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- Call on some Ss to report their answers and correct mistakes. Then give correct answers :

- Call on some Ss to report their answers and correct mistakes. Then give correct answers :

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Production:

Drawing



I wish I were taller

K



Homework.



T : Look at him ( or her ). What does he (she) look

like ?

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

WISH ?

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

wishes

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

structures

“Used to + V / Wish + pat simple”

Language focus 3.(page 12)

S1: you are not very tall.

S2: I wish I were taller

Feedback :

Whole -class

Homework.

- Learn by heart all new words and structures .

then make 5 sentences for each one .

- Prepare the next lesson



ADJUSTMENT.........................................................................................................



.................................................................................................................................

2.4. The effectiveness of the experienced initiative for educational activities,

with my self, colleagues and the school

11



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

following results:

Total

Good

Numbe

Rate

r

(%)



Quality of students

Fair

Satisfactory

Numbe

Rate

Numbe

Rate

r

(%)

r

(%)



Unsatisfactory

Numbe

Rate

r

(%)



65

10



15.4



25



38.5



27



41.5



3



4.6



3. Conclusion and suggestions

3.1. Conclusion

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.

3.2. Suggestions

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.

12



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.

PRINCIPAL’S CONFIRMATION



Thieu Hoa, April 13th, 2019

I am sure that this is my own

experience initiative, not copying

the contents of the other people.

The writer



Nguyễn Văn Thanh



13



REFERENCE BOOKS

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



DANH MỤC

14



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



TT



1



2



3



4



5



Tên đề tài SKKN

Việc sử dụng đồ dùng dạy

học trong một tiết dạy Tiếng

Anh lớp 7 ở trường THCS

Thiệu Tâm

Dạy từ vựng môn Tiếng anh

lớp 6 ở trường THCS Thiệu

Tâm

Đổi mới phương pháp kiểm

tra, đánh giá kết quả học tập

của học sinh môn Tiếng Anh

lớp 6 ở trường THCS Thiệu

Tâm

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

Thiệu Tâm



Cấp đánh giá

xếp loại

(Ngành GD cấp

huyện/tỉnh;

Tỉnh...)



Kết quả

đánh giá

xếp loại

(A, B,

hoặc C)



Năm học

đánh giá

xếp loại



Cấp Huyện



C



2003-2004



Cấp Huyện



B



2007-2008



Cấp Huyện



B



2011-2012



Cấp Huyện



B



2012-2013



Cấp Huyện



C



2017-2018



15



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