(Sáng kiến kinh nghiệm) techniques in teaching english

LE HOAN HIGH SCHOOL TABLE OF CONTENTS PART A: INTRODUCTION Page: PART B: CONTENT Page: PART C: SPECIFIC STUDIES Page: Chapter The effect of using the form and techniques in teaching Page: Chapter Some the forms and techniques in teaching Page: Chapter Experimental in a lesson Page:10 Chapter Draw experience and apply to teach other lessons Page:14 PART D: CONCLUSION Page:15 PART A: INTRODUCTION In order to contribute to the educational goals of the party and the state, to train students to become dynamic, independent and creative person, to gain the knowledge of modern science as well as to help them to know how to use it to find out reasonable methods to deal with the problems in life Hence, learning and teaching foreign language in high schools is very important in our country As far as you know, learning and teaching the second language in high schools have been many major changes in the content and teaching methods to fit the objectives and requirements set for professional education in the reform program The most basic viewpoint of the new method is how to promote positiveness, activeness of students and create optimal conditions for their development and practice language skills and communication purposes rather is providing purely linguistic knowledge I am an English teacher at Le Hoan high school, I always concern how to achieve quality and high efficiency in teaching In order to that, the teacher has to apply the forms and skills in variety and abundant lessons, as well as makes lessons more exciting, charismatic, attractive to helps students promote their abilities in the direction: "The teacher was the organizer and guide students to self-help, self-control in learning" Through our own experience with the references, I realized that: “In order to have good results in the second language lessons, teachers must know the way to inspire for students in the beginning lesson I have achieved a certain effectiveness via real – time application I will show some forms and skills in teaching PART B: CONTENT I Aims of the study Applying the techniques and forms of teaching the foreign language with innovation methods to promote positive and actively of students II Aspects of the study In the process of implementing I have researched in the following aspects: - What is the effect of using the form and techniques in teaching? - Some the forms and technique in teaching + Making an enabling environment + Preparing psychologically and knowledge for the new lesson - Performing an experimental lesson - Surveying an experimental lesson - Comparing the quality with the normal lessons - Drawing experiences and take into the next lessons III Object of the study - The study apply for 10th, 11th, 12th from learners at high school IV References - English language teaching methodology for teachers in lower secondary schools 2005 PART C: SPECIFIC STUDIES Chapter The effect of using the form and techniques in teaching - At beginning of the lessons, teachers usually check students’ homework, give mark and examine the level of student diligence In fact, it makes boring atmosphere in the class, does not create a favorable environment for learning and it is an inefficient way to control class - In the process of English teaching, although some activities begin a lesson that account a short time, but it is very important This is the first task of the teacher when entering the class, the activities begin a lesson with the following purposes: + Stabilizing class: following the time for students to adapt the new lesson + Preparing psychologically and knowledge for the new lesson + Arousing available knowledge to students that concerns to new lessons + Helping students contact the knowledge learned with the new lessons + Inspiring students to the new lesson + Creating a situation and context to introduce the new lesson - The roles of these activities are create a situation and context to present a lesson It is regarded as an integral part of the new lesson - If we know to apply some the forms and techniques in teaching, it decides that the new lesson attract students or not Chapter 2: Some the forms and techniques in teaching - Based on the aim and features of the lesson, the teachers can collect suitable specific activities and skills Making an enabling environment a Creating a pleasant atmosphere between teachers and students, make sure that students become active and confident by some activities such as introducing themselves, greeting the students, talking and telling some funny stories,… so on Focusing the attention, stabilizing class, and inspiring students to the new lesson by a certain learning activity as: b Listening to a short tape: teaching depends on each type of the lesson, the teacher can ask students listen to a short tape and quickly to help them to know about the topic of the lesson or types of exercise that we would like to introduce or through the tape can review their knowledge that relates to the old and new lessons For example: in the part D: writing (Unit 8, English 10) we can ask the students to review some questions about distance: Lan’s house (2) Answer key: 1.3000 m 2.700 m Post office School (1) 3.3 km 4.2 km The theater (3) c Observing the picture, ask and answer about the picture It is a popular method We can use the picture in the textbook or handmade to help the students to pay attention in the lesson or recall the learned knowledge as well as guide them focus on the topic of the new lesson This method is usually applied thoroughly in the English 10, 11 program The first part (Getting started) of almost all the lesson is warm – up, this section is mostly used pictures to reinforce, introduce the topic or content of the lesson, suggest the topic for students and revise the knowledge they have learned In coordinating lesson, we can still use pictures and photo to review or help students to focus on the lesson For example: in the listening lesson (Unit 8, English 11) We can use a picture about preparing the new year in Vietnam and Japan to help students to guess what people usually in the Tet holiday to inspire the students as well as introduce the content of the listening text Or in the reading lesson (Unit 16, English 11 as Great wall; Hanging Garden of Babylon, Angkovart; Pyramid of Cleop… to help students to think about the content of the lesson, these pictures will make them remember or rethink the origin and history of the wonders and easier to read the passage d In the English program in Grade 10, 11, 12, the visual aids are used frequently and used for many purposes various requirements For example: - doing a quiz - playing a language game For examples from English 10,11 number 1,2 - doing a vocabulary exercise on nature challenge For example: in the unit 1: lesson 5: language focus (English 10) We can play the game with a game of puzzle The teacher ask students to find words beginning with the words that they have given - Teacher writes: a Students write: awful - Teacher writes: i Students write: intelligent e We can use various techniques such as jumbled words, word square, guessing game, chain game, matching, networks For example: in the unit 12: lesson 1: reading (English 10) with the words: - dnab = band - mionet = emotion - sucim = music - The technique “word square” are used frequently for “Warm- up” or “Revision” For example: in the unit 12: lesson 5: language focus (English 10) W W W H Y H W H E N who, how, what, where, at, E B A O N by, why, when, on, to, from R Y T O W E F R O M The purpose of this part is to review some the “wh” question words and some related presupposition like at, by, to, on, from… so on - Besides, it is also possible to apply a lot of types of different teaching procedures to suit different objects * Guessing game For example: in the unit 1: a day in the life of… lesson 1: reading (English 10) Ss choose a time and complete the sentence It’s (nine fifteen) S2: No, it isn’t - Example exchange S1: Is it half past eight? S3: Is it nine fifteen? S2: Yes, it is - Divide the class into groups of 8-10 Students sit facing together - The first person in the group recalled the teacher - The second students repeat the first students and add another point - The third students recalled the first, the second students and added another point - Such until the back with the first student in the group For example: in the unit 7: lesson (English 6) Teacher : In my town, there’s a bank Student : In my town, there’s a bank and a hotel Student : In my town, there’s a bank, a hotel and a supermarket * Matching: - Write the words that teachers want students review a table on the left column, write the definition of the Vietnamese word or drawings to the right column of black table but not in the order - Ask students to match the left column with the definition, the Vietnamese meaning or the picture in the right column Example: Unit 11: Travelling round Viet Nam Lesson 4: Read (Page 102 - 105) Matching pictures to word cards Laying out pictures (page 102 - 103) on the board and ask students to match the following cards to the comic pictures Flowery city Ha Long bay Mountainous city Nha Trang Picture (Nha trang) Picture (Da Lat) Seaside city Sapa World heritage site Da Lat (Sa pa) (Ha Long bay) * Networks - In the unit lesson 1: reading: a party (English 11) - In order to students review the words about the party that related to the new lesson we use: cakes ice cream presents clothes, bag… candles white,pink… Preparing psychologically and knowledge for the new lesson - Exploiting the summing knowledge that have known by suggest or raise feedback Example: Unit 6: The Environment Lesson 5: Write (English grade 9) For examples from English 6, 9,11 number 1,2,4 Brainstorming: Thank invitation Letters gratulation - Contact the old lesson as well as the problems related to the lesson in various forms such as: + Making the question + Giving the task about the content of the old lesson + Using some kind of activities that requires for students, stability the class, use the knowledge and the content of the old lesson - Making the situation context, have conversation for next activities for the lesson We can use these forms such as: + Visual aids (objects, pictures, photos…) + The true stories or creating + A short reading text + Can be the exercises or questions In fact, the activities in teaching is the technique for this part, it can simultaneously satisfy many different purposes The forms that present for students for the second aim, can also work simultaneously for the purpose of the first aim and vice versa So, the best way to teach is how we be carried out by a variety task in the beginning of the lesson go with the teaching activities For example, the teacher can begin the lesson by giving the issue for students to solve, or giving the questions, exploiting the old and new knowledge Hence, the teacher can inspire the students, stability the class, gather the students for the topic of the lesson, check and review the old lesson as well as help students to prepare psychological and the necessary knowledge Chapter 3: Experimental in a lesson Unit 2: SCHOOL TALKS (English 10) Lesson: Speaking Period: Class: 10A4 – Le Hoan high school Exploring the psychosocial and cognitive of English 10 activities - Age: 14 – 15 - Male: 20 Female: 25 - Almost all students excited, hyperactive and like English - Acquiring qualifications: Good: Quite: Medium: Weak: Determining the basic knowledge in the lessons After the lessons students are developed the speaking skills "ask and answer about the village according to the suggest information" and can talk about their village by real information Identifying the methods of transmitting Visual, conversational, … Preparing a Lesson plan: Unit 3: lesson 2: speaking Teaching effects: - Picture: the kitchen (textbook 8, page 28) b Students: - Homework: rewrite sentences description about the activities of people in the village + Reading the new lesson at home ● Procedure: Unit 8: The story of my village Lesson : Speaking Period : 10 I Objectives: By the end of this lesson, students will be able to: -Students know about plan to improve life of a village and their possible results - Discussing plans to improve life in the village II Presentation of structure: a Vocabulary : resurface (v ):put new surface on, renew widen (v ): canal (n): man-made waterway for irrigation muddy(a ): full of mud b Grammar : Briefly explain Conditional sentence type and should: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E g.: If the roads are widened, cars and lorries can get to our village Should or shouldn’t: to give opinions about what is the best thing to III Teaching aids: -Help ss to know about the activities of people in the village -Review Conditional sentence type and should: IV Teaching methods: Communicative, work in pairs, dally V Teaching procedures: Warm up: Brainstorming: work hard to widen to raise to resurface What things you should to improve life in the village? to replace 11 a rice paddy field methods cattle Pre - Speaking: Pre - teach vocabulary: Do … for a living (explanation): sinh nhai, kiếm sống East of … (explanation) Về phía đơng ……… West of… (explanation) To the South of … (explanation) Về phía tây ……… North of … (explanation) Về phía bắc ……… Về phía nam ……… - Set the scene - Ask sts to (Matching) in pairs A 2.1.You think we should build a football ground? B a He told his grandchildren: For examples from English 10 number “ Study harder so that you can more for the village than your parents did.” 2.2.: What about a medical centre? b I agree with you If a football ground is built, young people can play sports in the free time A football ground is also a place where people can meet and exchange ideas 2.3 How can people with an education help make the c Yes, they life of their community better? 2.4 What did he tell to his grandchildren? d People with an education: 12 people with a university study 2.5 Do people often grow rice and raise cattle in your e If a medical center is built, village? People’s health will be looked after better - Ask them the compare their answer keys - Teacher corrects and asks students to practice in pairs While - speaking a Ask students to play the role of A and B to ask and answer about their partner's home village, using the information in the box Mapped dialogue A B Where is your home village? -> It's to the ……… It's to the …………… It's about ……… It's about ………