(SKKN 2022) some methods to help 12th graders in trieu son 3 high school overcome unexpected situations and achieve good results for the general certificate of secondary education

Therefore, I would like to dedicate a small part of my own initiative to help teachers and students not be passive in the face of unexpected situations.. In this situation, I choose stud

A INTRODUCTION

I The reason of selecting the topic

As you seen in last experience initiative written in 2020, I showed some techniques to help 12th graders in Trieu Son 3 high school achieve good results for the general certificate of secondary education In that paper, I mainly focus on refuting the grammar test of 12th grade students in the high school graduation exam

Since teachers at Trieu son high school applied the initiative to classes here, the results have showed the effectiveness of the initiative The average score of the high school graduation exam ranks the 13th (4.40) in the province in 2020 and

23rd (5.58 in the province in 2021) Moreover, a number of students who are up to

27 points or higher have increased and also, a larger number of students who have passed into colleges and universities increased significantly However, in the past two years, humans have to face covid19, this situation has greatly affected the learning and revision process of the 12th graders They must face with unforeseen cases which cause interruptions of education Therefore, I would like to dedicate

a small part of my own initiative to help teachers and students not be passive in the face of unexpected situations This has inspired me to learn and research for many years in 12th grade and today I am brave to share some ways to help 12th graders overcome the subject's challenges and achieve their goals In this situation, I choose students in grade 12 and tests to make my experience initiative

“SOME METHODS TO HELP 12 TH GRADERS IN TRIEU SON 3 HIGH SCHOOL OVERCOME UNEXPECTED SITUATIONS AND ACHIEVE

SECONDARY EDUCATION” in order to help students not to have their studies

interrupted due to the covid19 epidemic or any other unexpected situations and gain the best lessons, reduce their pressure and help students improve their score

in the national examination

II Objectives of research, research tasks, research methodology and scope

of research

1 Objectives of research

a For the students

In this topic, I mainly focus on the actual subjects of basic class 12 and

introduce students know how to learn and gain good results for the general certificate of secondary education, through some steps in learning procedure, students not only get knowledge in each unit, but also gain further purposes

without wondering the interruption from covid19 or any others

b For the Teachers:

Find out the most effective methods to overcome unexpected situations and improve students’ goals Besides, teachers also draw out valuable experiments in making suitable lesson plans for different learners in each period and aren’t passive in any situations

2 Research tasks

The purpose of research is to discover answer to questions through the

application of scientific procedures The main aim of research is to find out the truth which is hid and which has not been discovered as yet Through this research

I mention to two main tasks:

- Deal with unexpected situations such the covid19 epidemic or catastrophes and main continuous learning procedure

- Find out the actual situation of students’ attention to lesson and help students gain quality of knowledge in effective ways

- Apply my research to teaching procedure, then compare, contrast the implementation of a topic Finally, Teacher evaluates and concludes the effectiveness of topic

3 Research methodology

+/ I concern with the collection of data which is available without being sufficient to arrive at the required solution;

+/ I use statistical techniques which are used for establishing relationship between the data and the unknown

+/ I also apply the methods which are used to compare and evaluate the accuracy of the results obtained

4 Scope of research

The scope of study for a research paper is usually one of the first sections

to the project It sets out the scope of my work and limitations, so I mainly focus

on two aspects:

+/ It’s about effective methods to help students 12 overcome unexpected situations as well as get basic and advanced knowledge and pass the exam effectively

+ I apply my search to students in grade 12 such 12 G35 and 12 D36 in Trieu Son 3 high school

B Content

I The reasoning basis of the theme

According to Hattie (2020[5]), we should not, however, overly focus on the impact of school closures on students’ learning He recalls that the literature has only shown “tiny” effects of the school year length on students’ outcomes, and that the Christchurch earthquakes in 2011, which led to prolonged school closures, did not undermine students’ performance in school examinations at the end of the year, mostly because teachers focused afterwards on "what has to be learnt” I also share a citation from a newspaper published on September 27th, 2021 “The outbreak of the novel coronavirus (COVID-19) at the beginning of 2020 forced most higher education institutions to shift immediately from traditional learning

to distance learning and emergency remote teaching (ERT)” We also concern about some experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes (1982) .English teachers need to focus on effective factors of successful lessons such as: students’ attention to the lesson, ability of , acting on a knowledge

of grammar and vocabulary and ability of working individually, in pairs or in

group However, fast or slow results depend on students’ understanding in mother tongue, health, and acumen in audiovisual capability Moreover, a number of impacts other elements come to learner’s unevened apprehension leveling Therefore, teachers need to find teaching methods that are appropriate for their students Avoid boring or overly lessons with their level of awareness

In short, to gain a high result in attracting students to each unit and revising tests, teachers need flexibly not only classify students properly and find out effective methods, but also make up different situations which help weak students and stimulate strong ones in each lesson Teacher should combine other skills or delete some unnecessary parts in each lesson in order to make lesson become attractive, interesting and have good results in the final exams Significantly, in order for learning process to be uninterrupted in any unexpected situations, both the teacher and the learner must cultivate basic knowledge of informatics The teacher focuses on many effective online teaching methods and appropriate material resources for each learner The network system ensures and supports learners in a timely manner to achieve the goal of “No interruption in distance.”

II The real situation of the matter

1 The real state

Disadvantaged factors Percentage (? / 100%)

1 Textbook: -

The topics are suitable for students'

age, but the knowledge in the lesson is

monotonous and the knowledge is

spread

70 %

2 Students’ habit in practicing

skills: - Only answer questions in the

task and be lazy in creation of the

communication skill

- Students also try to write without

speaking

90%

3 Students’ belief: - Most students

are lazy to think, passive, afraid of

new words and are still apathetic

subjects

80 %

4 Teaching aids: - Most classes lack

of teaching aids

- Teachers aren’t interested in

teaching aids of each period

90%

5 Students’ technology ability in

studying: - Only use their technology

ability in games, face book, instagram,

90 %

tiktok, photographs, videos, and

online purchasing and selling

- Few students apply their

understanding of technology on

learning

6 Methods for unexpected

situations in teaching and learning:

- Most missing lessons are for

unexpected situations such: flood,

electricity, storm and epidemic,

especially covid 19…

- Some students can’t join online

lesson and miss the lesson because the

internet is unstable

90%

Moreover, there are some disadvantages in applying unsuitable methods, skills to each lesson If it happens in a long time, it will affect to students’ ability

in a language class and make them passive, lack flexibility, afraid to make a conservation and make them unable to improve their average scores

For example, in Unit 5 – Part A Reading in Tiếng Anh 12;

Teacher and students’

Teacher: - Ask students to give

their opinions?

Students: - Give opinions

Teacher: Give answer

Students: - Listen and copy

down their notebook

Teacher: - Give some new

words in the passage

-Ask students to copy in your

notebook

Students: - Take notice

Teacher: Give answer

Students: - Listen and copy

down their notebook

Teacher: - Give some new

words in the passage

-Ask students to copy in your

notebook

Students: - Take notice

1 warm up

Questions: 1 How do you say in English the names of these universities?

2 What uiversity would you like to apply for and why?

2 Before you read

a Vocabulary

- campus

- fighting back tears

- challenging

- academically

- scary

- Most students used answers in reference book

-These questions aren’t attractive to start a lesson

- Time- consuming

-Students are passive

- time-consuming -It is only suitable for students in below grades

Teacher: - Ask students to read

cleared words on the

blackboard

- Give comment

Students: - Listen

- Give answers and questions

-Teacher: Ask students to work

individually

- Give some instructions to the

lesson

- Ask students to give answer

- give a comment

-Students: Raising their hand to

talk

Teacher: Ask students to work

in pairs

- Give some instructions to the

lesson

- Ask students to give answer

- give a comment

-Students: Raising their hand

to talk

Teacher: Ask students to work

in group

- Give some instructions to the

lesson

- Ask students to give answer

- give a comment

-Students: Go to the board and

write down the answer

Teacher: -Ask students to say

something in a university

-Compare with three persons in

the passage and give comment

Students: - Talk and correct

vocabulary

- Rub out and

remember

2 While you read

1 Task 1: Complete the following sentences, using the right forms of the words in the box

2 Task 2: Find out who

3 Task 3: Answer the following questions

3 After you read

-Talk about something

in a university you have ever heard or imagined

- Students feel bored and lazy

-Task only suits some students in the class

- This task asks students to understand new words and

choose correct word

- Only stimulate some strong students

- Students use answers

in reference books to cope with their teacher

- The atmosphere of the class is serene

- Only gift students are eager to speak English

- This task doesn’t help students improve their reading skill in doing test

- It only helps students improve their speaking skill

- It isn’t useful for GCSE

Through my votes in the investigation and table of early year (2020-2021) in class

12 K38 and school year (2021 -2022) in class 12 B36, the percentage of basic students’ result in ending the reading lesson of unit 5 as follow:

Class 12 K38

Class

sizes

Good Above

average

Average weakness poverty

44 0 = 0% 03 = 6,8 % 15 = 34,1% 20 = 45,5 % 06 = 6,8 %

- Class 12B36

Class

sizes

Good Above

average

Average weakness poverty

43 2= 4,7% 15 =34,9 % 18 = 41.9% 5 = 11.5 % 03 = 7%

2 From this consequence, we can see that:

From results of the current situation, I give some effective methods to help students have gained good results in GCSE through lessons in Tiếng Anh 12 I also supply more exercises to help students familiarize with the types of homework not covered in textbooks will not be under pressure of studying And I realized good results in basic classes I apply my new methods in school year 2017-

2018 Students gradually know how to solve tests, performing and applying to other tests coming from different high schools Each period, students discover new things for them In each period, students feel confident and comfortable in giving ideas, creation and apply it to practical situations in the life Moreover, Coping with complicated developments of the covid19 epidemic, I also give some methods to help teachers and students overcome some unexpected situations to make sure that students’ scores will not be greatly affected by unpredicted cases

III Measure implementation

results for the general certificate of secondary education

1 Adjust the content in the textbook so that it is appropriate for the student and the knowledge in the test

a Way to perform:

- I adapt the content of lesson in the textbook to fit for different students in a class and help students know how to apply to the final examination

Each unit, I adapt four basic skills and adjust the format found in the high school graduation exam for students to have knowledge and apply it to practice This method both encourages students to take part in the lesson and provides them with central knowledge, avoiding ambiguity about the content and confusion in testing

a1 Part A- READING

As we know, in the high school graduation exam, the reading section consists of three parts with a total of eighteen sentences This indicates that practicing reading comprehension skills is very important to students They must try their best to cope with the difference between tasks in the textbook and reading questions in the test There are many new words in the textbook and the

practice sections are not aligned with the test, which often leads to students

being afraid of reading skills and losing a lot of points in this part Therefore, I decide to adjust the context of part A in the textbook to make it more reasonable

For example, I apply this method to unit 2: Cultural diversity in Tieng Anh 12

Firstly, I adjust the first lesson – A reading in order to be suitable for readings in the final test students in grade 12 must overcome at the end of school year

I merged Task 1 and Task 2 into a complete exercise shaped like the one on the graduation exam

Task 1 and task 2 in textbook (Tieng anh12)- page 22

I change these two tasks into one multiple choice task

Task1: Read the following passage and mark the letter A,B,C or D to indicate the correct answer to each of the questions

Question 1: What does the passage mainly discuss?

A The different ideas of Americans and Asians about love and marriage

B The different ideas of Americans and Asians about four key values

C The different ideas of Americans and Asians about keeping happiness

D A comparison of different ideas between Americans and Asians in the life

Question 2: The word “obliged” in the passage is closest in meaning to

A determine B sacrifice C compel D liberalize

Question 3: According to the passage, Many Indian students agree that a woman

has to

A maintain her beauty and appearance after marriage

B sacrifice more in a marriage than a man

C trust her husband to do the right thing

D confide in their husband

Question 4: What are the Indian students’ attitudes on physical attractiveness?

A They pay attention to their wives’ appearance

B They ignore their wives’ appearance after marriage

C I don’t put a strong idea on maintaining wive’s beauty and appearance after marriage

D They ask their wives not to concern about the appearnce because it is unnecessary

Question 5: It can be inferred from the main finding of the survey that _

A Young Asians are more romantic than their American counterparts

B Young Asians are as romantic as their American counterparts

C Young Asians are not as romantic as their American counterparts

D Young Asians are as prosaic as their American counterparts

a2 Part B- SPEAKING

Speaking is the second skill in the process of the textbook This skill helps students practise situations and use words and phrase words to communicate fluently and naturally Speaking skill helps children express their ideas and thoughts in themselves However, in the high school graduation exam, students only need to solve two questions of communication function Therefore, I dare

adjust the content of this speaking part in the textbook so that students can both

have practical communication situations and do well in two questions of communication skill in the exam

For example, I apply this method to unit 12: WATER SPORTS in Tieng

Anh 12 I adjust the second lesson – B speaking so as to be suitable for questions

of communication skill in the high school graduation exam and help students practise practical situations in their daily lives

- In task 1, I changed this task to make it suitable for the test by giving a situation and complete a short talk

Task 1: Mark A,B,C or D to indicate the sentence that best completes each of the following exchanges

Question: Nam and Hung are talking about water sports

- Nam: “Learning how to play water sports is not difficult.”

- Hung: “ ”

A You must be kidding It’s not easy

B I couldn’t agree more It is not easy at all

C But I don’t I failed it last year

D I do, too I learned it last year

(APPENDIX 1) a3 Part C- LISTENING

Listening is the third skill in the process of the textbook This skill helps students accurately receive and interpret messages in the communication process However, it doesn’t exist in the high school graduation exam It is also unnecessary for students to focus on in this period Therefore, I dare adjust the content of this listening part in the textbook so that students can both practice this skill and have time to review some knowledge which may be in the final test

For example, I apply this method to unit 15: WOMEN IN SOCIETY in

Tieng Anh 12 I adjust the third lesson – C Listening so as to be suitable for questions in the high school graduation exam and help students improve listening skill

1 Task 1 and task 2(textbook 167,168)

- I changed these two tasks to make them suitable for the test by helping students practice four questions about pronunciation This will help students both practice listening and solve the problem of pronunciation in the test

Task 1: Mark the letter A, B, c, or D to indicate the word whose underlined

part differs from the other three in pronunciation in each of the following questions

Question 1: A final B writer C ivory D widow Question 2: A family B try C happy D lovely Question 3: A pagoda B integral C against D aquatic Question 4: A office B practice C service D device Question 5: A duck B human C public D buffalo

 Key: 1D 2B 3D 4D 5 B

Task 2: Mark the letter A, B, c, or D to indicate the word that differs from

the other three in the position of the main stress in each of the following

questions

Question 1: A apply B persuade C reduce D offer

Question 2: A explain B happen C decide D combine Question 3: A equip B listen C answer D enter

Question 4: A involve B provide C install D comment Question 5: A publish B replace C involve D escape

Key: 1 D 2B 3A 4.D 5 A

a4 Part D- WRITING

Writing is the fourth skill in the process of the textbook This skill helps students express own thoughts and share information with reader However, the high school graduation exam doesn’t focus on writing topics, but rewrite sentences without changing the original meaning This made me adjust the content of this writing part in the textbook so that students can appply real theory to the final test

For example, I apply this method to unit 10: ENDANGERED SPECIES in

Tieng Anh 12 I adjust the fourth lesson – D Writing so as to be suitable for five questions in the high school graduation exam and help students improve writing skill

1 Task 1 and task 2(textbook 113)

I changed these two tasks to make them suitable for the test by asking students

to rewrite sentence as long as it doesn’t change original meaning This will help