Tải bản đầy đủ - 0trang
- Call on some Ss to report their answers and correct mistakes. Then give correct answers :
I wish I were taller
T : Look at him ( or her ). What does he (she) look
S : He ( She ) is short. / He ( She ) isn't tall.
T : Is he ( she ) happy with it ?
S : No
T : What does he (she) have in his (her)mind?
S : I wish I were taller
T : What tense was used in the clause after
S : Past tense
àWish is used when we want really to be
different and exactly opposite of the truth.
Eg. Express wishes in the present
Form : I wish + S + past simple
- Ask Ss to look at the real situation and make Whole –class
Sample answers :
I wish I were in the swimming pool now.
I wish I had a computer now.
- Ask Ss to practice making sentences with
“Used to + V / Wish + pat simple”
Language focus 3.(page 12)
S1: you are not very tall.
S2: I wish I were taller
- Learn by heart all new words and structures .
then make 5 sentences for each one .
- Prepare the next lesson
2.4. The effectiveness of the experienced initiative for educational activities,
with my self, colleagues and the school
After studying and organizing the thesis I myseft have summarized
positive results about teaching the language focus in grade 9.
For the teacher:discovering the shortages in time about receiving the
knowledge of students,so I have had the suitable methods to recover those
mistakes for improving the studying results.
Mistake correction should be positive and effective.
Collecting mistakes made by the student and involving the whole class as
much as possible in the correction process.
Spending less time correcting what is only problem for one student and
more time on problems common to the whole group.
Encouraging students to use English regularly and use it at anytime or
anywhere if possible.
For student: who can understand deeply the lesson and practiced a lot.
After applying the thesis in the 2017-2018 school year , I achieved the
Quality of students
3. Conclusion and suggestions
The objective of teaching and learning English is to give information in
English, to enable learners to use English in realistic communication.That is
why teaching English is actually the teaching of English as communication
.Therefore, the teacher have to build the teaching methods which are the most
suitable for each type of students.
In my opinion, there is no technique or method showing its absolute
usefulness for language focus teaching unless the teacher can stimulate his
students and attract their interest in learning.
It is essential to create opportunities for teachers to exchange experiences
and learn experiences through seminars.
Encouraging teachers to improve their learning and self-learning, and
improving their level of self-sufficiency to meet the current social needs.
I do expect comments and advice on my work in order to have more
experience and be able to better my English teaching in the future.
Thieu Hoa, April 13th, 2019
I am sure that this is my own
experience initiative, not copying
the contents of the other people.
Nguyễn Văn Thanh
1. Author: Jack C. Richards - Willy.A – Renandya. Title: Methodology in
language teaching - by Cambride University Press- published 2002.
2. Teacher’s books – by education press- published 2009
3. Work books - by education press- published 2009
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Văn Thanh
Chức vụ và đơn vị cơng tác: Trường THCS Thiệu Tâm, Thiệu Hóa, Thanh Hóa
Tên đề tài SKKN
Việc sử dụng đồ dùng dạy
học trong một tiết dạy Tiếng
Anh lớp 7 ở trường THCS
Dạy từ vựng môn Tiếng anh
lớp 6 ở trường THCS Thiệu
Đổi mới phương pháp kiểm
tra, đánh giá kết quả học tập
của học sinh môn Tiếng Anh
lớp 6 ở trường THCS Thiệu
Một số cách vào bài môn
Tiếng Anh lớp 6 ở trường
THCS Thiệu Tâm
Một số giải pháp nhằm nâng
cao vai trò của Ban chỉ huy
Liên đội ở trường THCS
Cấp đánh giá
(Ngành GD cấp