(SKKN HAY NHẤT) some skills to stimulate the students to learn english better at trieu son 2 upper secondary school

- ask students to guess the content of thelessonb.Lesson B: Speaking Name: matching words Type: group work Materials: poster, large papers, board Procedure: - Devide the class into 2 gro

PART 1: Introduction

1.1. Purpose of development ………page 1

PART 2: CONTENTS 2.1 Basic logic of the initiative experience ………… page 3, 4 2.2 Real situation of problems before applying the experience initiatives ……… page 4 2.3 Methods applied to sovle problems… ….from page 4 to page 18 2.4 Results of the experience initiatives……… page 18, 19

Part 1: Introduction

1. Rationale

In the global trend, English also plays an important role in every scene

Because of this, the demand for English is not increasing

In fact, the British market is considered to be one of the hottest universities inthe world Is your teacher a teacher for every student? Who is your child's teacher and goes to this school?

Throughout the four years in the Secondary School Board, the outlook for every experience is that if students participate in a warm-up activity (warm_up activity) Beginning with the beginning of the world, education is going to be a lot better Is it possible to get warm-up activity and proper performance? This often involves counting the length of time when the hand reaches the hand

Asked to get away from it Composing the experience of the experience with the voice: Some ideas about how to work in a classroom English 10 (Suggestedwarm_up activities for teaching English 10) I would like to share a few

experiences that can help you make the most of your English lessons in English

1.1 purpose of developement

For the reasons given above, this article may give a clue about the high temperature and wind speed in Britain, especially the English 10 Small plates:

- Give to one more comprehensive English 10

- Provide a few basic facts about the role of the lagoon operation

- Recognize the impact of climate change on public health

1.2 Objects of study

Suggested Warm-up activities from unit 1 to unit 16Warm-up activities are so popular every day, every meeting is different Thus,the material is not entirely attributable to the warm_up category

As a result of the source of the data, the experience, the problem, the article onlymentions the smallest possible number of possible combinations in the answer English10

1.3 Method of study.

By substituting the start of a thread with a thread, the wrestler can use the sameWarm-up activity for different purposes.

* Warm-up to leave students in the classroom:

With the activities of the school, the lecturers can "learn" the language, with theability to create students at the university level:

- Use pictures

- Missing or misspelled 1

- The meter was not bulky and the students'

- Provides directly or indirectly to the students

- Allows you to edit any topics at a time

- Use fresh air to drain air

- The consultant must prepare a plan for the project to be implemented, in atimely manner,in a coherent manner

- Activities must be short, simple

- Actions should be consistent

- Actions should be based on students’ strengths

- The activities in the project should be a long-term, sustainable solution forstudents

3 The results of the Warm-up survey on the effect of Warm-up at the level ofthe 10th high school in Trieu Son Upper Secondary School Number 2:

To illustrate how effective the subjects are for learning, I conducted a survey ofstudents in 10B6, 10B7, 10B8 In addition to the output, I also apply this

experience initiatives

Part 2: CONTENTS 2.1 Basic logic of the experience initiatives

English 10 was re-introduced to the humid conditions program from

2018-2019 and the raw materials were recycled in the factory Outdoor and outdoor

activities After 3 years of doing this, English 10 has been very popular, but it isdifficult to find words for parents and students .

At 10 points, you have 16 unit units (You, me, education, community, nature, recreation and People and place) at the same level as the numbers and the numbers The age of the students The locks are available so that they can fit inthe correct shape, in the same way that the children are saving the information for the classroom, the classroom This is for children with many specialties needed

Language Focus is designed to fit the needs of the students For example, the name of the line (V-ing) and the source code (to V), which indicates whether thestudent needs to be placed after each input or scaling V-ing or To-V

Unable to reach the Glossary effect, it can be found that the information about the new and improved graphics in the window, the wind I am more comfortable

in preparing myself

At the point of view of the units, though, the units are only compatible with thereal numbers of the students, but the number of units in the unit is equal Makeends meet, meet one's wish

In addition, in a number of years, the authors of the book, are unconcerned about the contents of the book, and the book itself You can tell when to write asong

Some of the contents of the application are also very small, but they are notincluded in the shipping section

See the tutorials and pointers on the top of the page, as well as many otherEnglish tutorials on the other hand when completing the program And thisarticle discusses the advantages and disadvantages of point-of-entry in theexternal and general 10 language

2.2 Real situation of problems before applying the experience initiatives

Although English has become a main subject at school, the motivation of its useful benefit hasn’t been concerned about very much The vital reasons are thelacks of materials and facialities of teaching, furthermore, the qualitiy of

teaching or learnig is not appreciated, in other way, It has not apealed to thepassinate interest of the students

According to the results of the survey, 90% of students in the Warm-up activitiesand more than 80% in the class returned to school children as a physical

therapist It's good to see new beginnings Approximately 5% of the respondentschecked their identity at start of new polls and 5% did not otherwise agree or disagreed

Thus, it is clear that Warm-up is going to get the best results for students

Students are more organized than English teachers, compared to English

teachers who start with other hard-working volunteers

Before the study:

Class

10C3

10C4

10C6

2.3 Methods applied to sovle problems

Unit1: A day in the life of……

a Lesson A: Reading

Name: Describing pictures

Type : class work

- ask students to guess the content of thelesson

b.Lesson B: Speaking

Name: matching words Type: group work Materials: poster, large papers, board Procedure:

- Devide the class into 2 groups

- Provide each group with 1 large and 1 board

- Give instruction and time allotted

- Check groups’ work and declare the winnerSubjects in English

- write the key word on the board

- ask sts to think of the related words and say in English

- Lead in the lesson by some guiding question:

+ Do you like travelling by cyclo?

+ Do you think Cyclo_ driver is an easy work?

d Lesson D: writing: Writing a narrative

Name: Telling a story Type: Individual work Materials: Nothing Time: 3- 5 Mins Procedure:

- ask sts to think of the most impressed story that they witnessed or heard

- call on one advanced to tell in front of the class( Encourage him/ her

to use English)

- Give some other guiding questions:

+ What items are mentioned in his/ her story( Time, event, place……)

+ Which tense is used in the story?

e Lesson E: Language Focus:

Name: Describing pictures Type: Class work

Materials: Pictures, chalk Time: 2-3 mins

Procedure:

- Hang the 2 pictures on the boarh and ask students to speak out what theycan see in these pictures

- Write the 2 key words on the board

- Call on some students to read the words

- Write the phonetic forms of them and read the words aloud several times

Unit 2: School talksa.Lesson A: Reading:

Name: Slap the board Type: Group work Materials: stick cards Time: 3- 5 Mins Procedure:

- divide the class into 2 groups

- Ask each group to send 5 presentatives and set in a queue

- Provide each group of students 7 stick cards and give instruction

- Read aloud sentence by sentence

7 Suggested sentences:

+ I often play ………online when I have free time

+ After the school year, I’ ll go on a summer……

+ Soccer and badminton are my favourite……….

Keys : games/ holiday/ sports/ film/ weather/ study/ hobby

b. Lesson B : Speaking

Name: Jumbled words Type: class work Materials: Posters Time: 5 mins Procedure:

- Hang on the posters

Give instruction and time allotted

-Check with the whole class Jumbled

+ Sorry, I have got to go Catch you later

c. Lesson C : Listening

Name: Missing words Type: group work Materials: Posters, chalk Time: 5 mins

Procedure:

- Divide the class into 2 teams

- Give instruction

- Hang on the posters

- Call on 2 representatives of the 2 groups to come to the board and writedown the key words

Poster:

+ The duty of students is to S_ _ _ _

+ In summer, my family often go to the B_ _ _ _

+ 30th April is Hoa’s birthdayP_ _ _ _

+ My hobby is T_ _ _ _ _ _ _ _ _ around the world

+ He invites me to go out for a D_ _ _ _

Suggested answers: STUDY/ BEACH/ PARTY/ TRAVELLING/ DRINK

Unit 3: People’ s backgrounda.Lesson A: Reading

Name: Game: Who am I( three persons) Type: group work

Materials: pictures, some pieces of paper Time : 5 mins

Procedure:

- Divide the class into two teams

- Give instruction

- Read aloud the three clues for one person in turn

Who am I

+ I was born in Nghe An

+ I am the greatest leader of Vietnam

+ My birthday is May 19th 1890

Who am I?

+ I live in America+ My name begins with letter B+ I am the boss of the company Microft

Who am I?

+ I am a famous female scientist

+ I was born in Germany

+ My name begins with letter

M  MARIE CURIE

- Divide the class into two teams

- Deliver each group with one large paper and one board

- Ask students to write down the words beginning with I in three minutes

- Check with the whole class and declare the winner

c Lesson C: Listening

Name: Name some Olympic champions Type: class work

Material: none Time: 2-3 mins Procedure:

Procedure:

- Divide the class into two teams

- Provide each group with one poster containing the matching task

- Ask sts to match in three mins

- Hang groups’ work on and check with the whole class

e Lesson E: Language Focus

Name: Drawing pictures Type: classwork

Materials: chalk, board Time: 3 mins

Procedure:

- draw some unclear things on the board and ask sts to guess what the teacher is going to draw next

- complete the pictures of three faces with sadness on them

- ask sts these questions:

+ Who are they? Men or Women? > Men+ Are they sad or happy? > Sad

Write the two words on board and read them aloud three times Write the phonetic forms of them and ask sts to read

-Unit 4: Special Education

a. Lesson A : Reading

Name: Questionaire Type: class work Materials: none Time:

3 mins Procedure:

- give questions and ask sts to answer:

+ Can all of you hear/ speak/ see?

+ What are people who can’t hear/ speak/ see called?-THE DISABLED + Is it easy or difficult to teach the disabled?

+ May they have normal education?

- lead in the lesson : SPECIAL EDUCATION

- Divide the class into 2 teams

- Give instruction: each group take 1 turn to choose the number they like each number carrries 1 word, the group have to make sentence with this word.The group which complete 3 sentences on the same horizontal or vertical line first will be the winner

- Monitor the game - Declare the winnerSubjects ( 1)

Test

Homework( 3) Break ( 6) Teachers( 9)

c Lesson C:

Listening

Name: Network Type: classwork Materials: chalk,

board

Time:2-3 mins Procedure:

- write the key word on the board

- ask students to say the name of the school for the disabled in Vietnam

- lead in the lesson

d. Lesson D : Writing

Name: Describing

pictures &

questions

Type: classwork Materials: pictures Time: 3-5 mins Procedure:

-hangthepicture

y with something/

someone?

A letter ofcomplaint

or a thank- you letter?

- lead in the lesson

e Lesson E:

language focus

Name: Using realia Type: Classwork Materials: a box,

some chalk

Time: 2 mins Procedure:

- Take a box and ask students what you are holding BOX

and ask sts what

is in your hand CHALK

- Write the two words on Board

- Ask some sts to read aloud the words

- Read aloud the words as modal

- Write the phonetic forms and lead in the

UAN VAN CHAT

LUONG download : add

Unit 5: Technology and you

- write the key words on Board

ask sts to say out the names of modern inventions that they know lead in the lesson by some more questions:

- hang the pictures on and ask students what the man and the girl in thepicture is doing

- Lead in the lesson with some questions:

+ are you learning to use computer at school?

+ is it easy or difficult or interesting?

D Lesson D: Writing:

Name: questions Type: classwork Material: pictures Time: 3 mins Procedure:

- Hang the pictures on and ask students what is in the pictures- Public Telephone

- Give questions:

+ Have you ever used a public telephone?

+ Is it easy or not to use it?

+ can you show me how to use it?

- lead in the lesson

e Lesson E: Language Focus

Name: realia and questions Type: class work

Materials: books, chalk Time:2 mins

Procedure:

- take a book and asks students to say what it is  BOOK

- asks sts what “ Thang 6” in English is  JUNE

- write the two key words on Board and read them aloud

- Asks sts to tell the difference in pronouncing these words

- Give the phonetic forms

- asks students to open the textbook and answer the questions:

+ What is picture one about? What can you see in picture…? + What do you know about it?

+ Which site do you like to visit best?

- Teacher draws a horizontal line on the board

Asks some sts to come to the board and complete it in their own opinion Praise the st if he/ she can draw a picture of a boat

If sts can not draw a boat, T has to do it

- Lead in the lesson by some more guiding questions:

+ Have you ever traveled by boat? Do you like it?

+ which place on the boat do you like best?

c. Lesson C : Listening

Name: answer the questions in the textbook Type: classwork

Materials: textbook Time: 3 mins

Procedure:

- asks sts to answer the Questions in the part “ Before you listen”

- lead in the lesson

d Lesson D: Writing:

Name: network Type: classwork Materials: chalk, board Time: 3 mins

Procedure:

- write the keys word on board

- ask sts to speak out types of letter that they know

- lead in the lesson

e Lesson E: Language Focus

Name: odd one out Type: group work Materials: chalk, books Time: 3 mins

Procedure:

- divide the class into groups

- write the 2 groups of words on board

- ask students to find out the word whose underlined part is pronounced differently

- give feedback and lead in the lesson

earn, bird, fir, other today, nurse, from, of

Unit 7: Mass Media

- divide the class into 2 groups

- provide each group a large paper and one board

- give instruction

- hang the groups’ work on and check with the whole class

- declare the winner

- lead in the lesson

- write the key word on board

ask sts to speak out the names of some Mass media lead in the lesson

-c. Lesson C; Listening

Name: pictures and questions Type: classwork

Materials: pictures Time: 3 mins

Procedure:

- Take the pic and ask sts to say what is in the picture RADIO

- Give some guiding questions: