SKKN tiếng anh: Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school

Through the years are taught new textbook program itself is to acquire and learn new educational methods, through practical subjects in Nga Thuy junior high school (difficult economic zone) I noticed: If teachers invest deeply, knew how to exploit all comprehension and provides full corpus matters related to the topic of the lesson, the lesson will be effective. So I chose an experience initiative that is called Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school

PART I INTRODUCTION

I The reason for choosing the topic.

Today we are living in the period of innovation with a foundation of modern information technology To integrate with the development pace that requires each person must have knowledge of foreign languages, especially English English is increasingly playing an important role not only for those who need for their daily work, but even for those students sitting in school at all educational levels It is a compulsory subject in the primary curriculum They need to master

a basic knowledge of vocabulary and grammar, as well as better use of such language skills: speaking, listening, reading and writing skills in the four mentioned above, reading comprehension is a skill helping students expand their knowledge about the world around them After reading a sentence, a paragraph

or story, you must understand the content of texts or stories The present situation shows, some students can read fairly well, fairly smooth but does not understand the content of your post just read This not meet the requirements of language learning Active teaching methods provided for teachers to teach a comprehension exercise However, to adopt what works or tips for effective teaching is dependent on the class, each student object Through the years are taught new textbook program itself is to acquire and learn new educational methods, through practical subjects in Nga Thuy junior high school (difficult economic zone) I noticed: If teachers invest deeply, knew how to exploit all comprehension and provides full corpus matters related to the topic of the lesson, the lesson will be effective So I chose an experience initiative that is

called " Effectively application of some tricks in the 9th grade Reading lesson

at Nga Thuy junior high school."

II The purpose of research

The experience initiative " Effectively application of some tricks in the 9th grade Reading lesson at Nga Thuy junior high school"effects on the effective

development and improvement of logical thinking Students get the information, self-test data, facts, find and understand the answers to these questions or clarify

a certain problem Further is through practicing good reading comprehension skills can help students understand the language, studying topics are, read the advertising and marketing information, the manual machines, understanding get the news through the media, television in English The most importantly implement basic purposes of teaching and learning English is: practice -communication

III The object of study:

The 9th grade students at junior high school where I work

IV Method of study

a Method of reading the document

Read and find out the documents relating to the form of warm-up the lessons for Grade 9 students

b Methods of investigation.

Conducting experiments, tests and compare the results of assessing students through each stage to verify the forms were appropriate studies and has brought great results or not

c Conversational method.

Regular exchange of experience or from colleagues in language groups

to find out more forms or warm-up the lessons

Discuss with colleagues in meetings held to be comments

Registration topics teaching, teaching drawing experience, attend regular hours to learn from the lessons startup forms used

PART II:CONTENT THEMES

i Theoretical bases of initiative experiences

I had find out and read documents such as:

- "Introduction to linguistics and the English language" by Nguyen Thanh Binh

- “ Success in English teaching” Oxford

- “ Five-minute Activities – A resource book of short activities” Cambridge University press

- ‘Some problems of teaching methods innovation in secondary school," the Ministry of Education and Training 2002

- "Some problems of teaching methods innovation in secondary schools" in 2004

- "Regular training documentation for junior high school teachers - English" education publisher and a number of documents through the program to replace the book

Innovating teaching methods in general, in particular class method is an important job to meet the needs of innovation programs and current textbooks and take steps to improve the quality of teaching and learning To do that every teacher needs to explore, creative in all teaching activities, including lesson activities start despite only accounting for 5-7 minutes but it is a very important activity in success of a lesson Activities start lessons to suit each object, qualifications, student awareness helps them have interest in learning, have a passion for the subject to make a good start for a lesson Innovating teaching methods in general, in particular class method is an important job to meet the needs of innovation programs and current textbooks and take steps to improve the quality of teaching and learning To do that every teacher needs to explore, creative in all teaching activities, including lesson activities start despite only accounting for 5-7 minutes but it is a very important activity in success of a lesson Activities start lessons to suit each object, qualifications, student awareness helps them have interest in learning, have a passion for the subject to make a good start for a lesson

To create excitement for students who need to maximize the positive

stated hypothesis, argue between contradictory opinions, the activity that can emulate the characteristics of the game

II Current status of the problem before applying initiative experience

a Current status of students.

9A and 9B have a total of 62 students, including students from all the average, good and excellent to weak, poorly Number of students with good and excellent grades of very dynamic, creative, active learning, absorbing all possible, to participate actively in the form of start lessons Conversely weak students, the poor were lazy absorb lessons learned passively, does not have the ability to participate in activities to launch good lesson

There are lessons startup forms create more excitement for students with good and excellent but weak students, the poor can not afford to participate actively, in contrast with the many forms of the enthusiastic response weaker students, but less boring for students with good and excellent

b Current status of facilities-teaching aids.

`Nga Thuy junior high school has spacious, clean and beautiful classrooms.The school has screened rooms, so teachers should be able to use the projector and electric teaching plans.Having relatively favorable conditions for the reform implementation many lessons form start-up

Being provided the equipment in the class is very convenient for the use

of teaching aids and other supporting devices

Based on the favorable conditions that the school was implementing teaching English in accordance with the provisions of the program However the reality of the teaching and learning of the school's English still faces many

difficulties and shortcomings so the efficiency is low, not high academic quality, the number of students scoring below grade level much longer

The quality of English

Here are the results of the survey on reading comprehension level of 9th grade students in reading information initiative has not been applied to the teaching experience: Test scores reading skills (Reading skill) 2015-2016 school year

Grade Total Point 0

-2

Point 3 - 4 Point 5 - 6 Point 7 –

8

Point 9 - 10

15 19,7 28 36,8 23 30,3 9 11,8 1 1,3 Through the tests of reading comprehension skills we see students still weak expression of language knowledge and skills Especially the weak reading skills and do the exercises after reading

2.3 The solutions:

On the basis of a baseline study, I found that if teachers effective teaching methods, in accordance with the student audience, in conjunction with the

preparation of lesson content with a focus properly, so thoughtful, the in the teaching process will arouse passion and interest in learning, to contribute actively to the establishment of proper motivation for students Therefore, in recent times I've done some pretty effective solutions in the process of teaching reading skills to understand subjects such as English classes 9: change the method of teaching reading comprehension so learners can guess is that some new words, skim to find information they need or have understood the meaning

of the passage while not know all the words new meaning When teaching reading comprehension skills implemented through three major steps: Pre-Reading ,While -Pre-Reading ,Post-Pre-Reading Each part has a clear purpose, specific methods are closely linked with each other for the purpose of guiding students reading skills with focus This helps the reader towards the attention on the right content needed, thus helping students understand the problem more accurately However, before making three major steps in reading comprehension lesson as described above, first the teacher should create a psychology student comfortable, gentle, interested in upcoming lessons through some simple and consistent games such as: brainstorming, word squares, hangman, kim's games, etc., to guide students in reading These are steps which we call "warm-up"

General purpose: Stabilize classes, which allows students to adapt to a new

lesson; inspire and create the environment for a new unit; attracted students in each class

How to implement: Depending on the purpose and characteristics of teaching

hours, depending on the subjects puzzle your specific students, teachers can choose the activities on all tips accordingly Teachers can learn from experience

or change operation after teaching a classes to create a more positive note for the operation The following are some suggestions for reference:

SOLUTION I: GUESSING TOPIC

This form of operation in order to guess the topic, teachers can use many different tricks to help students correctly guess the theme of the lesson

*Hangman:

Example: If we want students to guess the word "clothing", the gaps on the

board 8 gaps (_ _ _ _ _ _ _ _) Teachers draw a man on the board, each time students are wrong, this man will be hung up a division (in the order shown in the figure) If the student guesses wrong loses more than 6 times

2

1

*Jumpbled words:

Teachers created for students some words disturbed and suggested that the theme of the words Students reorder the correct order and the right words

*Guesing picture:

Teachers choose a painting lesson content is relatively clear and outlined suggestions for students to talk about what the painting, from painting teachers lead to students in lessons

*Gesing words:

Teachers divide students into groups and then give each group a piece of paper stating the question left implicit, questions gioa members require students complete them with a word and then guess the key word is derived from the the first letters of the words to guess Predictive groups, the right will

be the winning team

*Shark attack:

Teachers draw up the waves on the tables which symbolize the sea, painted stairs leading down to the sea, drawing sharks to the surface close to the last stairs, drawing her to the top ranks Teachers write short lines on the board, each gap is equivalent to a letter in the word Every time you guess wrong girl students have to step down a ladder If the girl was in the final steps that students still have not guessed the correct word, the girls will be eaten by sharks and students will lose

SOLUTION 2: FINDING INFORMATION

The form of this activity to help students both stabilize classes, focus attention and cause excitement, but still have the information needed to enter a new lesson

*Brainstorm:

This is an activity im which the students are center Teachers use this procedure to introduce situations and settings of the unit owners

Example: Lesson content with environmental themes, grouped teachers to

students brainstorm ways to protect the environment After the time period specified groups find many good ideas to win

*Networks:

The teacher writes on the board from the network, students work in groups, pairs or individuals to find information thematic lessons

Example: The lesson topic is "Celebrations"

Tet Christmas

Mother’s Day

Woman’s Day

……

……

Celebratio ns

This form of activity provides an opportunity for students to talk about themselves, exchange ideas, talk with teachers and friends

Teachers ask questions related to the lesson and students themselves so that they proactively respond and give their opinion, from which teachers lead students into a new lesson

*Lucky number:

Teachers write the numbers on the board, each corresponding to a number of questions, including some 2 to 3 is a lucky number, if you select the winning numbers lucky students will get points without reply The remaining number, each number corresponds to a question, the correct answer questions students will get points If answered incorrectly, the other team has the right to continue to respond After added the points ,the group has more score to win

*Kim’s game:

This form of memory training game and help students find information for new lessons

Teachers divided into 2 groups , for the students from 8 to 10 or 8 to 10 paintings from all points in a 20 seconds Ask students to not only remember writing that, then teachers take picture or word go, students write the names on the board or viewed in two groups, groups remembered more wins

SOLUTION 3: REMIND KNOWLEDGE

The active form in this section in order to create a favorable environment for both students recall former knowledge just get psychological comfort to new lessons

*Bingo:

Students recalled about 10 to 15 words they have learned, and are related

to new lessons The teacher wrote the words on the table, each student choose 9 from anywhere on board to write on a table with 9 cells Teachers take turns reading from, but not in order Students mark the words in your table while listening to the teacher read Students who have 3 continuous from horizontal, vertical or diagonal would shout "bingo" and is the winner of the game

*Noughts and crosses:

The teacher explained to students in this game is like playing "plaid chess" in Vietnam, but just 3 square "O" or "X" on a horizontal, vertical or diagonal is the winner

Teachers who are 9 squares on the tables each containing one word or one paintings, each team students to say the sentence containing the word or in cell competition, the team of students that make the "O" in that box, the other team to speak further question from the other cells contain and marked "X" in the box Which team get 3 marks on a horizontal, vertical or diagonal before the winning team

This form of connection between the two columns A and B This method can be used to recall the meaning of some of the necessary, structure or repeating some sentences by connecting half the sentence with the remaining half

Besides teachers can use different forms to warm-up such as: What and Where; Slap the board, rubout and remember, true/false statement, picture drill, mappled dialogue, gap fill, listen and draw, find someone who, ordering, chain game… to start appropriate lessons with the ability and psychological

characteristics of each class

When conducting start each lesson, teachers pay attention to the following points:

- Can be used both English and Vietnamese

- It should provide an opportunity for students to ask teachers or interchange to causing excitement, promote positive

- Allow them to work in pairs and groups to create emulation environment

- It should be noted changing the form of start lessons to inspire students

- The difficult activities are suggested to them specifically interested in helping weak students, less involved in activities

- Being always interested in psychology and preferences of students to devise appropriate procedures

The start forms illustrated lessons, applies, the specific implementation in

each lesson such as: Getting started+Listen and Read, Read, … Here are

some apply to some specific lessons

THE APPLICATION 1: Warm up

->UNIT 2- LESSON 1:

GETTING STARTED + LISTEN AND READ

This is the beginning of a class lesson units In the Getting Started section details this drawer can replace the warm-up activities, but teachers need to pay attention to simplify some of the content is difficult to understand, helps students quickly grasp the requirements and operational initiative, positive For this class the teacher can use the paintings available in textbooks or leave the paintings shown in class to describe the dress in the picture However, since only this dress so much from new teachers required matching activities to students master each type of clothing

+Matching:

Teacher: Ask sts look at the pictures and match them with the suitable

traditional customes

Students: Work in groups and then give out their keys.

Teacher: Corrects sts’ anwser and then asks students about the pictures.

- Where does she/he come from?

- Why do you know where she/he comes from?

Students:Practice asking and answering about the pictures with their

friends about the pictures

Teacher: Corrects sts’ideas.

Pictures Traditional customes

A B C D E F

1 Ao dai

2 Kimono

3 Kilt (váy của người miền núi, dân tộc)

4 Veil(mạng che mặt)

5 Sari

6 Cowboy

A.2, B.1, E.3, D.5, E.6, F.4

The answer:

1 She comes from Japan She is wearing a Kimono

2 She comes from Viet Nam She is wearing Ao dai

3 He comes from Scotland He is wearing a kilt

4 She comes from India She is wearing a sari

5 He comes from the USA He is wearing the Cowboy

6 She comes from ( Saudi) Arabia She is wearing a Veil

+Chatting:

Teacher: Ask:

Students: Answer

? How many people are there in the pictures?

+ There are six people

? Do you know where they are come from? why?

+ Yes, I do Because of their customes

? Look at picture a) What is she wearing? Where does she come?

? Look at picture b) What is she wearing? Where does she come?

? Look at picture c) What is he wearing? Where does he come?

………

+ Picture a She comes from Japan She is wearing a Kimono

+ Picture b She comes from Viet Nam She is wearing Ao dai

+ Picture c He comes from Scotland He is wearing a kilt

+ Picture d She comes from India She is wearing a sari

+ Picture e He comes from the USA He is wearing the Cowboy

+ Picture f She comes from ( Saudi) Arabia She is wearing a Veil

+ Guessing game:

Students: Guess the picture by asking some Yes-No questions.

Teacher: Answers yes or no, then sts describe the pictures teacher hides

Ex: Is there only one person in the picture?

Is she standing?

Is she wearing Ao dai?

 She comes from Vietnam

Similarly, students turn to guess the rest of the art For the guessing game form teachers can combine to form limited hangman students ask too many questions that have not given an answer

>UNIT 3 LESSON 1:: A TRIP TO THE COUNTRYSIDE (English 9

-Page 22) Teachers use the game Kim's game play help students memory training, where students can find information for a new unit The general steps: teacher split classes into two groups, ask them to look at some paintings on activities to introduce farmers within 20 seconds (Ask the students not only memorize writing) Then the teacher took away paintings, students representatives to write about just watching activities The group with the most

words will be the winning team:watering the vegetables,feeding the chicken,collecting the eggs, harvesting,feeding the pigs,plowing the field,….

>UNIT 9- LESSON 1: NATURAL DIASTERS (English 9 - Page 78) Teachers

use the game Networks students to work in pairs, lists the disasters in 2 minutes.Pairs listed is the most will win: typhoon, volcano, earthquake,tornado, snowstorm,thunderstorm,flood,drought,tidal wave,… Then the teacher can ask students some questions: How do you know it is a volcano/a snowstorm/an earthquake/a typhoon? Have you ever experienced any

of these disasters? What happened? How did you feel?

->UNIT 8:- LESSON 1:CELEBRATION (English 9 - Page 65) Teachers

use the game: Guessing Game Teachers ask students to work in pairs based on photos from the 12 letters guess related to the anniversaries