Tải bản đầy đủ - 14 (trang)
II. SOME TASKS OF THE STUDY ................3

II. SOME TASKS OF THE STUDY ................3

Tải bản đầy đủ - 14trang

REFERENCE .........................................................................................................................12



A. INTRODUCTION

I. REASON OF CHOOSING THE THEME

As we all know, the goal of teaching English is to form and

develop students’ knowledge of basic skills in English and

intellectual qualities for further education orfor their future life.

Learning English in secondary school based on the tendency to

communicate and promote the active learning method for

students.

All four skills of listening, speaking, reading and writing are

concerned and are coordinated in tasks of activities in the

classroom. Of the four skills, speaking skill , in my opinion ,is

the most important. The first goal of any English learners is

able to talk or communicate with native speakers. However, for

high school students, speaking or communicating in English is

very limited. In my opinion, these restrictions are caused by

both objective and subjective reasons. The first reason is due to

their fear of undergraduate students in pronunciation, grammar,

sentence structures so they do not dare to say. The second is

that the curriculumn has some difficult topics for students

especially students who are bad at English, for example:

conquering the universe, women's rights .. with relatively large

amount of new words.

With this theme, I hope

that students can get more

opportunities to communicate, be encouraged to speak English

more. Students can be more active, while acquiring and getting

knowledge of the lessons.

II. SOME TASKS OF THE STUDY:

When researching this topic, I need to perform the following

tasks:

1. Study some documents about teaching and learning to speak

English effectively, the techniques of teaching speaking skill to

apply to each specific lecture.

2. Teaching sample lessons.

3. Attending lessons of colleagues, learning from experiences.

4. Examining and evaluating the results of the students' study,

so that we can find out reasonable adjustments.

3



III. SCOPE OF THE STUDY

The theme revolves around issues of teaching research and

learning to improve the quality of English lessons of teachers

and high school students in grades 10, 11, 12. But typical

research subjects that I have applied this theme are students in

class 10A1, 10A3, 10A8 of Dong Son 1 High School.

IV. PURPOSES OF THE STUDY

With the successful research of this topic, it will help

teachers get the following experiences :

1. Reading, listening, writing lesons become more effective by

combining speaking skills.

2. Encourage students to practise speaking skills in class.

V. METHOD OF THE STUDY:

1. When doing the research on this theme, I attend classes of

colleagues to find out how to teach effectively.

2. After I attend lessons of my colleagues and my colleagues

attend my lessons, we conduct exchange and discussion, from

which we can get experiences by integrating communication

skills into reading, listening and writing lessons.

3. Teachers canconduct test in some specific lessons.

4. Teachers may ask questions to check and evaluate lessson

understanding of the students.

B. CONTENT OF THE STUDY

I. RATIONALE

1. Purpose of combination of teaching communication

skills when teaching reading, listening and writing skills.

- The purpose of foreign language teaching is not only to

provide students with the knowledge of the language, but the

ultimate goal of foreign language teaching is to teach students

the ability to communicate in English.

Communication capabilities of students are demonstrated by

Listening, Speaking, Reading and Writing skills. Speaking skill

(communication) of students is formed through a process of

learning environment in English. In addition to learning at

school, students have to learn and train through many forms

and different methods.

4



- Speaking skill is ability to use language knowledge for the

purposes of communicating in English in specific social

situations.

2. The basic elements directly affect the effectiveness of

the lessons.

a. Teachers:

- With the new teaching methods, teachers play anactive role in

directing, controlling students during lessons.

- To conduct an effective lesson, teachers need to implement

the following basic elements:

- Teachers must prepare their lessons meticulously, select and

use techniques of teaching speaking skills flexibly which suit

the content of each unit.

- Lessons must be inspiring, charismatic and attractive to

students.

- The exploitation of communication skills in the lessons must

suit abilities of students. Teachers need to study the lesson

contents carefully to design, construct and create suitable

situations where students can communicate effectively.

b. The equipment items:

The equipment items such as pictures, videos, clips support

actively for the teaching of foreign languages in general and

English in particular, and are regarded as a means of expressing

the content of the texbook. In addition, teaching equipment is

also active means in teaching method innovation which

motivate students in learning.

c. Students:

In the relationship between teaching and learning, teachers

are the organizers, students have to obtain their knowledge

under the control of the teachers.

II.

THE

FACT

OF

ENGLISH

TEACHING

WITH

COMMUNICATIVE ORIENTATION IN DONG SON 1 HIGH

SCHOOl.

1. Advantages

Athough these objective and subjective conditions affect

directly the teaching process such as facilities are limited,

5



pupils

do not fully understand the importance of foreign

languages in general or English in particular. However, we have

tried to overcome the difficulties, gradually improve the quality

of english teaching with innovation trends.

a. Teachers

- Gradually incorporate communication

listening and writinglessons.



skills



in



reading,



- Be more active in organizing lessons, creating opportunities

for students to practise speaking English.

b. Students

- At first students almost exclusively focused on grammar

learning. When they have been equipped with knowledge of

vocabulary and grammar, they still find it very difficult to

express simple problems in English. Many of them answered: I

can’t speak English because I have nothing to say and I don’t

know how to say. In my opinion the cause of this is due to the

knowledge that students are learning is not applied

immediately and flexibly in everyday communication situations.

- By the time I applied this method, students were initially

accustomed to express their views or their ideas in English with

a low level and the simple theme.

- Many students have been bolder in speaking English, they

have an incentive to be said and want to communicate.

- The lectures become more active, more exciting and attract

the attention and interest of students in learning.

- Some students have formed better communication skills, have

faster reflexes before a communication situation.

2. Disadvantages:

a. Students

- Their ability to apply learned knowledge in a flexible way to

communicate in English is limited.

- The students have fewer opportunities to communicate, less

access to mass media by which their speaking and listening

skills can be improved.

- Some children are afraid to speak English, and to make

mistakes.

6



b. Teaching aids

- Teaching aids are few: pictures, radio ...

- They are in not good conditions.

c. Specific investigation

- In the process of teaching, I myself assumed grade 10. I

conducted research the students’ abilities in English learning

and get exprience from lessons taught by me. Right from the

beginning of the school year I've oriented myself a plan and

specific methods to actively investigate the situation of the

students' learning to teach. Through the survey results as they

started a new school year in grade 10, I have noticed that most

of them are not good at vocabulary and grammar knowledge.

Especially, their communication skills in English are quite bad.

The survey results are as followings:

Clas

s



Numb

er of

sts



Mar

k 910



%



Mark

7-8



%



Mar

k

5-6



%



Mar

k

0-4



%



10A

11.

42

1

2.4

5

20 47.6 16 38.1

1

9

10A

44

0

0.0

4

9.1 23 52.3 17 38.6

3

10A

46

0

0.0

1

2.2 18 39.1 27 58.7

8

III. PRACTICAL APPLICATION OF COMMUNICATION SKILLS

IN SOME EFFECTIVE LESSONS.

1. Planning for a lesson:

a. For teachers:

For an effective lesson, the teacher should perform the

following steps:

- Delving into the lesson contents from textbooks and teachers’

books is an important basis for teachers to plan their lessons.

Careful study of textbooks, teachers’ books helps teachers to

organize, control lessons with the right focus, create suitable

communication situations.

- Study the purpose of the lesson requirements: The purpose

and requirements of lessons are the target that both teachers

and students need to reach at the end of each lesson. Teachers

7



can create communication situations in a flexible manner

between the teacher and students in the process of teaching

reading or listening to test lesson comprehension levels of

students.

- Communication situation is usually brought into the WARM UP

and Conclusion sections of each lesson.

- At WARM UP stage, students should be introduced by teachers

the topics that they will learn. In this section, students are

based on the theme under the guidance of the teachers to

answer the teacher's questions, or simply give opinions of their

own or their judgment on the matter which will be referred to in

reading, listening and writing lessons. Students can use

vocabularies and simple structures learned to speak.

- At conclusion stage teachers ask students to adhere to the

content, use structures and vocabulary of learning part to

retell the content of the lesson , teachers can create situations

for students in the form of a conversation or an interview. The

purpose of this section is to help students consolidate their

knowledge and apply

that knowledge for communication

purposes, to help students understand and remember their

lessons better in the classroom. Knowledge they’ve just learned

not only the mere knowledge. The important thing is that this

knowledge is immediately applied flexibly in specific social

situations of life.

b.For students:

The teacher asks students to prepare carefully for the next

lesson by:

- Providing with a system of provoking questions about all

they're going to be learning so that students have time to think

and prepare well for the lesson.

- To encourage and motivate students’ self-confidence,

initiative, creativity to outline the issues, make questions

related to the lesson.

2. The process of reading, listening and writing lessons

combining communication skills.

UNIT 8:



THE STORY OF MY VILLAGE



Part A: Reading



a. Warm- up :

8



This stage helps studentsorient and think about the subject

or situation before students conduct reading lessons.

Teachers ask students to talk about the village or where

they are living in the last few years and the changes compared

to the present. Teachers can call a pretty student to talk first

and then call any other students.

For example: In the past, my village was very poor. People

had to work very hard all day in the field but could not earn

enough money to pay for their life and for their children’ study.

They had to live in bad condition ... But now their life has

changed a lot. Many families have motorbikes, TV ...

- Teachers can create communication situations by using the

direct conversation between the teacher and a student or ask

two students to make a dialogue with each other.

T: - Where do you live?

S: - I live in a small town.

T: - Can you tell me about some changes of your town? How did

people work and live in the past? How do they live now?

S: - In the past they had to work very hard but their life was

poor. Now their life has become better ...

b. Conclusion:

- In this stage students should be strengthened knowledge of

vocabulary and grammatical structures learned in reading

lesson. Teachers encourage students to use as more vocabulary

and grammar structures in their lesson as possible, such as:

make ends meet, in need of many things, better one's life ...

- Teachers may require students to work in groups to save time.

Group 1 tells about the villagers’ life in the past. Group 2

discusses the changes of the village in the current time.

- If students have more time they can make dialogues about the

lives of villagers in the past and at the present.

UNIT 10:

Listerning



CONSERVATION



Part C:



This part mentionsthe forest protection topic, causes and

effects of forest fires. Teachers can ask questions and students

answer:

9



a. Warm up

- Have you ever seen a forest fire?

- Yes, I have. / I saw it on TV.

- What can cause a forest fire?

- It can be caused by people 'carelessness or by nature itself

such as lightening ...

b. Conclusion:

In this section the teacher gives some hints to students so

that they can speak English based on the lesson content.

- How can forest fires be started ?

- What season is the season when forest fires can happen easily

in the year?

- what consequences can forest fires cause?

- How do forest fires affect on the living environment of human,

animal and plant species?

- What can we do to reduce and prevent forest fires?

- Forest fires can be started from a campfire or from pieces of

cigarette butts ...

- The dry season is the season when forest fires are easy to

happen.

- Forest fires cause environmental pollution, air pollution, floods

and erosion.

- Human life is affected by environmental pollution, air pollution,

floods, erosion. Animal and plant species may lose their habitat,

and die in a series.

- We need to be careful when going into forests, educate

people’ awareness of forest protection, and the importance of

forests in our lives.

UNIT 11:



NATIONAL PARKS



Part C: Writing



• Write a letter of acceptance or refusal

Based on the specific content of the lesson, after students

finish Task 1 and Task 2.

- Teachers rely on the common way of the invitation acceptance

or refusal introduced in the textbook to create communication

situations. Teachers ask students to make dialogues in pairs.

* What can you say?

1. Your friend invite you to go to see an interesting play . You

can not go with him.

10



2. You are invited to a dinner by a friend. You agree to come.

3. A friend invites you to visit Cuc Phuong National Park. You

accept his invitation.

- After the mentioned practice, students start Task 3. These

materials help students to do their writing easily.

IV. THE RESULT AFTER THE THEME APPLICATION

After applying this experience I myself have achieved some

positive results. First students are more interested in learning.

They are more active in speaking English. Especially, they can

expand vocabulary, reinforce their grammatical knowledge.

They are also very flexible in getting knowledge and they have

more opportunities to develop their communication skills. With

cheerful and exciting atmosphere, students have opportunities

to express and assert themselves, no longer embarrass when

speaking English. These are the relatively positive results of the

final examination of the last school year:

Clas

s

10A

1

10A

3

10A

8



Numb

er of

sts



Mar

k 810



%



Mark

7-8



42



8



19.0



11



44



1



2.3



7



46



1



2.2



5



%

26.

1

15.

1

10.

9



Mar

k

5-6



%



Mar

k

0-4



%



16



38.1



7



21.8



24



54.5



12



28.5



23



50.0



17



36.9



V. EXPERIENCES

After applying the themeI have achieved significant results

and valuable experiences for myself as the followings:

- Teachers must always create a language environment in class

and use English as the primary language to communicate.

Depending on the grade level and the abilities of students,

teachers can use brief and simple English words and grammar

structures to help them understand, remember the lesons

easily.

- Teachers should encourage students to use English in

communicating with their knowledge.



11



- Teachers should not be paying attention to the fault of the

students while speaking. Let students hear and speak naturally.

Never force the students to stop talking while these students

are trying to express their thoughts in English; doing so will

make them feel scared when speaking.

- Teachers should integrate the activities of listening and

speaking English with a form of "have fun while learning."

- Teachers need to attract, engage students with suggestive

communication situations, offers some necessary vocabulary or

structures that students can use when speaking, encourage

students to speak English as much as possible.

- Use the appropriate teaching aids to the content of specific

lectures such as pictures, the footages showing the specific

communication situations about the topics they’ve just learned.

- After each lesson, teachers need to make the appropriate

situation exercises, featuring highly practical communication.

VI. RECOMMENDATIONS

Stemming from a theoretical and practical basis, teaching

purposes as well as the successes and limitations while

implementing the theme, I would like to contribute a small part

to English teaching for communication purposes and achieve

better quality. I personally take the following recommendations:

* To the managers of Dong Son 1 School:

- Teachers can borrow laptops from the school library.

- Provide more radios, cassettes, tapes for teaching and

learning English.

* To the upper managers:

- It is necessary for teachers to have more opportunities to

interact, learn through seminars.



C. CONCLUSION

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