Applying some positive teaching techniques to stimulate learning for students in teaching English 7...

Applying some positive teaching techniques to stimulate learning for students in teaching English 7 at secodary school 1 INDEX 1 INTRODUCTION 1 1 Reason for choosing the topic 3 1 2 Purpose of the stu[.]

1 INTRODUCTION

1.1 Reason for choosing the topic: ……… 3

1.2 Purpose of the study:……… 3

1.3 Study subjects ……… 4

1.4 Research Methodology……… 4

2 EXPERIENCE CONTENT 2.1 THE BASIS OF INTELLIGENCE IN EXCELLENT EXPERIENCE 4 -Method of teaching ……… .4

-Teaching Techniques……… 4

2.2 THE SITUATION OF THE PROBLEM BEFORE APPLYING EXCELLENT EXPERIENCE ……… 5

2.3 SOLUTIONS AND ORGANIZATION IMPLEMENTATION……… 6

1 Piece technique: ……… 6

1.1 Concept: ……… 6

1.2 How to proceed ……… .7

1.3 Applying technique "piece graft" in English teaching 7 ……… .8

1.4 Reviews ……… .8

2 "Tablecloth" technique……… 9

2.1 Concept ……… 9

2.2 How to proceed ……… .9

2.3 Applying the "tablecloth" technique to the English program 7……… … 9

2.4 Comments: ……… 10

3 Mind Mapping ……… . 11

3.1 Concept ……….11

3.2 How to proceed ……….11

3.3 Utilizing Mind Mapping in English Teaching 7……… 11

3 4 Comments ……… 13

2.4 THE EFFICIENCY OF EXPERIENCE IN EDUCATION, EDUCATION, DEGREE AND SCHOOLS ……… ….14

3 CONCLUSION, RECOMMENDATIONS……….15

1 INTRODUCTION

1.1 Select topic:

In response to the current trend of globalization, English is becoming

increasingly useful and essential tool English is a means for economic, cultural,

scientific and technological activities Easier, people in the world can understand

the exchange of mutual learning both the material and spiritual values Thanks

to the understanding of English, the relationship between people in the

international community is closer and closer

For the Ministry of Education, English was introduced into schools and became

a compulsory, important and essential subject at the upper secondary level

Learning English is simply learning the language, to use that language fluently,

the learner needs to practice four basic skills: listening, speaking, reading and

writing The ultimate goal of learning English is communication

Communication is chosen as the guiding principle of verbal action, both as a

purpose and as a means of teaching This direction will best promote the role of

the subject, the product Extremely, active students in the training of skills But

to make students master the content, communicate and use English effectively,

the teacher must design a light lesson, giving students the interest to explore,

easy to love the subject , creating a dynamic atmosphere for the class From this

reality, I boldly implemented the topic "Applying some positive teaching

techniques to stimulate learning for students in teaching English 7 at secodary

school" in the hope to share experiences and knowledge On teaching techniques

with colleagues, and at the same time apply to the practice of teaching to

improve the quality of the subject

1.2 Research purposes:

For subject research purpose to provide some positive teaching techniques to

stimulate learning for students in teaching English 7 With the desire to help

students learn quite demanding desire, interested in learning English Promote

the positive of students as learners

- Help teachers improve their knowledge and skills Get useful experience for

yourself

1.3 Research subjects

- Some positive teaching techniques

- The subject that I practiced pedagogy is the 7th grade students

1.4.Research Methods [1]

- Method of reasoning, logical reasoning

- Methods of analysis, synthesis

- Open method, question and answer.

- Method of materialization, abstraction

- Test method

2 EXPERIENCE CONTENT [4]

2.1 THE BASIS OF INTELLIGENCE IN EXCELLENT EXPERIENCE.

2.1.1 Teaching methods

Teaching methodology is a way of interacting teachers and students in the field

of teaching and learning activities in order to educate and cultivate the education

of the young generation

Today's teaching methodology is a teacher's guiding and directing approach to

organizing students' cognitive activities and practices, leading to a solid intake

of academic content, Form the world view and develop cognitive abilities

In this view, teaching is the process of organizing students to acquire

knowledge The role of the student in the teaching process is proactive Thus,

the teaching of positive teaching methods is a necessary issue

2.1.2 Teaching technology

Teaching technology is the measure, how to conduct equipment-based teaching

activities to ensure the quality and effectiveness of teaching and learning, or, in

other words, how teaching is taught To study and organize the educational

reform in order to ensure the efficiency and quality of teaching

Teaching techniques are not independent teaching methods, they are

components of teaching methods Teaching technique is the smallest unit of

teaching method In each teaching method there are many different teaching

techniques, teaching techniques differ from teaching methods However, since

they are the means of action of teachers and students, teaching techniques and

teaching methods have similarities, difficult to distinguish clearly

Ability to use different teaching techniques in each teacher and it is considered

very important to the classroom, especially in the context of innovation in

teaching methods in high school Training to improve this capacity is a task, a

very important issue for every teacher, in order to meet the requirements of

improving the quality of teaching and learning at school

Positive teaching techniques are measures and ways in which teachers act in

small action situations to implement and control the teaching process Teaching

techniques are not independent teaching methods but are components of

teaching methods Teaching techniques are particularly important in promoting

the active participation of students in the process Teach, stimulate the thinking,

creativity and collaboration of students

There are many different teaching techniques that teachers can use in their

instruction to promote student activeness And in this topic, only some of the

active teaching techniques used in teaching English are included 7 Include

techniques: questioning techniques, tablecloth technique, piece technique

Grafting, technical thinking diagram

2.2 REAL ISSUES BEFORE APPLYING EXCELLENT EXPERIENCE

According to the program of the Ministry of Education, starting from 2015 has

made a new textbook Therefore, the application of active teaching methods and

techniques in teaching is very necessary However, the application of these

teaching techniques in order to promote students' creativeness and activeness is

still limited and many places are formal The kind of teaching that is so popular

in many subjects today is still the teacher who transmits the content presented in

the textbook, students hear and memorably passively

At present, the application of active teaching techniques to teaching is limited

The reason is that some teachers still have the view that positive teaching

techniques are very difficult to apply to teaching in 45 minutes in class so very

few use these techniques There are also limited facilities for teaching Life of a

part of teachers is still difficult, so we have not invested adequately in

renovating technical teaching methods

For students, most do not pay attention to lectures, lack of concentration to

answer questions asked by teachers They are always worried that they are

mispronouncing or misleading, leading to their lack of initiative and lack of

co-operation while working in pairs or groups with you

Through the tests for 7th grade, I used teaching aids and applied some common

teaching techniques, mainly students who are good at studying, the number of

students with weak learning opportunities is low Active activities Therefore,

learning is often less exciting, monotonous, less interested in the development of

personal capacity

At the beginning of the 2018-2019 school year, I conducted a survey of

seventh-graders attending the following results:

Survey results of 7th grade

Quantity: 36 students

Content Frequent Sometimes Not

Self-realization exercises 11 13 12

The results of the examination showed that the level of listening attention is

limited Students participate in answering questions, comments are few, still

students do not voluntarily do homework At the same time, in many students

communication activities, life skills are very limited, not boldly put forward his

views in the classroom, not dare to argue especially with teachers, do not have

the habit of cooperation in learning has a very negative impact on student

learning There are many causes for these limitations but the main reason is still

the education method

2.3 SOLUTIONS USED TO SOLVE THE PROBLEM

During English teaching 7 I have actively used the most active teaching

techniques in the teaching process to improve the quality of teaching The

teaching techniques are mainly applied are: tablecloth technique, grafting

technique, mind mapping technique

2.3.1 Piece technique [2]

1 Concept:

Technique piece is a technique for organizing collaborative learning activities

between individuals, groups, and groups between the groups to:

- Solve a complex task

- Stimulate active participation of students in group activities

- Enhance the role of the individual in the collaborative process (not only to

realize completion of Round 1 tasks but also to communicate results and

accomplish tasks in Round 2)

- Strengthening the independence and responsibility of each individual

2 How to proceed

Technique piece is conducted through two stages:

- Stage 1: "Intensive Team": Classes are divided into groups, each tasked with

one problem After a certain time of discussion, each member of the group has a

firm grasp of the results of the group

- Stage 2: "Piece group": After completion of the task in the first stage, each

student in different special teams grouped together into a new group of pieces

And the group "piece graft" received a new task, this task is generalized,

synthesizing the whole content was learned from the "deep" group

- Each group is separated and grouped according to the new scheme

• Each member in turn presented the results of their discussion.

3 Applying the "puzzle piece" technique in teaching English 7

In terms of teaching in the classroom, during one lesson, the technique is most

appropriate in the pieces when the discussion includes two main contents How

to proceed as follows:

+ In the first stage, the teacher divides the class into 8 or 10 groups according to

the tables Requires individual groups (groups 1,3,5,7,) to discuss 1 content;

Even groups (groups 2,4,6,8) discuss the contents of the unit After 2 to 3

minutes the team members have mastered the content of their group discussions

In the second stage, the teacher asks the groups to come down and form a new

group, groups 1 and 2 forming group A; 3 and 4 are group B; 5 and 6 are group

C; 7th and 8th make up group D So in the second round new groups know the

full contents of the lesson and fill in the discussion table in the extra table for

presentation to the class

When applying the grafting technique, if the group is divided as above,

the students do not have to change their seats much to mess up the class Also

actively participate in the discussion process and master the content of the unit

Example:

Unit 10: B - A bad toothache [3]

- Stage 1: Teachers divide the class into 8 groups (8 tables), ask the groups

based on the textbook + their own knowledge + image on the board made into

the number 1 learning card

+ The odd group: The causes of toothache

+ Even group: The ways to protect toothache

4 Comment:

Through the application of transplant technique in the English program 7, it can

be clearly seen that this technique creates diversified and diverse activities,

students are engaged in different tasks and different levels of requirements In

grafting technique, students are required to actively engage in and engage in

activities to fulfill the roles and responsibilities of each individual Through this

activity, students develop an active, active, flexible, creative and responsible

sense of learning At the same time, students develop communication,

presentation, cooperation, problem solving skills

However, in order to work effectively, teachers need to develop students'

cooperative learning habits and social skills, initiative and sense of

responsibility in learning Need to select the appropriate content / topic It then

defines a complex task to be solved in the second round based on the results of

the various tasks that were done in the first round At the same time, the teacher

should monitor the progress of the groups to ensure that all Every student in the

group understands the task and accomplishes the task assigned

2.3.2 "Tablecloth"

1 Concept

It is a collaborative learning organization that combines individual and team

activities to:

- Stimulate, promote active participation

- Strengthening the independence, responsibility of the individual student

- Develop a model that interacts with students

2 How to proceed

- Divide the students into groups and give each group a paper A0

- On the A0 paper divided into parts of the middle and surrounding parts The

surrounding area is divided by the number of members of the group Each

person seated in the position corresponding to the surrounding part

- Each individual works independently for a few minutes, concentrating on

answering the question in the personal understanding of each individual and

writing on his or her paper in the A0

- On the basis of each student's individual group discussions, agree and write in

the middle of the A0 paper "tablecloth"

3 Use the technique of "table cover" in the English program 7

In the English program 7, it is possible to use table cloth technique in all lessons

However, this technique also takes a lot of time so in English teaching 7

I myself have used some of the questions with open discussion questions as

follows:

Example: Unit 11: B4

- Teachers raise questions to discuss: How can you help prevent a cold?

- The teacher divides the class into 4 groups of 7 to 8 members (because the

class has 31 students), giving each group 1 A0 On paper A0 divided into the

parts of the middle and the surrounding The surrounding area is divided into 8

sections for 8 students

- Each individual thinking, answer the question on his piece of paper on the

"tablecloth"

Then the groups discussed, agreed, scored the result in the middle of "table

cover"

After 5 minutes, representatives of the groups presented the results Other

groups participate in feedbacks, teachers comment, conclusions

4 Comment:

Through the application of table cloth technique in English program 7 can draw

some comments as follows:

The "tablecloth" technique is a simple, easy-to-implement technique that can be

organized in all the lessons This technique overcomes the limitations of group

teaching: in group teaching if the organization is not good sometimes only active

members, passive members often rely, Not positive leads to time-consuming but

not high academic efficiency

In the "tablecloth" technique requires all members to work individually, think

and write their opinions before group discussions So there is a combination of

individual and group activities Since then, discussions often involve all

members and members who have the opportunity to share their ideas,

experiences, self-assessments and adjust their perceptions in a positive way As

a result, improving the learning efficiency and developing life skills for students

However, this technique also has the disadvantage that if the teacher does not

pay attention to urge students to actively work in personal and group activities, it

will take a lot of time in school

This technique is best suited to functional classrooms that have a large

enough table to cover the A0 paper for the members to write their own personal

ideas For the junior high school in the conditions of facilities are still limited,

lack of functional rooms, tables of small students can hardly enough to cover the

A0 paper on the table to the members of the group Can write at the same time

personal opinion This limitation can be overcome by giving students small

pieces of paper for students to write their own ideas and then attaching them

around the "tablecloths"

2.3.3 Mind map

1 Concept

Mind Map is a teaching technique that organizes and develops thinking, helping

learners to convey information to the brain and to move information out of the

brain easily At the same time, it is a very creative and effective means of

recording

Mind Mapping is a form of recording that can use colors and images to expand

and deepen ideas Thanks to the connection between the branches, the ideas are

linked together so that the thinking diagram can cover the ideas on a wide range

The attractiveness of the image causes strong stimuli on the periphery of the

brain to help maintain long-term memory

The thinking diagram used in teaching is highly effective, develops logical

thinking, analytical ability, comprehension, long memory, memorization, rote

learning At the same time, the mind map is in line with the physiology of the

student, simple and easy to understand, rather than memorizing the theory in the

form of a map of knowledge

2 How to proceed

- At the center of the diagram is an image or a keyword that represents an idea

or topic, the main content

- From the big topic, find out the small topic related

- From each small topic to find the relevant elements / content

- The branching goes on and the content elements are always connected This

alignment will create a "master picture" that will describe the topic in a full and

clear manner

3 Use mind mapping in teaching English [5]

Mind map can be used in all lessons with different levels and content In terms

of usage, it may be partly or wholly On usage activities, can be used in the test

of the old post, the introduction of a new lesson, the instruction of the student to

learn the lesson, the reinforcement exercise and the preparation of the homework

in the student's home and in the examination Regularly periodically

In the English teaching process 7 I usually use the thinking diagrams in the

reinforcement section to system the basic contents for the students As soon as

you start teaching English, 7 teachers need to teach students how to draw a

thinking diagram Then ask each student to have a separate notebook to draw a

thinking diagram After each lesson, students return home to revise their lesson

plans Each time the oral examination, students will have to bring a diagram of

the teacher's thinking At the end of the exam period, the teacher collects a

sketch of the mind to get a regular check mark

Here are some examples of diagrams of thinking that students have drawn in the

English program 7

+ Language focus 1: prepositions

+ Review of adverbs