Implementing measures 4 12 1.Encourage and guide students how to learn the collocations effectively 4 13 1.1.. Providing students the habit of using the collocations in English subject..
Trang 11 A INTRODUCTION 2
2 I The reasons for choosing topic 2 3 II Research purposes 2
4 III Research subjects 2
5 IV Research methods 3
6 B CONTENT INITIVE EXPERIENCE 3
7 I I Theoretical basis of the problem 3 8 II State of the matter research 3
9 1 To the teachers 3 10 2 To the students 4 11 III Implementing measures 4 12 1.Encourage and guide students how to learn the collocations effectively 4 13 1.1 Introduce the role of collocation in communication 4 14 1.2 Guide students how to learn collocations effectively 4 15 2 Providing students the habit of using the collocations in English subject 9 16 2.1 Use collocations in lecture activities 9 17 2.2 Use collocations in pedagogical situations 12 18 2.3.Use collocations in skill lessons 12 19 3.Guide students to use the collocations in communication 15 20 3.1.Use simple collocations in daily communication.(Daily activities, weather, health )
15 21 3.2 Sử dụng các collocations theo chủ đề bài noí trong sách giáo khoa (Sports, traffic, festivals…) 16 22 4 Illustrative lecture 16 23 IV EFFECTIVENESS OF INITIATIVE 18 24 C CONCLUSION AND RECOMMENDATION 20 25 I CONCLUSION 20
REFERENCES
Trang 2A INTRODUCTION
I THE REASONS FOR CHOOSING TOPIC.
It is an undeniable fact that English plays an increasingly role in our lifenowadays English is not only necessary in helping students improve knowledgethrough reading documentary in English or exchanging understandings but alsohelps them communicate with the others in the international integration stage
In the past, teachers and English learners often focused on English grammar.Leading to grammar students was good without communicating English Whenstudents encountered a situation they could only stand In new Englishprogramme, the pilot program for each unit lesson can have from two to morethan two skills Every skill is important so students' speaking skills are alsoexploited more deeply
Speaking skill is a difficult skill When students want to speak well, theyneed to have a diverse knowledge of vocabulary Because in speaking, grammar
is not really important So to help students communicate well in English Theteacher must guide and encourage students to be interested in speaking skills.One of the most effective way to get good results in their speaking is that theycan use collocations However, remembering a collocation is not easy and using
it correctly seems to be more difficult In this situation, the teacher needs to take
a serious look at the teaching and learning of speaking in general and using ofcollocations when speaking in particular
Collocations are a way of combining words together into phrases according
to the habits of native speakers.Therefore, using collocations reasonably willmake your speaking effective After three years of struggling, I've learned from
experience to form English speaking article titled "Guide secondary students
use collocations to speak English fluently."
By carrying out this study, the researcher wishes to give a hand in promotingspeaking skill for secondary students
Perhaps my research is certainly not perfect so I am looking forward toreceiving input from all of you
Thank you
II RESEARCH PURPOSES.
The purpose of this topic is to help users in English (Both teachers andstudents) aware of the importance of collocations in communication as well as inwriting Make a habit of using English phrases
Through collocations help train students in critical thinking, and their ability
to synthesis of a certain problem in life
Collocations will help students expand vocabulary, ability to express moreabundant The use of the collocations in communication makes the speakingeffective in language usage
III RESEARCH SUBJECTS.
Audience research is geared to forging subject for secondary students in Van
Du Thach Thanh, speaking skill through the use of collocations in English
The research focuses on three contents:
Trang 3- Encourage and guide students how to learn the collocations effectively.
- Providing students the habit of using the collocations in English subject
- Guide students to use collocations in communication
IV RESEARCH METHODS.
The method I have used:
- Research methodology built on theoretical basis
- Scientific research method: A method of observing the object a systematicway to gather information There are two scientific observers are observingdirect and indirect observations
- Methods of investigation: A method of teachers surveyed audienceSecondary school students in Van Du to detect characteristics and learningstyles, ability to post
- Experimental methods: The teacher actively impacts on students and thecourse of the student attendance to follow objectives, their expectation
- Methods of analysis summed up the experience: As a research methodologyand review the practical achievements to draw conclusions useful for practice
B CONTENT INITIATIVE EXPERIENCE
I THEORETICAL BASIS OF THE PROBLEM.
Communication plays an important role in intergration stage, as well as inschools
Speaking skill is an important skill for students to complete their synthesiscapabilities In communication the students express their opinions, their views
on a particular issue in life But how the students can speak English fluently
Using Collocation in communication will help the language speaking
naturally and effective with the listener That is, Collocation is a way ofcombining words together to form phrases according to the use habits of nativespeakers Therefore, using collocations will make our speaking and writing morenatural, more like native speakers
Collocation is important because they account for a large percentage of daily
English So choosing the right phrase helps learners express in a natural way,diverse and easy to understand as a native speaker We cannot arbitrarilycombine words together So if you want to use the correct phrase, there is onlythe collocation learning method!
II STATE OF THE MATTER RESEARCH.
In English programs secondary education, speaking skill is less invested bythe teachers So the ability to speak, especially, senior students are often verylimited So the cause of the current situation happened?
1 To the teachers.
In recent years, English teachers who have been invested more in knowledgeand teaching assistant equipment However, to meet the standard in accordancewith the requirements of the subjects in English is still limited, Speaking is adifficult skill which asks teachers to invest more in lessons Besides, guidingstudents uses the structural grammar, teachers have to guide them to applyflexible language structure
Trang 4Some teachers do not really care much about how to guide students to speakEnglish because they do not see its importance or do not understand how tospeak English well.
The use of collocations in English during the teacher's lectures is verylimited, because teachers have not really seen the role of expression in lessons.Add to that the collocations are fixed meaning- phrase should require users to bevery careful language appropriate to the context, situation
2 To the students.
Until now students have learnt English only in the passive form (Teacherssay they understand such games), they do not have the concept of investment forsubject because they consider that English is a foreign language So thepreparation of new and old studying at home is also deal, sketchy, especially inthe regular classes
Students are not really interested in learning English now, particularlyspeaking skills because of limited vocabulary, structures did not remember,practice led to face many difficulties
Secondary students in the last three years, they have been accessed to Englishcourses in secondary school Students may not be led to the basics Therefore theuse of collocations in English for students is difficult
Here are the results of the current situation without application speakingusing English collocations
The survey used the collocations in academic subjects in English.
III IMPLEMENTING MEASURES.
1 Encourage and guide students how to learn collocations effectively.
1.1 Introduce the role of collocation in communication.
Collocations are word combinations that frequently appear together Theywill make your English communication sound more natural and fluent as thenatives talk to each other
1.2 Guide students how to learn collocations effectively.
1.2.1 Record collocations.
This is also one of the most effective ways to learn collocations to helpstudents remember for a long time
Trang 5+ Recording in context
when you read it again, you can clearly remember how to use it most
appropriately For example: English 6 Unit 12 Getting started
Ex2 Match the activities with the pictures.
+ Highlight the collocation when caught in any text.
For example English 7: Unit 2 health Getting started
Ex1 Listen and read.
Phong: No, I don’t feel like it
Nick: you sound down Phong, are you ok?
Phong: I do feel kind of sad I eat junk food all the time, so I’ m putting on weight too.
Nick: All the more reason to go out.
Phong: No, Nick Plus, I think I have flu- I feel weak and tired And, I might get sunburnt outside.
Nick: I won’t take no for an answer I’m coming to your house now!
English 8: Unit 1 Leisure activities Communication - ex1
Trang 6Example: English 6 Unit 1 My new school - A closer look 1.
Ex2 Work in pairs Put the words in 1 in to groups Can you add more nouns to
schoollunchlessonsclasses
English 6 Unit 6 Our Tet holiday- Acloser look 1 Ex3 Match the verbs with the suitable nouns.
- cook special food (nấu các món đặc biệt)
- go to a pagoda (tới chùa)
- give/ get lucky money (cho tiền lì tì)
- visit relatives (thăm họ hàng)
- clean the furniture (lau chùi đồ đạc)
Trang 7- decorate our house (trang trí nhà cửa)
- plant trees (trồng cây)
- make a wish (ước một điều ước)
- hang a calendar (treo lịch)
- watch fireworks (xem pháo hoa)
- do the shopping (đi mua sắm)
- buy peach blossoms (mua hoa đào)
1.2.2.2 Develop a habit of using collocations to not only stop understanding but also use it quickly and smoothly in the head when it is possible.
- The teacher should encourage students from grade 6 who are just beginnersand the new words which they need to learn firstly is “to have”, “to do” and “tomake”Therefore the teacher had better teach them the collocations about
“Have”, “do” and “make’
For example To have
have an accident: gặp tai nạn have a break: nghỉ giải lao
have a conversation/chat: tranh luận have difficulty: gặp khó khăn
have an experience: có trải nghiệm have a feeling: có cảm giác
have fun/a good time: có thời gian vui vẻ have a look: trông chừng
have a party: tổ chức tiệc have a trip/go: có một chuyến đihave lunch/dinner: ăn trưa/tối have a bath: tắm
have a rest: nghỉ ngơi have a meeting: hẹn gặp
To do
do your homework/ the housework: làm bài tập về nhà/ làm việc nhà
do the ironing/shopping/washing/laundry: là quần áo, đi mua sắm,giặt đồ
do your best: làm hết sức mình do damage: gây thiệt hại
do an experiment: làm thí nghiệm do exercises: tập thể dục
To make
make friends: làm bạn, kết bạn make a mistake: gây ra sai lầm.make the bed: dọn giường make coffee: pha cafe
make a plan: lên kế hoạch make a phone call: gọi điện
make a decision: quyết định make a change: thay đổi
make a choice: lựa chọn make a comment: bình luận
- The teacher ought to check their homework by giving their good marks if someone using collocations in their presentation
1.2.2.3 Learn group collocations to memorize more effectively.
It is possible to divide the group of collocations with the same subject, or divide the group of collocations with the same composition from them
* Study through topics.
With students in grade six, seven at lower levels, it is more effective to help them divide groups by topic These topics can be in the same order as in
textbooks, such as school, friends, food, etc Students at a higher level such as 8.9, will like to learn collocation with keywords (work, holiday, communication
or learning grammar structure such as verb + noun, noun + adjective) etc
English 8 Unit 10 communication ex1.
Trang 8Before practice, teachers introduce new words and a number of related
collocations in the sub-section and ask students to take notes and study at home
- pre-/ primary/middle school trường mẫu giáo/ trường tiểu học/ trường Trung học
- first grade, fifth grade : lớp 1, lớp 5
- get good grades : đạt điểm số cao
- take classes / courses/ notes: tham gia các khóa học/ lên lớp/ ghi chú
- give / make presentations : thuyết trình
- hand in one’s work : nộp bài tập
- give feedback : đưa ra những nhận xét, phản hồi
*Study through the key word.
1 Adverb + adjective.
- Deeply worried/ unhappy/ashamed/affected- lo lắng sâu sắc/ vô cùng khôngvui/ xấu hổ/ ảnh hưởng sâu sắc
Ex Invading that country was an utterly stupid thing to do.
We entered a richly decorated room.
Are you fully aware of the implications of your action?
2 Ajective + noun.
- Big money/ mistake/ decision/surprise- món tiền lớn/ sai lầm lớn/ quyết định lớn/ bất ngờ lớn
- old age – tuổi già
- new generation.- thế hệ mới
- natural disaster/ resources- thảm học thiên nhiên/ tài nguyên thiên nhiên
- native speaker- người bản ngữ
- nice time.- thời gian đẹp
- rich person- người giàu
- runny nose- chảy nước mũi
Ex The doctor ordered him to take regular exercise.
The Titanic sank on its maiden voyage.
He was writhing on the ground in excruciating pain.
Trang 93 Noun + noun
Ex Let’s give Mr Jones a round of applause.
The ceasefire agreement came into effect at 11am.
I’d like to buy two bars of soap please.
4 Noun + verb
Ex The lion started to roar when it heard the dog barking.
Snow was falling as our plane took off.
The bomb went off when he started the car engine.
5 Verb + noun
Ex The prisoner was hanged for committing murder.
I always try to do my homework in the morning, after making my bed.
He has been asked to give a presentation about his work.
6 Verb + expression with preposition
Ex We had to return home because we had run out of money.
At first her eyes filled with horror, and then she burst into tears.
Their behaviour was enough to drive anybody to crime.
7 Verb + adverb.
Ex She placed her keys gently on the table and sat down.
Mary whispered softly in John’s ear.
I vaguely remember that it was growing dark when we left.
Ex I’m sorry, but I can’t talk right now.
I was scared because I was all alone
2 Providing students the habit of using the collocations in English subject.
A 45- minute lesson has got many formal activities, and other activitieswhich depend on the content of the lesson Normally, we have three main types
of post are: The introduction- lesson corpus, skill lessons, practice grammarlessons However, during a lecture, teachers often diverge the lesson five mainsections are: Warm up, presentation, practice, production, and homework.Flexible use of proverbs in parts of the lesson will help the class atmosphere lesstense, highly effective
Here are some specific solutions:
2.1 Use collocations in lecture activities.
I Warm up:
Entering the class the teacher can:
+ Joking a few sentences to stir up class as:
Warmly welcome Miss Phon Please give her a round of applause.
+ Asking some open questions:
How are you to day? I’m having some health problem
Trang 10What is the weather like to day? It is raining heavily
How often do you do the washing up?
………
Based on the responses of students, the teacher might say:
Today, I'm in good spirits or in a bad mood because you are making good
examples.
II Presentation:
1 Pre - vocabulary:
The teacher introduces vocabulary in different procedures:
+ Suggestions from past pictures or real objects In this case, the teacher
can use the collocation "Give an example" …
+ Explaining new words and asks students to guess the word If students
respond well, teachers can compliment them with a proverb "Do good".
2 Pre - model: (if applicable)
The teacher gives some examples then asks students to make sentences thenpresents the model sentences The teacher introduces grammatical sentencesthen writes on the board and asks students to write down and memorize In thiscase, the teacher can use the following collocations to remind them all carefully
documented "Take notes” and “Learn by heart”
Set the scene: Today we are having a lesson about
III Practice:
Teachers have students practice The teacher can use the collocations
“Please do exercises” During the practice, the teachers encourage students,
sometimes urge them through the following phrases:
"Keep calm " or "Be ready" or "pay attention to” or “Don’t make mistakes”
or “Do your best”
IV Production:
- The teacher asks students to summarize their knowledge which they havelearned
- The teacher retakes again and comments the lesson by a proverb
"Learn by heart" or "Do well”
V Homework:
- The teacher asks students:
+ Learn and memory components from structural learned
+ Do the exercises in workbook
+ Prepare the next part
- Teachers can use some of the following collocations to remind children of
studying at home: Please do your homework you’ ll be asked to give a presentation in the next lesson
Unit 8: LEISURE ACTIVITIES Lesson 1: Getting started- Listen and read
I Warm up: Brainstormings
Leisure activites
Watching TV
Playing football