Tải bản đầy đủ - 24 (trang)
4 A language game (Crosswords, noughts and crosses, ect)

4 A language game (Crosswords, noughts and crosses, ect)

Tải bản đầy đủ - 24trang

Eg: The lemon is too sour to use this food.

1.5. Don’t drop the ball:

This technique is used as a familiar game to communicate. It helps

students remember longer and create their speaking reflections.

This method is often used in Pre-Speaking. When entering the class I took

a little ball with me and asked a few short questions, for example: "Did you

have a good weekend ? ".

After finishing the question, I tossed the ball toward students so that they

could catch it.If the student did not answer the question, I quietly took the ball,

repeated the question and did again to another child.

When students answered the questions, I signaled to them to toss the ball

back to me. If the student answer a short answer, for example, "Yes", I did not

catch the ball when they came back me and let it fall off the floor and expressed

dissatisfaction. After a short time, I picked up the ball and asked that student:

"Where did you go?" and tossed the ball back to that student. I continued doing

until the students answered more fully and asked again, for example: "To the

movies. How about you? ". At that time, I expressed satisfaction and caught the

ball,then tossed it toward another student for them to answer the question.

2. While speaking ( While- speaking ) :

After attracting the concentration, attention of all students in the

classroom, teachers give speech purposes and the instructions.

* The types of exercises in "speaking" skill, I have applied as follows:

- Controlled Speaking (Controlled practice)

+ Repetition drill and Substitution drill

- Free Speaking (Free practice / Production)

+ The list of main ideas and Hot seat

- Practice groupwork skills

2.1. Controlled Speaking (Controlled practice)

Students relied on situations tips (through drawings, words, given

sentence structures or conversation samples) to practice speaking as required.

Studnts practiced in individuals/pairworks/groups under the control of the

teachers (correct pronunciation, grammatical errors, given word cues...).

Students call individuals or pairs to practice (talk again) speaking as required.

a. Repetition drill (repeated exercise ):

With the advantages of this exercise form, the students will get used to the

stress system, rhythm and intonation of English. Therefore, the meaning is

expressed. Besides, students can get used to the sound system of English

through listening - speaking. Then students will get used selecting appropriate

vocabulary for each question and context.

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For example: Unit 1: My hobby - Getting Started. I gave questions and

answers cues, each student practiced as models..

Eg: A: Do you like cycling?

B: No, I do not / Yes, I do.

Students practice based on a table of hobbies given phrases, it helped

students shape what the speaking content was.



b. Substitution drill: (Replaced Exercise)

Substitution assignments mainly appear in "GRAMMAR PRACTICE" in

some units. Students practice listening – speaking as samples based on

structure. Therefore, we should proceed from the simplity to the complexity so

that students can practice easily and deepen the knowledge of learned language.

In addition, I also used more pictures and photos in order to develop the

use of this method.

For example, English 7- Unit 5: Vietnamese Food and Drink - A closer

look 2. Students have been learning the structure “ How much and How many “

then I gave them assignments when they had understood the usage and I got

students to make questions based on cues.



2.2. Free Speaking (Free practice / Production):

a.Speaking outline of each lesson . (The list of main ideas)

When speaking about the students’ own experience, their friends,

relatives or hometown .Teachers should not restrict their ideas and language

and should get them to speak freely to promote their creativity. We should

combine frequent use between pairswork and groupswork so that they have

more opportunities to use English.We also should encourage them relate to the

real situation in their own lives.



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Example 1: English 7- Unit 2 : Health- Skills 1. I got students to make

3 main ideas when talking about sport habits and calorie consumption. I asked

students to write basic ideas as follows:

+ What activities you do.

+ How long you do them everyday.

+ How many calories you use to do these activities.

After students made outline, I asked them to work in group of 2 or 3 and

practice speaking topic. Students listen and comment on their partners’ speech.

b. Hot seat :

I guided students to work in groups and in turn students would sit on the

hot seat position.Their task was to talk about the ideas of the topic I gave.Then

they moved to other groups to share their group's ideas.

Example: English 7- Unit 8: Films- Skills 1: I got students to work in

groups to choose the movie the group liked best and build information for

outline they and I had designed . Students would base on the outline : types of

film, actors / stars, the plot, review,... and prepare information to share . Then I

guided students to move to other groups to receive different information and

listen to the share of the group.



Besides, students would listen and note the information they heard and

understood from other groups.Finally, I would get the students to choose which

group has the best film.



Student ‘s note samples

2.3. Practice groupwork skills :

In order to solve the problem of groupwork skills, I did as follows :

Students would practice speaking in pairs and in groups. I arranged in pairs or

in groups with all excellent,good, average, weak levels so that they could

exchange knowledge with each other. I set out a monitor to assign its members

to work obviously.

Example: English 7- Unit 6: The first University in VietNamCommunication. I got students to work groups of 5 or 6 and learn about the

worshiped statues at the Temple of Literature. After dividing each group a statue

of famous man, I asked them to list of specific step,content and time so that each

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members could study before learning the next lesson, according to the ideas as

follows:

+ Time of his Life

+ The success of his life

+ The special activities in his work

Besides, I asked members in groups to present and the whole group

evaluated themselves.

3. After speaking ( Post – speaking) :

When the speaking time finisshes, teachers ask students to give results of

their pairs, groups tested and evaluated by the whole class and teachers.I often

used some activities such as: Discussions, Picture Describing, Interviews,

Reporting, Dramma Technique.

3.1. Discussions:

In teaching, I often use this method to make students excited and

concentrate on speaking. When discussing they will forget the embarrassment

and focus on protecting their ideas. Therefore,they will speak English in a

natural way, which bring the highest efficiency.

Example 1: English 7 - Unit 2 : Health - Communication - EX1: I

divided the group and asked them to argue with each other about the clause in

the textbook.



However, because of incompetitive topic in exercise 1 I added some new

topics such as:

+ If you want a good health, you must play sport?

With this topic, they passionately argued : a group agreed but other groups

claimed that there were many other activities, not only sports brought health.

Or Example 2: English 7 - Unit 4 : Music and Arts - Communication:

I gave the discussion topics:

+ Do you think music and arts should be compulsory subjects at school in

Vietnam? Why or why not? Group agreed and other groups disagreed.

AGREE



DISAGREE



- Help Students relax after the difficult - Put some pressure on students

lessons.

to learn these subjects.

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- Earn money

- Communicate with the friends in the world.



- Be difficult to learn these

subjects.



3.2 . Picture describing:

One of the difficulties students have in speaking is that they donnot find

the topics, content or ideas to talk. To solve this problem I got students to draw

pictures involving lessons and describe them.

For example, English 7- Unit 11 :Travelling in the futureCommunication, I got students to express their ideas of transportation in the

future to solve the current traffic problem based on the outline provided. From

that, they developed their ideas and presented by quick, simple drawing

expressing groups’ ideas.



A bullet train



A heart leaf teleporter car.



3.3 . Interviews:

Students can work in pairs and interview sharing issues related to the

lesson topic. Sharing the information they have known with their partners helps

them expand knowledge of the topic.

Example: English 7 - Unit 9: Festivals around the worldCommunication. I asked students to work in pairs and find out information of two

festivals: Thanksgiving and Harvest Festival in the two countries.



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3.4. Reporting:

After the students have done the survey or questions,they can give a

general speaking content and results.

Example: English 7 - Unit 10 : Sources of energy – Communication. I

guided students to answer the survey "How big is your carbon footprint?” Then

they worked in pairs comfortably. When having the results, they compared with

the ones in the textbook. When students were embarrassed. I helped them make

main ideas of the report:

+ The partner's total points.

+ What activities to save the environment.

+ What things to do in the future.

+ The Reason to do.

After giving main ideas of the report, I made the sample once so that

students could understand how to do. Then they listened and made reports as

sample.

By applying these measures, the difficulties in learning and teaching

English speaking have made increasingly changes.

3.5. Dramma Technique:

Another way helping students be better at either vocabulary or spirits

is acting drama method. Dramma makes their mind remember deeply by

simultaneous activities of the senses.

In order to implement this approach, I usually asked them to prepare a

play of the topic of the next lesson. As follows:



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Example: English 7 - Unit 8: Films. I divided the class into small groups

of 4 - 6 pupils. Then they summarized a brief content of a film that they liked in

a short script. In this section, they could play role, write short dialogues for each

character. For example, in my class, they chose a film “Descendants of the Sun”.

Through this process teachers should help them finish the script and style.



When finishing the script, they learned by heart the dialogue under

teachers’ monitoring. In this stage, I asked them to speak and combine with

body languages, gestures. Then groups in turns acted their script in class. They

would be estimated by teacher and other groups.



Thanks to applying the dramma method my students develop speaking

skills and they are very confident, natural.

3.6. The methods after school.

Studying at home and after school are very important to speak English

because it is time for them to review and understand deely the lectures in class.

Therefore,I introduced them to use computer software. If they had some

problems, I would help them support and answer their questions.Besides, My

school sometimes held some contests such as “ Ring Gold Bell”, contests for

“Youth Pioneer establishment ‘s day”.

IV. APPLICATION IN PARTICULAR LESSON:

UNIT 8: FILMS

Period 65: LESSON 3: COMMUNICATION

I. Overview:

1. Objectives:

By the end of the lesson, students will be able to communicate about

favorite actors / actresses, films, cartoons...

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Therefore, their language ability and skills will be improved

2.Language Focus:

- Vocabulary: survey, go ahead, violence, Violent

- Grammar: the simple present, present prefect

II. Resources:

- Materials: Ss’ books, text books, recording

III. Procedure:

STEPS



Warm up

(5'):



LEARNING

ACTIVITIES



- Ss play the game.



CONTENTS



MODES



Kim’s game:

Teamwork

“Titanic”, Jdirector ames

Cameron.

starring

Leonardo DiCaprio and

Kate Winslet, sainking on

its maiden voyage….



- Before Ss open their

books, Ss answer what

kind of films they like

to see, who their

favorite

actors/

actresses are.

I used the technique A language game to create excitement when

starting the lesson.

Extra

Aim: to get to know some vocabulary used in the recording and for

vocabulary communication

(5')

- Ss answer teacher’s I. Extra vocabulary

Individuals

questions

- survey /ˈsɜː.veɪ/ (n): (an Whole class

- Ss listen and repeat in examination of opinions,

chorus

and

then behaviour, etc., made by

individually

asking people questions)

- Ss say the meaning - (to) go ahead:

and stress.

- violence (n)→violent /

- Ss write down on their ˈvaɪə.l ə nt/ (adj):

notebooks.

Checking:

Make

the

sentences by using these

words.

I provided some vocabulary related to the topic and got students to

make sentences with contextual words.

Listening Aim: to listen to a model conversation about the best actors and

(8’)

actresses.

- Ss look at the pictures II.

Listen

to

the Whole class

& read the conservation conversation & fill in the Individuals

& guess what the blanks with the words Pairs

missing words from the you hear.

blanks may be.

Key:

- Ss listen and check 1. Survey

their guesses. Ss listen 2. Actor

to the recording again to 3. Tom Cruise

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4 A language game (Crosswords, noughts and crosses, ect)

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