(SKKN 2022) improve the quality of fostering good students in english

With that importance, the Department of Education and Training has organized many contests for junior high school students such as: online English test, contest to select excellent stude

Category

1. OPENING

1.1 The reason of selecting topics. 2

1.2 The purpose of research 2

1.3 The subjects of research 3

1.4 The method of research 3

1.5 The new features of the initiative experience 3

2 THE CONTENT OF THE INITIATIVE EXPERIENCE 4

2.1 The basic theory of the initiative experience 4

2.2 The reality problem before using the initiative experience 7

2.3 The initiatives experience or the solutions were used to 7

solve the problem 2.4 The effectiveness of the initiative experience to the 16

educational activities, myself, colleague and school 3. CONCLUSION 18

3.1 Conclusion 18

3.2 The petition 18

1 OPENING

1.1 The reason of selecting topics

Nowadays, English is considered as an international language for exchanging and learning experiences between countries around the world Therefore, from the beginning of the renovation, our Party has paid attention to education and English has been chosen as a universal and compulsory subject

in high schools as well as colleges and universities

With that importance, the Department of Education and Training has organized many contests for junior high school students such as: online English test, contest to select excellent students at school and district level and

these competitions, the children have many opportunities to show their abilities

requirements is not an easy thing It depends on many factors: the quality and efforts of the students, the attention of their parents, especially the expertise, capacity and enthusiasm of the teachers

Teaching English not only teaches according to knowledge standards but also aims to train a good generation of students, helping them to have the ability to communicate with the trend of international integration That's why I chose the

1.2 The purpose of research

One of the great policies of our Party and State for education in the innovation period is: Improving human resources and fostering talents for the country To create a future talent source for the country, we need to train them

to help them develop their thinking ability

1.3 The subjects of research

The excellent students at Yen Hung secondary school

1.4 The method of research

- Through the process of teaching, testing, detecting, direct contact with students,

- Learn basic and advanced types of exercises in textbooks and reference materials, on some websites

- Find out some technical skills to do common types of exercises in textbooks and reference materials, on some websites in the process of fostering students

- Analyzing, classifying, systematizing the types of exercises and summarizing experiences in the process of fostering good students

1.5 The new features of the initiative experience

In the teaching and learning work, the first stage is the selection of students This stage is very important I selected the team as soon as the school year ends through discussions with teachers at primary school to select students with the ability, talent, intelligence, passion to join the team Then I conducted the review and retraining from the first days of approaching students after discovering the positive factors through studying the children in primary school and a number of survey tests

The next step, after selecting students, we plan for ourselves in a specific way Thematic teaching is the method that I personally find the most effective

In addition, I also guide students to regularly search for documents and have advanced knowledge on the media, especially on the internet Choose the Website which is the most useful and convenient

Today, with the development of information technology, there are many

and online English competitions like IOE Taking advantage of those resources, I guided students to self-study and self-discovery that have helped

students a lot in cultivating and improving their knowledge To have more efficiently, I instructed my students to set up more than one nicknames to practice IOE exams have attractive contents and immediately results That is the reason why all students are usually eager to participate

2 THE CONTENT OF THE INITIATIVE EXPERIENCE. 2.1 The basic theory of the initiative experience.

Although there are objective conditions and subjective influence directly in the teaching process, but we knew how to overcome the challenges ahead foreseeable, gradually improve the quality of the lesson to apply the purpose of the program, new textbooks

* For the teacher:

Selecting the team as soon as the new school year begins to select students with ability, talent, intelligence and passion to join the team

Making a plan for yourself Compiling programs according to thematic, clear, specific and detailed training content for each block, class, and field of knowledge, and necessarily fostering according to the process from low to high, from easy to difficult to learn for students to access

The use of advanced reference books is indispensable for good students' exam preparation Currently, I am using a number of reference books to foster: Advanced English supplementary exercises (6,7,8,9)

The set of exam questions for good students in English, Selection of exam questions for good students in English subject

In addition, I often collect exam questions from other districts in the province and from other provinces through information technology to help them familiarize themselves with the different types of questions and practice more

* For the students:

Because the time that the children receive training at school is not much, I have provided materials and guided them to study at home Encourage students

to self-study, study materials and review the topics which was assigned by the teacher

https://duolingo.com Using Google for more reference information is also very helpful in learning English, especially Google translate in listening to pronunciation and translating

2.2 The reality problem before using the initiative experience.

Students have to study too many subjects in the main program Moreover, the program to foster good students is very limited in terms of self-study time,

so they invest little time in learning and fostering good students so the results

of the contests are not as expected

Students lack motivation to study because they do not know how to study Students lack materials, most of them do not have computers connected to the Internet at home to serve their self-study and self-improvement outside of class time

2.3 The initiatives experience or the solutions were used to solve the problem.

Fostering excellent students is the key work in raising people's intellectual level, training resources and fostering talents for schools in particular, for localities and districts in general; and is one of the important tasks of the education sector of our country

Over a period of time participating in the work of fostering excellent students, I realized that in order to improve the quality of this work, it is necessary to perform the following tasks well: After selecting the team, make a training plan, select materials and guide students to apply information technology for self-study at home During the refresher time in class, I classified the exercises and guided the students on how to do the exercises

2.3.1 Vocabulary:

Of course, in order to do vocabulary exercises, students must have vocabulary, but vocabulary in English is unlimited and human memory is not like the memory of a computer, so you want to do well in the exercise In this

For example, Give the correct form of the words given (find the correct

This type of exercise is very common in advanced materials and in English proficiency exams For this type of exercise, you must determine the type of word (adjective, noun, verb, adverb), synonym or antonym, etc

Eg: The (MAJOR) of people interviewed prefer TV to radio

Since the word "major" comes after "the" and before "of", it must be a

To help students be confident with this type, when teaching vocabulary I always provide other word forms For example, when teaching the word

environment (adv) ) and environmentalist (n of person)

2.3.2 Pronunciation:

In English, like any other language, pronunciation is very important Phonological exercises are an indispensable part of fostering good English

to have correct vocabulary and pronunciation, but sometimes also requires

the word you are looking for: if one of the three known words has a different pronunciation, the other word will definitely sound the same as the other two: the three known words have the same pronunciation then the remaining word

is the word to find…

Eg: A device B signature C exhibition D facility

different pronunciation

In recently examinations, particularly the examinations for good Ss, there often have phonological exercises We know that, most language learners are influenced by their mother tongues And so are Vietnamese people The majority of Vietnamese people learning English have not focused on stress yet This thing would create difficulty for learners to do the exercises To help Ss solve this problem, I offer some following suggestions:

- Most of verbs have two syllables, the stress of the word will fall on the second syllable

Ex: De'mand, in'crease, re'duce ,at'tract……

(Except: 'answer, 'enter, 'happen, 'open, 'study, 'finish, 'borrow, 'promise )

-Accent is often in front of the following endings:

+-tion: pro'tection, con'dition, com'putation

+-sion: de'cision, con'clusion (exception: ' televition)

+-ity: curi'osity, ne'cessity

+-ial (ially): e'ssential, me'morial, in'dustrial

+- ion: poli'tician, lib'rarian, ian: mu'sician

-The words end with:-ee-, eer,-ese, -aire, -ique the stress falls on the last syllable

Below is a phonics exercise that I gave my students to do Most of them got the maximum score and very interested in this type of exercise

2.3.3 Grammar:

a Give the correct form of the verbs

This type of exercise is very common in exams Students must be able to determine the tense of the sentence, the subject in the sentence, consider the

before, V+ing )

Example: When I (be) young, I (have) a white dog

"was", and "have" becomes "had"

In the process of conjugating verbs, I always remind them to pay attention

to the subject of the sentence

the verb "like" is conjugated as "likes"

b Choose the best answer:

With this exercise, Ss need to take their interest in the words before and after the verbs and the meaning of the sentence To do it well, Ss ought to consider sentence’s structures or position of the word to be filled in order to select the appropriate answer

Ex: What a pity! I'd rather "to the Big C supermarket last night.

A to have gone B to go C to go had gone D have gone

With this example, Ss need to determine structure "would rather" There are 2

So, the answers (A) and (B) are not suitable because of the preposition "to", (C) is also not true because the auxiliary verbs is "had" And the correct answer for this question is (D)

c Rewrite the sentences:

This exercise demonstrates the Ss’ general knowledge including vocabularies, grammatical structures, adverbs, prepositions

There are 3 main forms: arranging the words into the correct order (in IOE this appears in: "What's the order?"), completing the sentences with the given words in the brackets, rewriting using different grammatical structures beginning with the words given or writing sentences using cue words

With rearranging the words into the correct order, Ss ought to determine the words’ part of speech, patterns of the sentence (subject, verb, adverb, etc.);

then match words into phrases and then match the phrases into complete sentences

With completing sentences with the given words Ss must understand the grammatical structures (which preposition the word goes with, what form of the verb is ) Ss are also be able to create each individual word or phrase and then match them into complete sentences

With rewriting sentences using a different grammatical structures beginning with the words given, Ss need to know some rules of changing tenses (simple past <=>present perfect (negative), changing the form ("This is the first time "< => " never before", superlative + the present perfect = present perfect + comparative, ), using synonym (there is/are <=> have), especially the forms of inversion When fostering good Ss, especially with Ss

in grade 8 and 9, teachers need to teach the children about this form

Inversion is the form which the verb is put before the subject of the sentence with meaning stressed To many Ss, this exercise is quite difficult because they do not understand its aims and rules While teaching, I often give explanation to my Ss about the way to make an inversion sentence It’s the same way to make a question, that is, we always have to move the auxiliary verb to the beginning of the sentence, but there is no a question mark at the end There are some common inversion structures below:

*) Inversion with negative adverbs NEVER, RARELY, SELDOM.

- Mostly used in simple present, present perfect verb or modal verbs Can, Could

Never, Hardly, Seldom + auxiliary verb + subject + main verb.

Ex: I have never heard a weaker excuse

=>Never have I heard a weaker excuse

*) Inversion to express two events consecutively occurring:

HARDLY when /NO SOONER than

It’s mostly used past perfect tense with the intention of "just "

Hardly, scarcely, barely + 1st clause (inversion in past perfect) + when/before + 2nd clause (simple past).

Ex: As soon As I came home in the evening I switched on the television

=> No sooner had I come home in the evening than I switched on T.V.

*) Inverse with adverbs ONLY

Only when +1st clause (down) + 2nd clause (inversion):

Only after + 1 st clause (down) + 2nd clause (inversion):

Only if + 1 st clause (down) + 2nd clause (inversion):

Only then/ later + the main clause (inversion):.

Only by/after/before + V-ing + main clause (inversion):

Ex: I didn't remember that I had forgotten to put on a stamp only after posting the letter

=>Only after posting the letter did I remember that I had forgotten to put

on a stamp

*) Inversion with NO

-Under/In no circumstances + main clause (inversion): in any case.

-At no time + the main clause (inversion): at no time

-In no way + the main clause (inversion): no way.

-On no account/ On no condition + main clause (the inversion)

Ex: You shouldn’t phone the police under any circumstance.

=>Under no circumstances should you phone the police

*) Inversion with SO and SUCH

So adjective + to be + S + that + clause.

Such + to be + subject (Noun) + that + clause

Ex: The problem was so difficult that we couldn't find the solution to it.

=>So difficult was the problem that we couldn't find the solution to it.

=> Such was the difficulty of the problem that we couldn't find the solution to

it

*) Inversion with NOT