SKKN preparation tasks of english for students at grade 10 at tho xuan 5 hight school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THO XUAN HIGH SCHOOL EXPERIENCE INITIATIVE PREPARATION TASKS OF ENGLISH FOR STUDENTS AT GRADE 10 AT THO XUAN HINGT SCHOOL The author: Lê Viết Mạnh Job position: Teacher Experience initiative about: English THANH HOÁ NĂM 2021 1 TABLE OF CONTENTS HEADING 1.1 Choice argument 1.2 The purpose of the topic 1.2.1 For the students 1.2.2 For the Teachers 1.3 Research subjects 1.4 Research Methods 1.5 The topic offers a new solution CONTENT 2.1 Rationale 2.2 Reality 2.3 Apply some actions in section to some specific lessons 2.4 Means of conducting games 2.5 Introduce lessons 2.6 Describe the content of the initiative with lesson plans (see Appendix 2) 2.7 The result of reserchinh SECTION CONCLUSION AND RECOMMENDATION 3.1 Conclusion 3.2 On the teacher's side: 3.3 On the students side: 3.4 Proposal REFERENCE APPENDIX Pages 2 3 3 4 5 5 13 13 14 14 14 14 14 16 17 HEADING 1.1 Choice argument English is the most commonly spoken language in the world and is the official language of 56 countries English is the language of science, of aviation, computers, diplomacy, and tourism English is also the language of the Internet Learning English at any age is an enormously rewarding experience in many ways Studying English helps students understand English grammar better and improves their overall communication and problemsolving skills Beyond the intellectual benefits, knowledge of English facilitates travel, enhances career opportunities, and enables one to learn more about different peoples and cultures Learning English is important and people all over the world decide to study it as a second language Many countries include English as a second language in their school syllabus and children start learning English at a young age In Vietnam, children started to learning English when they are at primary schools However, many students at high schools, especially students in the remote areas who have poor studying condition and have not many opportunities to communicate in English find English very difficult and boring Most of them have difficulties in pronunciation as well as using their vocabulary, which is a big barrier to their learning How to help students overcome the above problems has been a major concern and a challenge to teachers I have learnt to think of it from my students’ viewpoint as well as from a teacher’s perspective, and I have chosen to investigate ways of designing “Preparation tasks of English for students at grade 10 at tho xuan hight school” to help deduce students’ difficulties and improve the effectiveness of teaching 1.2 The purpose of the topic 1.2.1 For the students - To introduce some “ Preparation tasks” in English classes - To show how “Preparation tasks” motivate students to learn the language - To help students overcome their problems in English classes by preparing them vocabulary, pronunciation, the subject to focus on and making them more active in class 1.2.2 For the Teachers [3], [4] Find out the most effective methods to stimulate students' interest before each lesson, help students access lessons that are fun and exciting Besides, teachers also draw from valuable experiments in making appropriate lesson plans for different learners in each lesson 1.3 Research subjects 1.3.1 Scope: Researching in the process of teaching English for students of grade 10 at Tho Xuan high school 1.3.2 Object: This subject is concerned with ways of designing “Preparation tasks” for English classes 1.4 Research Methods 3 Reading reference books, discussing with other teachers, applying in teaching and drawing out experiences 1.5 The topic offers a new solution Depending on the student and the lesson content, teachers can choose different types of play such as big group play, small group or individual Teachers can design diverse forms of questions and diverse skills (especially focusing on listening and vocabulary skills) + Fill in the blank + Catch the word + Translate in Vietnamese / English + Find a hidden word in the puzzle + Listen to the tape and answer + …… Teachers need to ask simple questions and the difficulty is to avoid too much riddles that take time Because of the simple question, teachers have to give time to limit 10 seconds / 15 seconds to think and answer Particularly question and image after questions is the final suggestion and must be clear for students to give correct answers The scope of study for a research paper is usually one of the first sections to the project It sets out the scope of my work and limitations, so I mainly focus on two aspects: + It’s about effective methods to teach Unit 2: School talk, Unit 7: the mass media in English book 10 Through this lesson, students know how to acquire reading skill + I apply my search to students in grade 10 such 10 B2, 10B3 and 10B4 at Tho Xuan high school + from the method apply for a lesson lesson, we can apply to read method for most most lesson in the general languages CONTENT 2.1 General introduction 2.1.1 The importance of “being prepared” before class starts There are many different reasons why preparation is an essential part of learning First, one cannot take notes if they not have the materials needed Therefore, materials, such as writing instruments, paper, or electronic tablets (laptops/desktops included), are needed for notes Without notes, one does not have the specific material needed to study Second, one needs to have the textbooks or literature required Without these, the student cannot read the required material Third, if one does not read the required material, they cannot take part in an academic discussion over the material Preparation provides a transition into the topic An activity before the class activates pre-existing knowledge on a subject, and may even get students to use some of the ideas, vocabulary, pronunciation important to the lesson 4 Fourth, one needs to be mentally prepared If one comes into a class upset, the likeliness of their mind wandering is great If one comes into a class focused upon education and the class, then the likeliness of them succeeding in the class is greater Lastly, being prepared leads to less stress If one is not prepared then they may feel stressed out On the other hand, if one has completed the assignments, read the material, and understands the material, they will be more likely to be able to focus upon the class 2.2 Reasons why students not the readings or other pre-class work: Teachers are using more active learning methods in class In order to make the most out of class time, it is critical that students come to class prepared However, this is not always the case Although there are certainly many exceptions, studies have shown that as many as 50-70% of students not come to class prepared Studies about this issue point to various reasons why students not the readings or other pre-class work, including: * Don’t have time or had other priorities * Don’t find the readings of interest * See a weak connection between doing course readings and doing well in the class * No justification given for why they should read, or the reading selections chosen *Believe important course content will be covered in class anyway *Do not see connection between readings and class material *Find the readings too hard Specific teaching methods and approaches that can help 3.1 Teach students how to read (watch) academic material *Model strategies for reading textbooks (or articles or videos) – walk through a few samples to help students identify what they should with the tasks *Help students assess their preparation strategies through a class discussion or small group activity *Make questions about how students completed the work to explore effective reading/pre-work strategies Give them useful advices and suggestions 3.2 Use Guides/Prompts/Reflections *Provide vocabulary assistance or ask students to define new/technical terms *Identify key questions in advance that students try to answer when looking for information 5 *Use specific prompts such as RDQ (Resonate, Disagree, Question) or RSQC2 (Recall, Summarize, Question, Connect and Comment *At the beginning of class, ask students to respond to a short written question, then use think-pair-share or small groups to formulate deeper questions for whole class discussion *Use a one-minute-paper, or muddiest point activity at the beginning of class to uncover comprehension levels and questions to address Tips for encouraging students to come to class prepared If you think about the main reasons why students not believe it’s important to pre-class work in your course (perhaps even ask them) you might start by adjust your methods to address those specific issues *Consider the usefulness of each reading/assignment and what you hope students get out of it – Communicate your expectations with students *Share the value, relevance, and purpose of pre-class work *Align pre-class workload with larger projects and assignments (i.e., lighter readings during the week where a major paper is due) *Aim reading material at the “marginally-skilled” student level and/or give more time for technical readings *Allude to upcoming readings/assignments at the end of each class *Require students to integrate readings into assignments and papers *Integrate readings/assignments into class time *Reward students with good preparation “Preparation tasks” in practice: Depending on each lesson in the book English 10 and depending on students’ level, teachers should design suitable tasks for their students Preparation tasks may be questions, summaries, quizzes, matching exercises, exercises of rearranging sentences, jumble words, picture describing… The tasks should not be too easy for good students or too difficult for weak ones The tasks should help students prepare some knowledge that is necessary for their next lesson but should not be repeated in the lesson The tasks must be delivered to students at least one day before the new lesson begins so that students have time to it With teacher’s guide, students work individually, in pairs or in groups to complete the tasks They can also find useful information and knowledge in reference books or on the internet 2.6 Applying “Preparation tasks” in teaching English 10 2.6.1 Unit 1: A DAY IN THE LIFE OF… * Lesson 1: Reading - Aim: To help students to share their ideas of life of farmers in their country - Preparation task: Look at the pictures and answer the questions 6 What’s the pictures about? What is the work of farmers? What you think of farmers’ life? * Lesson 2: Speaking - Aim: To prepare some ideas which students can use to talk about their daily routine - Preparation task: List your daily activities, as many as possible exercises get up What you everyday? * Lesson 3: Listening - Aim: To give students some ideas of life of a cyclo driver - Preparation task: In your opinion, what is true about a cyclo driver’s life? 7 - get up early - work very hard - drive passengers around - earn a lot of money - eat in expensive restaurants - take a rest under a tree - trasport goods for customers - set up his cyclo as a home to sleep at night - work for few hours a day * Lesson 4: Writing - Aim: Help student organize ideas to make a narrative - Preparation task: What tense is used in the following sentences? Order the following sentences to make a narrative Then, I quickly found another gate on the other side of the playground I was sitting near the fire quite happily, saying nothing I first went to school when I was sic years old My father arrived home a little later and was surprised to find me My father held my hand firmly and took me to the school gate I got out by this gate and went home I was frightened by all the strange faces and the large building * Lesson 5: Language focus - Aim: Help students review the use of the present simple and the past simple - Preparation task: + Question 1: Rearrange the words to make meaningful sentences I /school /everyday /to /walk to /He /last year /went /Spain They /homework /do /the /don’t /weekends/on he /Does stay/ up/ sometimes/ late? We /see /at /didn’t/ the cinema /him /last night Did /he / the /miss /yesterday/train? + Question 2: Which tenses are used in the above sentences? When you use the tenses? 2.6.2 Unit 2: SCHOOL TALKS * Lesson 1: Reading - Aim: To help students talk about their school work - Preparation task: Giving facts about yourself using the cues given I am a … at … high school I’m in class … with … other students I study many … such as… I like… because… I don’t like … because… My teachers are… 8 My friends are … I like/dislike my school because… * Lesson 2: Speaking -Aim: To help students practise speaking using the pictures - Preparation task: What is each of the pictures about? Ask and answer about the topic in the pictures? * Lesson 3: Listening - Aim: To give students some vocabulary related to the listening topic - Preparation task: Use the cues to make correct words Which words may relate to the picture a, b, c, d on page 26/ textbook? SEESMTRE ( SEMESTER) ICEN (NICE) EONJY (ENJOY) HTEOL (HOTEL) IDRNK (DRINK) TVELRALING (TRAVELLING) WATHEER (WEATHER) FRINDES (FRIENDS) AOLNE (ALONE) COAMFRTBLOE (COMFORTABLE) SEOMEWHRE (SOMEWHERE) SATY(STAY) * Lesson Writing -Aim: Help students get acquainted with filling a form 9 - Preparation task: Complete the form On what occasion you have to fill in a form? FULL NAME (adress) PERSONAL INFORMATION Full name: Date of birth: Place of birth: Marital status: Mibole phone: CARREER OBJECTIVE Learn more things when working in multinational companies to accumulate much exprerience for future promotion * Lesson 5: Language focus - Aim: Help students get some ideas of wh-questions and know how to use gerund and to infinitive - Preparation task: Question 1: Rearrange the words to make meaningful questions Give the form of wh- questions? What time you get up in the morning? Where is the post office? Who has drunk all the soda? Question 2: What is gerund? What is infinitive? How to use gerund and to infinitive? 2.6 Unit 3: PEOPLE’S BACKGROUND * Lesson 1: Reading - Aim: To help students prepare some voccabulary for the topic - Preparation task: Answer the questions to find out the key words 10 10 M U O F S I C C E A N F O R E S T S CI I E N T I C A R E E R R A N C E H U N G R Y F A R M E R T D E N T I S M A R K E T S T 10 What you listen to in free time? The Pacific … is the biggest sea in the world Where animals & plants live? How can we call a person who studies science? What is another word for “JOB”? Paris is the capital of ………… I don’t eat anything today How I feel now? How can we call a person who grows rice? When you have problem with teeth, who you visit? Where you go if you want to buy food? * Lesson 2: Speaking - Aim: To help students prepare some questions to ask about people’s background - Preparation task: + Question 1: Match the question in column B with the items in column A A(Items) B (Questions) a Family What subjects you like best? What is the name of your secondary school? What is your father’s/ mother’s job? b Education What difficulties you have when you study at school? Can you tell me the ways you vercome these c Experience difficulties? How many people are there in your family? 11 11 + Question 2: Give as many questions about family, experience and education as possible * Lesson 3: Listening - Aim: To help students focus on the topic - Preparation task: Answer the questions to find out the key words * Questions: What is my job? (TEACHER) Picture: Who is she? (THUY HIEN) Picture: What sport is it? BASKETBALL Picture: What sport is it? SWIMMING 12 12 Basketball, swimming, football is generally called _ SPORTS Picture: What competition is it? OLYMPIC Show a book: What is it? BOOK What you do? STUDENT KEY WORD: CHAMPION * Lesson 4: Writing - Aim: To help students focus on the topic - Preparation task: Question 1: Complete the text with suitable words A Curriculum Vitae or a C.V is a personal (1) .of a person’s background, experience, training and skills It (2) an applicant’s suitability and potential for certain jobs Its main (3) .is to prove that someone are (4) of doing the job he/she is looking for A C.V generally (5) Personal information/ data, Education, Previous job, Interests summary shows purpose capable contains Question 2: Complete the form with information about yourself 13 13 Name: Mr./Ms Date of birth: Place of birth: Education School attended: Exams passed: Previous jobs Job Date from Date to Interests: * Lesson 5: Language Focus - Aim: + To help students identify the sounds /e/ and /æ/ + To help students tind out knowledge about the past simple and the past perfect - Preparation task: Read the following examples and answer the questions? Ex1: When the game finished, the spectators left the stadium and went home, Ex 2: When he went to Japan, he had studied Japanese for over years Which sound appear in all the words: when, spectators, left, went? Which sound appear in all the words: game, japan, had, japanese? How to prounounce the sounds: /e/ and /æ/ Which tense is used in exapmle 1? How to use the tense? Which tenses is used in example 2? How to use the tense? 2.6 Unit 4: PEOPLE’S BACKGROUND * Lesson 1: Reading - Aim: To help students prepare some voccabulary and ideas related to the topic “ Speccial education” - Preparation task: Look at the picture and anwer the questions What you think of the chidren in the picture? Disabled children’s difficulties in class: 14 14 + can not hear + can not write … Teacher’s difficulties in class for disabled children: + talk a lot + explain again and again … * Lesson 2: Speaking - Aim: To help students prepare some vocabulary for the speaking topic - Preparation task: Work in groups and give some information about your lower secondary school, use the cues given Maths, Physics… 15 15 Subject Timetable Friends Test Lower secondary school Homework Teachers Activities * Lesson 3: Listening - Aim: To help students prepare some vocabulary for the listening lesson - Preparation task: Answer the questions with a word What you call a person who earn living by taking photographs? P ( Photographer) People who are deaf, dumb, blind … are generally called D _ (Disabled) _ is the place where artists display their paintings E _ ( Exhibition) The antonym of “ PLEASURE” is S (Sorrow) She has two in life – her cats and opera P ( passions) * Lesson 4: Writing - Aim: To help students prepare some idea about a complaint letter - Preparation task: Read the letter and answer the questions What kind of letter is it? Complaint letter How many parts are there in the letter? What are they? Customer Service Manager Salutations Body 16 16 Complimentary Signature List the connectors in the letter And, but, in fact, then Which connectors you use to show contrast? but, yet however, nevertheless in contrast, on the contrary instead on the other hand still … front desk, but they just came, looked at the heater and the roof and said, “We’ll be working on them” In fact, nothing was done at all Then I asked t * Lesson 5: Language Focus - Aim: To help students prepare some knowledge of how to pronouce the sounds /ɒ/,/ɔː/, get some idea of the use of “ the + adj”, and distinguish “which” as a relative pronoun and “ which” as a connector 17 17 - Preparation task: + Question 1: How you spell the words “ top” and “ talk”? Give words including the sound /ɒ/ and others including the sound /ɔː/ + Question 2: Study the example and answer the questions Ex: It’s only fair that the rich should pay higher taxes than the poor What does the words “the rich” and “ the poor” mean? How to use “ the + adj” ? + Question 3: Study the examples and find out the function of “which” in the two sentences How to use “ which” as a relative pronoun and “ which” as a connector? Ex: I bought a book which was very interesting You left the keys in the car, which was rather careless of you 2.6.5 Unit 5: TECHNOLOGY AND YOU * Lesson 1: Reading - Aim: To help students prepare some voccabulary and ideas related to the topic “ Technology and you” - Preparation task: + Question 1: Name the parts of the a computer system - Mouse - Screen … + Question 2: What can you with a computer? - buy things - talk to friends - learn English … * Lesson 2: Speaking - Aim: To help students prepare some voccabulary related to the uses of modern inventions - Preparation task: What you use the inventions for? radio (listen to news, learn English…) Television (watch news, watch football matches…) Fax machine (send pictures quickly…) electric cooker (cook rice…) air conditioner (keep the air cool, …) computer ( work, …) * Lesson 3: Listening - Aim: To help students prepare some voccabulary related to the uses of modern inventions - Preparation task: Look at the pictures and answer the questions What are the people in the pictures doing? What’s the difference between the two classes in the pictures? 18 18 Who will understand about computer better, the old people or the children? Why? * Lesson 4: Writing - Aim: To help students prepare some voccabulary related to the uses of modern inventions - Preparation task: + Question 1: Rearrange the following instructions about how to cook rice in a rice cooker Add flavorings (optional) (5) Rinse the rice if necessary (2) Measure the rice with a cup and put it into your cooking pot (1) Push the rice grains off the sides and under the water level (6) Soak the rice for thirty minutes, if desired (4) Allow the rice to "rest" for 10-15 minutes before removing the lid (optional) (8) Measure the water (3) Fluff and serve (9) Cook the rice in the rice cooker (7) + Question 2: Find out some sequence markers in English First ,Firstly , First of all , To begin with Second, Secondly Third , Thirdly Fourth, Fourthly Next , Then In addition , Additionally Finally , Lastly , Last but not least … * Lesson 5: Language Focus - Aim: To help students prepare some knowledge of “ The present perfect, the present perfect passive and relative pronouns : who, which, that” - Preparation task: + Question 1: Study the examples and answer the questions Ex: Somebody has robbed the bank near my house The bank near my house has been robbed Which tense is used in the two sentences? How to use the tense? 19 19 What’s the difference between the two sentences? Give the form of the present perfect passive? + Question 2: Give some relative pronouns you have learnt and sentences including “who, which, that” CONCLUSION On the condition of teaching and learning English at Tho Xuan high school, most teachers and students at first find it difficult to get students ready and participate actively in class activities After applying “Preparation Tasks” for students at grade 10 during the first semester, I find that most students prepare better for the lessons and become more confident and interested in English classes When asked about the usefulness of doing “Preparation Tasks”, students agree that the tasks can guide them to focus on the knowledge they are going to study in the next lesson In spite of their limited knowledge of English, these students come to classes of English with positive attitudes towards “Preparation Tasks”, which is suitable for them and which makes them be able to learn English effectively Teachers of English may find this study useful for it gives a recommendation on types of suitable tasks which get students prepared better for their English classes at school A detailed “Preparation Tasks” is focused on the current published materials – Tieng Anh 10 The varieties of Tasks may help the teachers who are teaching English at grade 10 solve partly one of the difficulties they are meeting: How to get students prepare for class With these in her hand, a flexible teacher can create or exchange forms of exercises according to her students’ needs or levels, to their teaching situation in order to aim at improving the efficiency of ELT for students To give students more chances of learning English, schools should equip some computers connected to the internet in the library so that students who have no computers and especially those from ethnic minorities can easily find information necessary for the tasks This will encourage students to study English better The initiative can be applied in teaching new entry in the 10 English programs This initiative can also be applied to all students of different schools in the province table of Thanh Hoa province, as well as other provinces In addition, it can be widely applied in many subjects and in many different fields Moreover, this game can also be a good suggestion for extracurricular activities at school 3.1 On the teacher's side: Fully implement the lesson process Do the work of designing lesson plans and prepare more school supplies Spend time reading articles and reference materials on appropriate teaching methods for each student Build questions in the game to suit students Give more feedback and reviews 20 20 Need to persistently apply active teaching methods in combination with traditional methods Create a friendly and open learning environment for students to be proactive and actively cooperate in learning Combine with the class teacher, organize an encouragement group, attract children to active activities in learning, build self-learning consciousness for students When playing, teachers need to identify all students equally No bias or deliberately arresting someone Avoid organizing games when you not have enough knowledge or knowledge about the content of questions and teaching aids Combine with many other games and many other methods to avoid boredom for students 3.2 On the students side: Students need to see the lesson and prepare a new lesson before class Follow the instructions and instructions of the teacher and understand the rules of the game Students need to show confidence and determination to win 3.3 Proposal The methods applied in teaching English have obtained positive results However, there are restrictions in my topic I don’t realize Therefore, I look forward to hearing the comments from colleagues, especially the teachers who teaches English to make my topic more complete and more widely applied, I sincerely thank! XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 21 tháng năm 2021 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác (Ký ghi rõ họ tên) Lê Viết Mạnh 21 21 REFERENCES Baker, Joanna and Westrup, Heather.2000 The English Language Teacher’s Handbook VSO, London Cross,David.1992 A Practical Handbook of Language Teaching Prentice Hall International, New York J Ruscio, “Administering quizzes at random to increase students’ reading,” Teach Psychol 28(3), 204–206 (2001) Lightbown, P and Spada, N 1993 How Languages are learnt Oxford University Press, Oxford M Marcell, “Effectiveness of regular online quizzing in increasing class participation and preparation,” Int J Scholarship Teach Learn 2(1), 1–9 (2008); available at http://digitalcommons.georgiasouthern.edu/ijsotl/vol2/iss1/7 https://www.british-study.com/adults/10-reasons-to-learn-english.php https://commons.ucsd.edu/educators/teaching-resources/teachingstrategies/peer-instruction/in-class-prep-quizzes.html https://ctl.yale.edu/teaching/teaching-how/chapter-2-teaching-successfulsection/preparing-class http://dx.doi.org/10.1119/1.4895008 for “Sample Pre-Reading Assignments.” 10 https://www.enotes.com/homework-help/why-importanat-prepared-beforeclass-starts-343401 11 http://otl.du.edu/teaching-resources/motivating-students-to-do[11] “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn) [12] TIẾNG ANH 10 [13] Website: www.thuvienbaigiang.violettructuyen [14] Website: www.teachingenglish.org.uk [1].“Dạy học tích cực-Một số phương pháp kĩ thuật dạy học” Bộ GD ĐT – Dự án Việt–Bỉ 22 22 [2] “ ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr Than Trong Lien Nhan, Hue University of Foreign Languages [3] “English language Teacher Training Project” - NXB Giáo dục DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Lê Viết Mạnh Chức vụ đơn vị công tác: Giáo viên ; THPT Thọ Xuân TT 23 Tên đề tài SKKN The methods help the studens at Tho xuan high school reading comprehension exercises effectively Hệ thống tưới nước thông minh cho khu vườn trồng rau (KHKT) “ The effective methods to encourage the students in basic classes 10 to reading lesson through unit 16 in Tiếng Anh 10 at Tho Xuan Hight school ” "Designing the game" Obstacle Race - vượt chướng ngại vật "- version of Road to Olympia at the Warm-up section for Reading English 10 at Tho Xuan High School" Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại SỞ GD&ĐT B 2016-2017 A B 2016-2017 2017-2018 B 2019-2020 Cấp Tỉnh (Hội LH nhà KH) SỞ GD&ĐT SỞ GD&ĐT 23 APPENDIX Phụ lục 1: Phiếu điều tra Bảng 1: Phiếu điều tra việc học tập học sinh môn tiếng Anh: S TT Các tiêu chí Nội dung Số lượng (48) Trong học Tập trung nghe giảng, hoạt động 14 tiếng Anh, em nhóm, cặp tích cực thường làm gì? Chỉ nghe giảng 20 Không tập trung 14 Em thường xuyên Thường xun học mơn tiếng Anh Khi có Tiếng Anh 29 nào? Khi thi 10 Không có hứng thú Bảng 2: Phiếu điều tra hoạt động tiết học Reading trường THPT Thọ Xuân 5: Các tiêu chí Nội dung Hoạt động mà Brainstorming anh (chị) thường Ask and answer xuyên sử dụng Guessing phần dẫn vào Competition game mới? Word search Crossword puzzle Matching Hangman 24 Tỉ lệ 29.2 % 41.6% 29.2% 6.3% 60.4% 20.8% 12.5% giáo viên phần “Warm up” Thường xuyên Thỉnh thoảng 24 ... think of it from my students? ?? viewpoint as well as from a teacher’s perspective, and I have chosen to investigate ways of designing ? ?Preparation tasks of English for students at grade 10 at tho xuan. .. appropriate lesson plans for different learners in each lesson 1.3 Research subjects 1.3.1 Scope: Researching in the process of teaching English for students of grade 10 at Tho Xuan high school. .. applying ? ?Preparation Tasks? ?? for students at grade 10 during the first semester, I find that most students prepare better for the lessons and become more confident and interested in English classes