thông tin cá nhân sau: Trung bình có học sinh lớp học tốn tiếng Anh? Các thầy/cô dạy tiếng Anh cho học sinh tiểu học năm? -Để trả lời câu hỏi, thầy/cô đánh dấu vào phương án lựa chọn đưa thêm thông tin cần thiết Theo thầy/cơ, mục đích việc sử dụng giáo trình “ Practice Maths 1” để dạy Toán tiếng Anh cho học sinh lớp gì? Giúp học sinh bước làm quen với việc học toán tiếng Anh Giúp học sinh biết đọc, biết viết phép tính, biết trả lời kết tiếng Anh Giúp học sinh biết vận dụng vốn kiến thức tiếng Anh học vào việc học Tốn mơn khoa học khác Ý kiến khác Mục tiêu khoá học toán tiếng Anh gì? Dạy tốn tiếng Anh  Cả hai Các thầy/cơ có tham gia khố tập huấn trước dạy chương trình tốn tiếng Anh cho học sinh tiểu học khơng? Có Khơng Nếu câu có khố tập huấn kéo dài thầy/cơ thấy khố tập huấn giúp cho việc dạy toán tiếng Anh nào? Rất hữu ích Hữu ích Khơng hữu ích Ý kiến khác Ngơn ngữ sử dụng q trình dạy học toán tiếng Anh là: II Tiếng Anh Tiếng Việt Cả hai Các thầy/cô sử dụng Tiếng Việt q trình dạy tốn tiếng Anh? Đưa lời dẫn cho học sinh Giải thích từ cấu trúc câu Giải thích từ cấu trúc câu khó Hướng dẫn học sinh làm tập Các thầy/cơ có thường xun sử dụng: Băng đĩa CD, VCD, máy vi tính, máy chiếu, tranh ảnh học tốn tiếng Anh khơng? Thường xuyên Thỉnh thoảng Hiếm  Không Theo thầy/cơ, qua học tốn tiếng Anh với sách “Practice Maths 1”, học sinh học tiếng Anh nào? Học sinh học từ tiếng Anh toán Học sinh biết viết phép tính tiếng Anh Ý kiến khác Từ vựng cấu trúc toán tiếng Anh viết sách nào? Dễ Rất dễ  Khó  Rất khó 10 Giáo viên dạy tốn tiếng Anh có hiệu khơng? Có Khơng 11 Giáo viên dạy toán tiếng Anh với “Practice Maths 1? Giảng với tốc độ chậm giảng tiếng Việt Sử dụng tranh ảnh minh hoạ giảng Sử dụng máy chiếu Soạn giảng Powerpoint Ý kiến khác III 12 Giáo viên thường tổ chức cho học sinh làm hoạt động sách nào? Cá nhân Theo cặp Theo nhóm 13 Theo thầy/cô, hoạt động sách thiết kế nào?  Theo mức độ từ đến nâng cao Minh hoạ tranh sinh động Được viết thơng qua tình mà em dễ dàng hiểu Ý kiến khác 14 Sau trình dạy với “Practice Maths 1”, thầy/cơ nhận thấy học sinh học tốt tốn tiếng Anh khơng? Có Khơng 15 Những khó khăn thầy/cơ sử dụng sách để dạy học cho học sinh? Chưa có giáo trình chuẩn Chưa có tài liệu tham khảo Phân phối chương trình chưa hợp lý Số lượng học sinh lớp học đông 16 Các thầy/cơ có cho việc dạy tốn tiếng Anh cho học sinh khối là: Rất cần thiết Cần thiết Chưa cần thiết Ý kiến khác 17 Nếu lựa chọn, thầy/cơ có chọn dạy sách khơng? Có,lí Khơng, lí 18 Những đề xuất thầy/cô nhằm khắc phục khó khăn việc sử dụng sách này? Có giáo trình chuẩn Có tài liệu tham khảo Được tham gia lớp tập huấn dạy Toán tiếng Anh dành cho học sinh tiểu học Phân phối chương trình phù hợp Giảm bớt số lượng học sinh lớp Xin chân thành cảm ơn! IV Appendix 2: PHIẾU ĐIỀU TRA DÀNH CHO HỌC SINH Chào em, cô Nguyễn Thị Phúc – giáo viên tiếng Anh Cô thực buổi vấn để thu thập liệu cho đề tài “ Sử dụng giáo trình “Practice Maths 1” để dạy toán- Tiếng Anh cho học sinh khối Những ý kiến em bổ ích góp phần quan trọng nghiên cứu cô Xin chân thành cảm ơn hợp tác em! Để trả lời câu hỏi, em đánh dấu vào phương án lựa chọn đưa thêm thông tin cần thiết Em có thích học tốn tiếng Anh khơng? Có  Khơng Trong tuần em học tiết toán tiếng Anh? Một  Hai  Ba Bốn Trong học tốn, giáo em có dùng “Practice Maths 1” để dạy khơng? Có, lí Không, lí Trong học toán tiếng Anh cô giáo giảng bằng: tiếng Anh tiếng Việt Cả hai Nếu lựa chọn, em có chọn học sách khơng? Có Khơng Các từ vựng tiếng Anh sách giáo khoa nào? Dễ Bình thường Khó  Rất khó Sau học toán tiếng Anh, em học nhiều kiến thức về: Toán tiếng Anh Cả hai Em có thích dùng sách giáo khoa “Practice Maths 1” học khơng? Có Khơng Em thích học/làm độc lập hay theo cặp nhóm? Độc lập Theo cặp Theo nhóm 10 Em có gặp khó khăn học tốn tiếng Anh? Cơ giáo giảng nhanh V Các tập sách giáo khoa khó Có nhiều từ vựng khó Cấu trúc câu dài khó Xin chân thành cảm ơn! VI Appendix 3: THE SAMPLE LESSON PLAN Unit 17: Subtractions within (pp.61-62- Practice Maths 1) Time Activities WARM-UP - T shows pictures of some animals.(their number is from zero to five) - Ss work in groups, count and write the numbers in English - The group with correct answer in the shortest period of time is the winner Presentation 1) New words: + minus (v) + equal (to) (a) 2) Form -T reads and writes the following example on the board 5–1=4 Read: Five minus one is equal to four - T reads again and points at the subtraction at the same time twice - T reads and ask the whole class to repeat twice - T calls some Ss to read it aloud - T hecks whether Ss understand the subtraction (by asking: What does that sentence mean in Vietnamese? Or can you translate the sentence into Vietnamese?) Pracrice 1) - T writes the following subtractions on the board and gets SS to read E.g – = (Five minus two is equal to three) – = (Five minus four is equal to one) 2) - T points at the picture and raises questions: + How many figures are there? (There are five) + How many are folded? (two) + How many are left? (three) + What number is needed here? pointing to the blank (two) Work arrangement Group work Individual work and whole class Individual work and whole class Individual work Individual work and whole class VII 5- 5 =3 - T gets one student to read the subtraction Five minus two is equal to three - T calls some others to read - T has Ss other subtractions individually in mintes - To goes around to check and helps Ss when necessary - T calls different Ss to write and read their answers and get feedback from other SS 3) - T reads and write the pattern on the board - T reads again twice and gets Ss to repeat - Students write by the pattern - When Ss have finished, T has Ss exchange their work with another partner to check and correct mistakes, then practice reading - T checks the answers with the whole class Production - T shows pictures - Ss work in groups of five, write and read the subtraction Homework: - T asks Ss to write the pracice exercises in their workbooks Pictures for warm-up Individual work pair work and whole class group work whole class