Tổng hợp các biện pháp nâng cao chất lượng GD thi giáo viên dạy giỏi môn tiếng anh theo TT 22 (mới)

Giáo viên dự thi hoàn thiện bản báo cáo BPNCCLGD sẽ trình bày tại Hội thi theo mẫu gửi kèm. Báo cáo BPNCCLGD dài không quá 04 trang, được in trên giấy trắng A4 bình thường, không in bìa màu mà in giấy trắng bình thường. Báo cáo in trên 1 mặt giấy thành 03 bản và chỉ ghim ở góc trái, không đóng quyển, không dán gáy. Trường tập hợp toàn bộ các báo cáo của giáo viên đủ điều kiện tham gia thi, Hiệu trưởng phải trực tiếp ghi xác nhận bằng chữ, ký tên, đóng dấu vào bản báo báo của giáo viên dự thi (VD: Biện pháp này được áp dụng có hiệu quả ở cơ sở giáo dục, lần đầu được dùng để đăng ký thi giáo viên dạy giỏi và chưa được dùng để xét duyệt thành tích khen thưởng cá nhân trước đó); cử người trực tiếp về nạp về phòng CM THCS;Yêu cầu báo cáo BPNCCLGD phải thể hiện rõ ràng, phù hợp, đúng đặc trưng bộ môn; Biện pháp phải xuất phát từ thực tiễn công tác dạy học tại đơn vị, nhằm giải quyết vấn đề hạn chế trong giảng dạy; phù hợp với đổi mới phương pháp dạy học hiện nay. Nội dung biện pháp phải trình bày khoa học, hợp lý, nêu rõ cái mới hoặc sự cải tiến để nâng cao chất lượng. Biện pháp đã áp dụng và giải quyết được vấn đề, có kết quả rõ nét, có số liệu, sản phẩm minh chứng phù hợp với thực tế; (mức độ đạt được, so sánh, đối chiếu); có ảnh hưởng tích cực đến chất lượng giảng dạy.

QUYNH LUU EDUCATION AND TRAINING OFICE

AN HOA SECONDARY SCHOOL

REPORT

MEASURE TO IPROVE THE QUALITY OF TEACHING ENGLISH

Name: Le Thi Lai

School:Teacher of An Hoa secondaryschool

Position currently held: Teacher

Exam subject: English

QUYNH LUU – YEAR 2020

Quynh Luu Education and Training Office Socialist Republic of Vietnam

An Hoa secondary school

Independence-freedom-happiness

An Hoa, February

7th,2020

REPORT

Measure to improve the quality of teaching English

Name: Le Thi Lai

School:Teacher of An Hoa secondaryschool

Position currently held: Teacher

Exam subject: English SBD

1.Profile of personal duties and achievements

- Teaching duties assigned in the school year 2019-2020:

Teaching English for grades 6C, 6D, 6A and 6C technology, 6C manager

- Achievements have been in the past

Good teachers at school

Result the 1st semest

- Situation before applying measures:

+ About breaking the student:

Being afraid to practice speaking English in class, afraid to say wrong,

many students have not read and can not write the most simple sentence pattern Students are good at few but students are weak, many are poor

Some students do not take lessons seriously, do not doubt writing, do not prepare homework, textbooks are always lacking

The opportunity to speak English with a native is hardly available during school or where the students are born

Most of the children prefer to write on paper rather than get up and talk in the classroom

+ Regarding the parents:

Some parents do not see the importance of English, do not have to invest or urge their children to learn

Some teachers are still rigid and not flexible enough to go to class so that students are interested in their subjects.

+ About textbook program:

New textbooks are good, but pass the exam is also higher, for students who have lost basic knowledge can not follow

- Method of implementing the measure:

Eliminate the fear of being wrong when students stand up and speak

Encourage and actively guide students in speaking activities in different forms

so that they are interested and able to react and process information in a timely manner

Correct pronunciation, word sentences, grammatical structures as soon as the students say it wrong

Creating opportunities for students to communicate in many forms: T-whole class, TS, S-S with simple sentence patterns and practice conversation types (conversation actyvity), form of practice (pair work), or group (gruop work), practice class (class work), practice chorus (chorus work)

Eg Beginning of lesson:

Good morning/Good afernoon class How are you (today)?

Did you have a nice weekend?

Have you done your homework?

Let’s play a game now, shall we?

Are you ready?

Eg Unit 3: My Friends in English book 6

Tell about your best friend in your neighborhood

Beginning of telling *T gives a Mindmap:

* T gives ss answer my questions the same to

conversation

T What is his/her name?

S His/Her name/He/she is Nguyen van A

T.How is he/she like?

Eg.My best friend is Nguyen Van A He is He has

- Assess how the process is implemented:

I have applied the Mindmap section and similar questions and answers to guide students to practice speaking effectively and achieve very well The above

is just an example that is applied in the lessons of the 6th grade English pilot program In addition, I also instruct students to speak according to the topics applied in the unit of study by giving sentences ask for suggestions based on which the student is better at speaking

I regularly instruct and encourage students to speak English in a daily way that

is lively, natural and comfortable “Hello, everybody I'm ……… ”

2.3 Results and effectiveness of measures in improving the quality of

grassroots teaching:

School year: 2019-2020 I have applied and achieved the following effect

ntS

15

%

3 Plan for improvement and development of measures to improve the

quality of teaching in the coming time (if any)

Organize English clubs regularly, encourage children to leave home Not only one block but also the whole school gives students the opportunity to interact, learn with their upper class students and speak English more naturally

The club must change its ideas such as picking flower, vocabulary, topics,

natural discussion and at the same time combining 3 subjects: Enghish - Art – Music

TEACHER HOLD THE TEST

Lê Thị Lài

XÁC NHẬN CỦA HIỆU TRƯỞNG

HỒ XUÂN HỘI

PHÒNG GD&ĐT QUỲNH LƯU

An Hòa, ngày 8 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Nguyễn Thị Nga

Đơn vị công tác: Giáo viên trường THCS An Hòa

Chức vụ hiện giữ: Giáo viên

Môn dự thi: Tiếng anh SBD:

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020:

+Giảng dạy tiếng anh 7

- Thành tích đã được trong thời gian qua: GVGT; Đạt 50% học sinh khá, giỏi

2 Biện pháp và kết quả áp dụng biện pháp để nâng cao chất lượng công tác giảng dạy

2.1 Tên biện pháp: Giúp học sinh lớp 7 tự tin khi nói tiếng anh ( Helping

students in class 7 to be confident when speaking English)

2.2 Content

Today, there are many people who learn foreign languages, especially English, because they think it is necessary and useful for their future English plays an important role in many areas especially in education It is also a rapidly growing international language due to increasing awareness of globalization

English is a compulsory subject in secondary school However, this is a subject that has attracted a lot of students, especially domestic students

English is a difficult subject for students in rural areas like students of An Hoa Secondary School

So all English teachers are very difficult giving students a playground, a whole lesson in English is extremely difficult Because they are very afraid to speak English As we know there are many reasons to lead

* Objective reason:

- The attention from parents is not high

- They rarely meet and contact with foreigners,because they are far from centre

- Facilities are not enough to learn English at home

* Subjective reasons

- Students who are not really hard working

- Their vocabulary is still poor,

- They are timid, shy so speaking they are afraid of being wrong

In the course of teaching, I was very worried and found the method: helping students in class 7 to be confident when speaking English

+ The first I am close, friendly and open between students and teacher during class Do not put pressure

For example: When I go to class, I usually open up to them and ask simple

questions of name, age, class, their hobbies

What's your name?

How old are you?

What's your hobbies ?

I encouraged them by their timely compliments when they answered: like good, excellent, good job, well done, Sometimes I even gave them points to

encourage them to study

Especially when they say that grammar has some mistakes, I don't still get penalized, as long as they speak fluently

After the lesson, Teacher and students usually meet and greet each together with common English sentences

+ Secondly, Teacher often gets students to listen by radio, speakers, to help them listen to the native language

For example: English 7 - unit 7 listen and read, listen and repeat, listen and underline the words, listen to the text then write your answers below,

And Teacher has instructed them to listen at home from soft books, English

123,

+ Third , after a lesson, Teacher asked students to memorize new words as

before, by the way asking them to write up the words they learned in the previouslesson instead by asking them to memorize and stand up to read them first and make sentences with those words

- Teacher asks students to look at the glossary of the book and read the words aloud

For example, today we are learning unit 5 Viet namese food and drink The teacher asks students to read the words in unit 5

Finally, teachers often create many opportunities for students to improve their communication skills Asking students to practice exchanging with each other during class, especially in speaking or elective lessons even if only the simplest sentence But I always asks all class not only one or two students answer or ask

In all of the lessons, especially those are speaking skills, students always practise speaking in pairs, groups and individually in the lessons and after units, I asked the students to stay at home to prepare part project in groups and all of them were presented to the class

- And play English games For example, if today we learn” traffic”, the teacher will divide the class into 2 teams and get them play game networds

+ Team 1: write words about Means of transport: ex; bus, train,car,

+ Team 2: write words about road signs: ex; traffic lights, parking, no

Some above measures I have applied and have seen good results

- About students: they like and love English more than before, don't be shy when They speak English before the class and crowded places and many students speak weakly, shy, frightened, and poor vocabulary, now they become confident and brave When talking in front of the class and they meet English teacher and greet by English anywhere, with the simplest questions

In class 7C such as: Cong, Ly, Nguyen, Tam, Lan, and some other friends class 7B, there are Hue, Trung, Huy and Hoang, with 7A they are Thanh, Hoa, Anh, Nhung, Như, who are confident in communication in English They like

speaking English They speak well

- For myself, I feel very happy, because my students are very brave, confident, not shy, timid to speak English more English class become more hilarious than before.

3 Planning: In the future I myself continue to apply the above method to improvethe quality of education

XÁC NHẬN CỦA HIỆU TRƯỞNG GIÁO VIÊN DỰ THI

Nguyễn Thị Nga

Hồ Xuân Hội

QUYNH LUU DEPARTMENT OF

EDUCATION AND TRAINING

BA NGOC SECONDARY SCHOOL

SOCIALIST REPUBLIC OF VIETNAM

Independence - Freedom - Happiness

Quynh Ba, February 8 th , 2020

THE REPORT OF MEASURES TO IMPROVE THE QUALITY OF

TEACHING

(Serving the exam for good teachers of lower secondary schools in the 2019-2021

cycle)Name: Nguyen Van Dung

School: Ba Ngoc secondary School

Work: Teaching

Subject: English Code:

1 Personal duties and achievements

- Assignments assigned for the school year 2019-2020: Teaching English for classes: 6C, 6D, 6E, 7C, 7D, 7E, and 8E

- Achievements in some school years:

+ Good teachers at the district level 2015-2017 and 2017-2019 cycle

+ Emulation soldiers: School year 2016-2017, 2017 - 2018, 2018 - 2019

2 Measure and result of applying measures to improve the quality of

teaching work.

2.1 Name of the measure: Help students develop competence in writing

informal emails

2.2 Content of the measure:

The real state of the problem:

Nowadays, informal emails are very popular Writing informal emails is verynecessary for English learners to use English every day We can write them torelatives,friends, or anyone with whom you work

Informal email are that formal writing is straight to the point, less detailed, andinformative sentences are written in a passive tone Informal writing, on the otherhand, uses descriptive words and is written with an active voice

Students often make a lot of mistakes when writing an informal email such as:

Showing (giving papers) sample of emails.

The first email: (English 6 Ministry of Education and Training, 2019)

an apartment soon What about you? Where do you live? Tell

me in your next email.

The most I enjoyed is a trip in a boat to fish While we were fishing, a terrible storm started, with terrible thunder

I will return next Saturday and I would be happy to meet you to give

you some gifts I've bought for you

Thanks for your email you sent me last night How are you and your parents?

Now I’m having a wonderful time because I won the first prize

in English Speaking Contest in my city Next Saturday is my birthday, so I’m going to hold my birthday at Lotus Restaurant

at 6:00 p.m at 15 Pham Van Dong street in Vinh City.

I’ll be happy if you take your girlfriend with you.

See you soon.

Best wishes,

Mi

Format of an informal email

Teacher asks some questions and students answer:

What are the main parts of the emails?

They are the address of the receiver, subject, opening (Hi, Dear), body, closing, writer’s name

Teacher asks Ss to tell the format of an informal email

Teacher gives the format and explains clearly

To: Receiver’s address (Eg @gmail.com)

Subject:

Dear/Hi _,

Paragraph 1: Thanks for / I’m having / How are you?/ I

received / I’m so pleased to hear that/

Paragraph 2: (Content of the email)

Paragraph 3 (closing): Well, that's all for now/ Write back soon/

Looking forward to seeing you soon/ See you soon/

All the best,/ Best wishes,/ See you soon,/ Yours/ Love,/ Lots of love,

To: jane@gmail.com

Subject: Holiday

Dear Jane,

Teacher asks ss to spend about 20 minutes writing it Ask ss to read the writing tast carefully

Check and correct students’ emails

Teacher give the suggested email

To: jane@gmail.com

Subject: Holiday

Dear Jane,

I’m so pleased to hear that you are going to Vietnam on your holiday at that time.

There are a lot of beautiful places in Vietnam such as Ha Long Bay, Da Nang city, Cua Lo Beach, Ha Noi capital , but I think that you should go to Da Lat city because there are so many beautiful places in this place It is famous for many kinds of flowers from all over the world Da Lat is also well-known for spectacular views The weather in summer is so cool, and there are a lot of crazy hotels.

I hope that you will have a very wonderful holiday in Da Lat city.

Looking forward to seeing you soon.

All the best,

Quyen

Remarking Processes of measure:

This method of teaching is very useful and effective for students and English learners who want to take part in excellent student selection exams and

certificates in International exams such as KET, PET, FCE

2.3 Results and effectivities of measure in teaching English at school.

Before applying this method in teaching this part, most students cannot doanything with it They do not know anything about the format of the email

After applying this method in teaching this part, most students can write emailsbetter, they use the format better to write, and they make fewer mistakes.Moreover, students are excited about writing informal emails with a promisinglyhigh accuracy

And this is the result of the two school years

Class Number of

students

School-year: 2017-2018 (Not using this method)

Class Number of

students

School-year: 2018-2019 (Using this method)

3 Plans to apply measures to improve the quality of teaching in the future:

Collect and study questions and topics of exams on the Internet

Use Informatics communicative technology (ICT) in teaching and studyingEnglish effectively

Spend more time on studying teaching methods about pronunciation and skills.Guide students to use websites, Youtobe to learn English

Create motivation for learners

Encourage students to use and speak English much more

Use English classroom language every day

TEACHER TAKING PART IN

NGUYEN VAN DUNG

CERTIFIED BY THE PRINCIPAL

HO MINH THONG

QUYNH LUU EDUCATIONAL DEPARTMENT

CAU GIAT SECONDARY SCHOOL

SOCIALIST REPUBLIC OF VIET NAM Independence – Freedom - Happiness

Cau Giat, February 5 th 2020

REPORT ON MEASURES TO IMPROVE THE QUALITY OF TEACHING

(Serving district exam for good teachers of secondary school: 2019-2021)

Full name: Pham Van Son

School: Cau Giat secondary school

Current position: Teacher

Subject: English Identification number: ………

1 A brief on personal duties and accomplishments.

- Teaching duties are assigned during the school year 2019-2020: TeachingEnglish: 8A,C, 9A,B

- Achievements: Being a provincial good teacher in the period of 2016 - 2020

2 Measures and results of applying measures to improve the quality of teaching.

2.1 Name of the measure: How to help students to learn Communication periodeffectively - English 8 through a lesson plan

2.2 The content of the measure:

* Practical background:

Grade: English piloting programme 8

Unit 5: Festivals - Lesson 4: Communication

This is exercise required in the textbook This skill is really difficult formany students to practice communication in the class The topic about festivals isfamiliar with students I give some evaluation for this communication lesson:

unit 5- communication - English 8 Evaluation

1 Look at the pictures Discuss the following

questions with a partner and then write the right

words under the pictures.

a What are the things in the picture?

b Do you know the festival at which they appear?

1 2

3 4

5 6

7 8

2.Now listen to an interview between a TV

reporter and a man about a festival to check

your answer.

3 Listen to the interview again and complete the

The question a is really difficult Students don't have much knowledge of English words, so they can't tell these things in English

Students have difficulty

in understanding and answering it These things are in general The information hasn’t had clear decision yet

This listening task is quite difficult When students don't know Vietnamese meaning of some English words, They won't understand the content of the listening task

table below with the answers to the suggested

questions.

Where 1

When 2

Who is worshipped? 3

What activities? 4

5

6

4 Role-play in groups of three One of you is a reporter; Two of you are locals Do an interview about a local festival It can be a real or an imaginary festival. Example: A: Good morning Can I ask you some questions about this festival? B: Yes, of course A: What is the festival called? B: It's It's held in

A Who do you worship at the festival? C: We worship

Many students don’t understand this outline They don’t know how to listen and answer shortly, especially for question 3,4,5, 6

Some students don’t know how to work in groups of three, so they are also very reluctant to answer the teacher's questions and they can’t take part in practising speaking English in the class

* The solution

The adaptation of Period 37: Unit 5 : Lesson 4- communication:

In some lessons, I realized the fact that if the teacher knows how to adapt some complicated lessons and simplify some difficult lessons in the textbooks, the students involve in the lessons easily Not only good students but average and weak ones feel good and want to be involved in the development of lessons This will make them feel more confident to go deeply into understanding the content And now I would like to suggest some solutions that I taught period 37: Unit 5: Lesson 4- Communication successfully: keep the good, change one or some activities and exercises to make suitable to requirements or conditions, remove one or some unsuitable activities and exercises, rearrange some activities and exercises, add one or some suitable activities and exercises in order to help

students have more chance to practice communication and understand the lesson more

Unit5 : Lesson 4- Communication: ADAPTATION

1 Look at the pictures Discuss the following

questions with a partner and then write the right

words under the pictures.

a What are the things in the picture?

b Do you know the festival at which they appear?

1 2

3 4

5 6

7 8

2.Now listen to an interview between a TV

reporter and a man about a festival to check

your answer.

In order to help students know these thing in the pictures, teachers asks students to use the following words to match: bamboo archway, floating lanterns, clasped hands, green rice flakes, coconut, tomatoes, pia cake, dragon boat race While matching the words with the things, teacher can help sudents

to explain some new words ( T uses some pictures to teach) if they don't understand

- Ask students to look at

the question b and the things in the picture and guess the festival at which they appear

- Ask students to look at the pictures and listen again to check the answers

3 Listen to the interview again and complete the

table below with the answers to the suggested

questions.

Where 1

When 2

Who is worshipped? 3

What activities? 4

5

6

4 Role-play in groups of three One of you is a reporter; Two of you are locals Do an interview about a local festival It can be a real or an imaginary festival. Example: A: Good morning Can I ask you some questions about this festival? B: Yes, of course A: What is the festival called? B: It's It's held in

A Who do you worship at the festival? C: We worship

After the first listening, get ss to guess the answers, and then ask them to listen again to complete the table

Firstly, teacher should make models with some students before getting them to work in groups of three

Ask ss to base on the answers in task 3 and 4 to write a short paragraph about the festival which they like

* Evaluating the measure:

We need to choose suitable teaching methods and appropriate activities to simplify lessons and adapt some difficult communication lessons in the text books

to suit the students’ levels as well That’s easy for students to join an attractive lesson For me, this is one of the leading important criteria before planning the lessons I always try to find the suitable ways to lead in the lessons, try to teach new vocabulary using visual aids lively learning activities designed for fun, easy

to organize and play games related to draw lessons to attract the attention of all the children, from all the exercises easy to do and you can catch it all down to hard exercise I always look for ways to simplify lessons to help all students acquire knowledge easily Not only good students and even the average and weak students involve in the lessons as well That makes students feel self-confident and love English more and excitedly waiting to learn more English, thereby significantly improving the quality of school’s English lessons

* Results of the measure:

For me, I usually think how to teach students to learn Communication

which I have ever applied have a positive affect on students in my class, so they have better understanding about English The lessons are much easier and more interesting Students feel more confident to take part in all activities of lessons English didn’t become too difficult for students to study I was very successful with covering all students to participate in all activities in the class Students enjoy studying English so they are eager to wait for studying English periods For teacher: After each period, I feel very happy that many of the students understand the lessons and they are eager to take part in these activities effectively

For students: a large number of students understand the lesson very quickly They easily get the knowledge and remember it longer They no longer feel afraid, anxious and depressed every time in English communication class anymore The teaching becomes more attractive and more interesting to students They love English and are eager to learn it

In English communication periods, the number of students involved is always built all 80 - 85% or more compared to the previous figure is only about 30-40% English knowledge of all students are raised, especially the quality of the students have left mass movement better

TEACHER:

Pham Van Son

CERTIFIED BY THE PRINCIPAL

………

………

………

………

PHÒNG GD&ĐT QUỲNH LƯU

Quỳnh Lưu, ngày 07 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Đoàn Anh Tuấn

Đơn vị công tác: Giáo viên trường THCS Hồ Xuân Hương

Chức vụ hiện giữ: Giáo viên

Môn dự thi: Tiếng Anh SBD: ………

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020: Dạy tiếng Anhlớp 9A, 8A, 8B, 6C và chủ nhiệm lớp 9A

- Thành tích đã được trong thời gian qua: Là giáo viên dạy giỏi cấp trường, huyện

và tỉnh Tham gia bồi dưỡng học sinh giỏi của trường, của ngành và có học sinhgiỏi cấp huyện, tỉnh trong năm học 2018-2019

2 Biện pháp và kết quả áp dụng biện pháp để nâng cao chất lượng công tác giảng dạy

2.1 Name of the solution: “How to motivate students to speak English”

2.2 The content of the solutions:

- The real state of the problem before applying the solutions

There are many reasons why students hesitate to practice speaking English in class:+ students have a fear of making mistakes They don’t want to feel embarrassed in front of their peers They need to know that if they say something incorrectly, they aren’t going to be laughed at

+ students who are introverted simply process things internally and are less inclined tospeak out, especially in a large group

+ students who lack confidence often feel insecure about their speaking abilities,they’ll have a harder time speaking up

- The solutions to the problem.

In spite of the obstacles outlined above, here are some solutions to those to get

students to speak English

* Eliminate pressure.

Students need time to practice talking without the anxiety of needing to say everythingcorrectly Give students a few minutes of free-speaking time with a partner or smallgroup each lesson The only rule is that they must speak English We can give them aspecific topic to discuss, such as current events, what they did over the weekend orwhat TV show they like In this situation, they can talk about anything They can trynew words or phrases and, perhaps they can make mistakes These times of practicewill get them used to speaking in a foreign language without any barriers This willallow them to solve problems and figure out how to communicate in English.

* Write first, speak later.

For students who struggle to speak English, it can be very helpful to write out a scriptfirst and then practice speaking it Writing gives students the time to think throughwhat they will say, check their grammar and look up any words or phrases they don’tknow This is especially helpful for beginners such as students in grade 6 who simplyhaven’t learned enough English to carry on a conversation off the top of their head.You can give them scripted speaking activities by having them write out aconversation with a partner based on a specific conversational topic, such as what theywould say if they ran into a friend on the street, how they would interact with a waiter

in a restaurant or how they would ask a stranger for directions This will help withtheir confidence when they find themselves in a real English-speaking setting

* Find relevant topics.

Students will be more motivated to speak about something that they care about Tapinto students’ passion by having classroom debates and discussing current topics sothat students have a lot to say For example: Did something serious happen in theworld recently such as nCoV virus stands for Wuhan corona virus? Then talk about it

in English Is there a new song or movie that everyone is talking about such as

“Coming home, kids” film? Etc We can also ask students to write down a few themesthat they would be interested in speaking about and then build an activity based onthose When students have something important to say, they will find a way to say it inany language

* Mix it up.

Sometimes students might simply lose interest in a certain speaking activity To avoidthis, use different methods to motivate students by challenging them We can havethem record their conversations, sing along to songs or present material to the class

Finding new ways to incorporate speaking will keep lessons fresh and interesting,which will help students stay engaged

We can even use authentic content to model conversations and encourage shadowing.Alternatively, students can act out a scene they view in video, trying to imitate the toneand pronunciation as best as they can

Another good way to change pace is to have students research a topic of interest, such

as a country they’d like to visit or an activity they’d like to try Then they present it to the class in English You can even have a class discussion about each presentation

* Create opportunities.

Of course, sometimes lessons need to focus on aspects of English besides speaking.When this is the case, you can set aside specific lessons or even have an after-schoolclub for English cultural activities These are a great way to help English come to life

by incorporating the English language with English-speaking culture

Students can watch a movie or TV show in English and then have a discussion about

it They may celebrate a holiday from an English-speaking country the way it istraditionally celebrated They can even make use of specific aspects of English-speaking cultures to create relevant speaking opportunities

The best way to help students feel safe speaking is to create a positive classroom environment This means cultivating a culture of respect by giving students positive feedback and not tolerating negativity

Students need permission to try new words and make mistakes This is how they’lllearn That means other students aren’t permitted to make fun of a student for sayingsomething incorrectly and the teacher won’t harshly criticize students for theirmistakes Instead, you can provide constructive feedback that helps students improve

* Set goals.

When it comes to motivation, students will speak when it’s important to them Havestudents decide what they want to get out of the class and why they want to speakEnglish At the beginning of the year, we can have students write down some specificskills they hope to gain from the class and why those are important to them

For example, if they want to get good marks in speaking English test, they will need tospeak it fluently When students are self-motivated by a personal goal, this will serve

as encouragement to participate in the activities that will help them to reach their goal

- Evaluation of the solutions.

When applying these solutions to motivating students to speak I find students moreeager and willing to speak out Many of them have made much progress

2.3 The result of the solution.

After having applied these solutions to motivating students to speak at Ho XuanHuong Secondary School, they have achieved some promising results, they can speakmore fluently and confidently It helps me a lot to control the teaching ,testing and

Here is the results and percentage gain of students from class 6C.

Before 36(sts) 5 = 13,89% 6 = 16,67% 15 = 41,67% 10 = 27,77%After 36(sts) 10 = 27,78% 14 = 38,89% 10 = 27,78% 2 = 5,56%

3 Plan to apply measures to improve the quality of teaching in the future

Although this is not a really new way of motivating students to speak, I do hope that itwill help me as well as my colleagues to have another way to teach our students moreeffectively Thank you very much for listening to my teaching solutions I lookforward to hearing all comments from you

Teacher

Doan Anh Tuan

XÁC NHẬN CỦA HIỆU TRƯỞNG

………

PHÒNG GD&ĐT QUỲNH LƯU

TRƯỜNG THCS HỒ XUÂN HƯƠNG

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

Quỳnh Lưu, ngày 10 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Đinh Thị Quỳnh Vân

Đơn vị công tác: Giáo viên trường THCS Hồ Xuân Hương

Chức vụ hiện giữ: Giáo viên

Môn dự thi: Tiếng Anh SBD: ………

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020:

+ Giảng dạy Tiếng Anh lớp 6A, 6B, 7B,7C

+ Giảng dạy Công Nghệ lớp 7A

- Thành tích đã được trong thời gian qua (chỉ nêu thành tích đã được được trong hoạt động chuyên môn).

2.2.1 Real situations before applying this method.

- I seemed to spend most of time in a period teaching Looking back part, because

I used to worry that my students couldn’t do the given exercises well enough

- I spent about 5 minutes guiding students to do the project then asked them tofinish it at home Because I didn’t have much time to check my students’ product,

so most students neglected their projects or they were not motivated enough to dotheir tasks

- Students rarely had opportunities to give their ideas, to work in groups about thetopics they had learnt, so their speaking and listening skills weren’t improved.

2.2.2 How to apply:

Looking back.

This part is mainly for grammar and vocabulary that they have learnt in the sixprevious lessons of the unit so I do not need to spend much time on it I often askstudents to prepare it at home In class, it only takes students about 15 minutes tofinish these exercises I can give them some guides if necessary

- divide students into groups of 4 or 5 Each group has a leader

- have the groups talk about the traffic problems in their neighborhood and thesolutions

- ask students to search, collect information and picture about this topic They canchoose any suitable way to perform

- set the deadline for preparations

+ Students:

- create ideas for the project

- set tasks for all members in the groups

=> This guiding will help students to orient what they must do for their project

and know what they have, what they are looking for their project They willpay attention to 6 lessons before their project to find information for theirproject, of course, they will always try to learn well every lesson

*Presentation.

Project can be done after or before looking back Teacher should spend 30

minutes for this part Students have prepared their project carefully before class so Teacher doesn’t waste time to guide students how to do Students can present their project in groups or individually

- teacher or monitor will control the class by calling the group to perform one by one

* Marking:

The total mark is 10 for one student, it consists of

-preparation:3 points

-content:3 points

-presentation:3 points.

-chatting:1 point

=>The time for each group is 4-5 minutes

(During this group or this student performs, others must pay attention and make questions for them about the topic they have talked The good question will bring them more points This time teacher only works as an observer, assessorand juryman For some able classes, the monitor can control class in this part)

*Result

-This method saves time

-Teacher can check many students’ projects at the same time

-Most students can speak English more fluently and listen better

-More students are trained to be gifted students

2.3 The result in teaching.

Most students

-have chances to create their ideas for the unit they have learnt

-must pay attention to the lessons to get knowledge for their project

-are more self-confident when talking before many people

-take care of their real life and surroundings

-know how to cooperate in working, help each other when getting difficulties.-use teaching aids effectively especially modern equipment

-improve their skills especially: speaking and listening skills and even social skills

-raise the initiative in getting knowledge

-are more motivated in studying

3.Future plan.

-I think this is a good way to make good result in teaching and learning, so that Iwill continue use it and try to adjust it to make it better

-It would be better for students if there are English speaking contests yearly

GIÁO VIÊN DỰ THI

Đinh Thị Quỳnh Vân

XÁC NHẬN CỦA HIỆU TRƯỞNG

PHÒNG GD&ĐT QUỲNH LƯU

TRƯỜNG THCS HỒ XUÂN HƯƠNG

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

Quỳnh Lưu, ngày 02 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Nguyễn Thị Thúy Hòa

Đơn vị công tác: Giáo viên trường THCS Hồ Xuân Hương

Chức vụ hiện giữ: Tổ phó tổ KHXH

Môn dự thi: Tiếng Anh SBD: ………

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020: Giảng dạy mônTiếng Anh lớp 7a, 8c, 9b, 9c, Bồi dưỡng HSG lớp 9

- Thành tích đã đạt được trong thời gian qua: Được công nhận GVDG cấp trườngnăm học 2018-2019 và 2019-2020; Được công nhận GVDG cấp Tỉnh năm học2005-2006; Được công nhận GVDG cấp huyện các chu kỳ 2017-2019; Xếp loạichuẩn nghề nghiệp loại Tốt năm học: 2017-2018 và 2018-2019

Sáng kiến kinh nghiệm cấp tỉnh năm 2010 (Bậc 4KK); Sáng kiến kinh nghiệmcấp huyện năm: 2006, 2008, 2010, 2011, 2012, 2014, 2015, 2017

Học sinh giỏi Huyện: Năm học 2018-2019: 07 (Trong đó:1giải nhất, 2 giải nhì, 2giải ba, 2 giải KK); Năm học 2019-2020: 12 (Trong đó: 2 giải nhất, 4 giải nhì, 5giải ba, 1 giải KK); Học sinh giỏi Tỉnh: Năm học 2017-2018: 05 (Trong đó: 1giải nhì, 3 giải ba,1 giải KK); Năm học 2018-2019: 01 (giải Ba)

2 Biện pháp và kết quả áp dụng biện pháp để nâng cao chất lượng công tác giảng dạy

2.1 Name of the method:

“Using Cambridge English Write and Improve website to help students practise,

grade and improve their writing skills.” (Ứng dụng phần mềm trực tuyến

Cambridge English Write and Improve để giúp học sinh THCS tự luyện tập và

nâng cao kỹ năng viết.)

2.2 The content of the method:

2.2.1 Real situations before applying the method:

+ There is not enough time for students to practise writing in class (Teachers donot often leave students enough time for writing activites; most students cannot

be able to finish their writing tasks in writing lessons)

+ Teachers do not have enough time to correct or/and feedback for students’writing (Grading and feedbacking for English writing often takes plenty of time)+ Many teachers do not like teaching writing skill as well as helping giftedstudents with their writing skill as they often feel fearful of hardship

+ Most (secondary) students find writing hard and they are not confident enoughwhen being asked to do a writing task

+ Apart from asking teachers for help, students did not have any tools orinstruments that could help them seft-correct, seft-grade and improve theirwriting

2.2.2 Steps of using Cambridge English Write and Improve website:

Step 1: Create a profile

 Access the website at Write & Improve: https://writeandimprove.com/

 Create a profile freely as directed

After owning an account on this website, Teacher can Create a workbook and

then, create new tasks Teacher can ask the students who have no accounts on this

website to practise doing a writing task by sending them an Invitation through

their emails Students only open their emails, accept the invitation and do thetask

Step 2: Practise your writing

 Firstly, choose a topic which is at Beginner, Intermediate or Advanced; or click the task given by the teacher

 Start writing

Step 3: Check your writing

 Click Check Your writing will be sent to the system automatically

 Your English writing will be marked accurately, in seconds Your will seewhich level you are at and your mistakes in different colors

 Click Changes to see suggested changes.

 Students can see their progress at “Your Progess”.

Besides, you can choose the feature Task Timer set the time for the task.

2.2.3 Evaluations of the steps of using Cambridge English Write and Improve

website:

Write & Improve helps us – teachers – and our students improve writing fast withspelling, grammar, lexica, word usages We can:

 Practise writing English

 Get our grade in seconds

 Look at the feedback and make changes

Write & Improve is a free tool for learners of English that uses new

technology developed at the University of Cambridge to marks writing inseconds It shows the learner the parts of his/her text that may need improvement.Learners check their spelling, grammar and vocabulary and try again It gives thelearner feedback with each task to help improve the score Students can viewgraphs to see their progress and can see how close they are to the next grade.They can try again as often as they like So they can work more on these areasand keep improving

I started to study and use this website right after having taken part in atraining course for teachers of English in Nghe An on September 28th 2019 Sofar, I have created ten workbooks with more than twenty writing tasks for mystudents, most of which are for gifted students of grade 9

Write & Improve has helped me and my students a lot It is really useful and

effective Many students are interested in learning with this website because theylike learning online better than with books and notebooks Moreover, they areable to self-check their writing and keep improving it by doing it again and again.They only send me their best writings Surprisingly, some students’ writings are atlevel B2 or even better – level C1 Sometimes they also ask me to help thembecause they want to get better levels That means I can improve my writing skills

as well

And I do not find marking students’ writing hard any more With Write & Improve, it is now much easier, faster and not so boring as it used to be I can

check if my students have done the tasks given or not I can see how muchprogress they have made and give them some help if necessary

3 Future plan

From now on, I will try to get as many students, from grade 6 to grade 9,involed in this website as possible I believe that there is no better tool for

teachers and students to improve their writing skills than Write & Improve by far.

GIÁO VIÊN DỰ THI

Nguyễn Thị Thúy Hòa XÁC NHẬN CỦA HIỆU TRƯỞNG

………

QUYNH LUU EDUCATION AND

period 2019-2021)

Full name: Ho Trung Hau

School: Ngoc Son primary and secondary school

Position: teacher

Exam subject: English CODE :

1 Profile of personal duties and achievements

- Teaching duties assigned in the school year 2019-2020: teaching English at 9C,

9 B, 8A, 8B

- Past achievements (only indicate achievements in professional activities):

The good teacher at Ngoc Son school in school year 2018-20219 and 2019-2020

2 Measures and results of applying measures to improve the quality of teaching work

2.1 Name of the report:

Develop speaking skill for students in the production part of Listen and readlessons

2.2 Content of the report:

A- Situation before applying measure:

Ngoc Son is a mountainous commune, teaching English is difficult, especiallycommunicative skill I have taught English for many years in grade 9, as well asfor my colleagues Students have a lot of confusion in the production of the listenand read section and the effect is not high because the listening and read sectionmainly spends time teaching vocabulary and structure, so it is difficult to achieve

focus I designed the production section to encourage students to practicespeaking more perfectly.

B- Method of implementing the measure:

Using some teaching techniques to design the production in listen and read

 Retelling, Brainstorm, Survey, Arrange the events in order, Interviews

♦ EXAMPLES:

Unit 1 : A VISIT FROM A PEN PAL

Period 2: LISTEN AND READ

Using activity: retelling

The teacher uses some pictures to show the main content of the lesson and asks students

to retell With weaker classes the teacher can show students pictures and some suggested words for students to retell more easily.

+ Base on the cues and the given pictures to retell Maryam's first visit to Hanoi.

Lan& Maryam/ pen pals/ 2 years.// This/ first time/ Maryam/ visit/ Hanoi.// The first day / Hanoi / Lan / take/ Hoan Kiem Lake.// the next few days/they/ visit/ Ho Chi Minh's Mausoleum/ History Museum/ Temple of Literature.//Maryam /impressed/ the beauty / city/ friendliness/ people.// She wishes / longer vacation / Hanoi.// She /also/ want/ invite /Lan/ Kuala Lumpur.

*Suggested answer:

Lan and Maryam have been pen pals for over two years This is the first time Maryam has visited Hanoi Lan took her to Hoan Kiem Lake Over the next few days, they visited Ho Chi Minh's Mausoleum, the History Museum, and the Temple of Literature Maryam was really impressed by the beauty of the city and by the friendliness of its people She wishes she had a longer vacation in Hanoi She also wanted to invite Lan to Kuala Lumpur

Unit 2: CLOTHING

Period 10: LISTEN AND READ

Using activity: describing.

- Use your own words to describe the ao dai (Teacher can use real pictures or ao dai to make it easier for students to describe.)

THE COUNTRYSIDE.

Period 15: GETTING STARTED + LISTEN AND READ.

Using activity retelling.

The teacher asks students to retell Ba's trip back to the countryside (using pictures and suggestive words)

- Retell Ba's trip to the village, using the pictures and the given words:

a.Ba's village/ about 60kms/ the north/Hanoi.//

b Ba/ his family/ get/ village/bus It/ lies/ the foot/ mountain/ and/ a river.

c They/ have/ chance/ travel/ between/ green paddy fields/ cross/ small bamboo forest.

d There/ be/ big old banyan tree/

e They/ visit/ the shrine/ the mountain entrance/village.

f afternoon/ they/ boating/ river/ picnic / river bank/ before/ going home/late/ evening.//

 Suggested answers:

a Ba's village is about 60kms to the north of Hanoi It lies near the foot of a mountain and by a river.

b.Ba and his family got to the village by bus.

c.They had a chance to travel between the green paddy fields and cross a small bamboo forest.

d There is a big old banyan tree at the entrance to the village.

e.They visited the shrine on the mountain.

f In the afternoon, they went boating in the river and had a picnic on the river bank before going home late in the evening.

Unit 4: LEARNING A FOREIGN LANGUAGE

Period 29: GETTING STARTED+ LISTEN AND READ.

Using activity survey.

- Teacher asks students to work in groups of six.

- Ask them to stand up and ask each other the question: " What subject do you need to improve?" They have to write the names and the subjects that their friends answer.

B

CC

D

C

- Ask them to stand up and ask each other the question: " Which ways do you often use

to learn and improve your English?" They have to write the names and the ways that their friends answer.

*Example:

Name How to learn English

Hoa Listen to English programs on the radio Mai Speak English with your friends

Nam Do more grammar exercises

- Teacher has students show the ways that are the most popular in the class.

Unit 5: THE MEDIA.

Period 41: GETTING STARED+ LISTEN AND READ

Using activity brainstorming.

-Teacher asks students to brainstorm their ideas on " the benefits of TV"

- Teacher gives them the beginning of a list and students have to add their ideas to it.

- Students work in groups of four or six and write them on a poster.

- The two or three groups which write more correct ideas will win the game.

get the latest information

*Suggested answer:

- Enjoy interesting programs such as films, music

- Get the latest information.

- Watch a variety of local and international programs.

- Learn many different subjects such as English, Math

-C Assessing the process of implementing the measure:

It is suitable for Ngoc Son Students This project can be applied to work with different types of students and at different schools.

2.3 Results and effectiveness of measures in improving the quality of grassroots teaching:

In the 2018-2019 school year, I applied the above measures and obtained thefollowing school year results:

CLASS Not applied measures After applying the measure

T

s

% ST

S % ST S % ST S % ST S % ST S % ST S % ST S % ST S % 9B( 35 STs) 1 2,8 5 14,3 18 51,5 9 25,7 2 5,7 2 5,7 8 22,9 20 57,1 5 14,3

The benefits of TV

In the first semester of the 2019-2020 school year, I continued to apply the above

measures and achieved the following results at the end of the first term:

CLASS Not applied measures (according to the

test at the beginning of the school year)

After applying the measure

% ST S

% ST S

% ST S

% ST S

% ST S

% ST S

% ST S

%

9B(33 STs) 1 3 4 12,

1

17 51, 5

7 21, 3

4 12, 1

2 6 8 24,

2

18 54, 6

5 15,6

I applied the measure in the 2018-2019 school year and in the first semester of the

2019-2020 school year and the student's results were relatively satisfactory The

results show that the quality of learning of students significantly increases The

percentage of students who are quite good is much better, the ratio of average

students increases to limit the rate of weak students I will continue to apply and

consult with colleagues to make this initiative even more effective and

complete.3

3 Plan to improve and develop measures to improve the quality of teaching in the

future (if any).

Nguyen Thi Truc

PHÒNG GD&ĐT QUỲNH LƯU

TRƯỜNG THCS QUỲNH GIANG

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

Quynh Giang., ngày 10 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Vũ Mai Hương

Đơn vị công tác: Giáo viên trường THCS Quỳnh Giang

Chức vụ hiện giữ: Giáo viên

Môn dự thi: Tiếng Anh SBD: ………

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020:

Giảng dạy Anh 9C, 8A, 8B ; Chủ nhiệm lớp 8B

- Thành tích đã được trong thời gian qua (chỉ nêu thành tích đã được được trong hoạt động chuyên môn):

Giáo viên giỏi huyện chu kỳ 2011-2013

Lao dộng tiên tiến trong thời gian qua

2 Solutions and the results of applying solutions to improve the quality of teaching job.

2.1 Name of the solution : “Acting it out” in the Communication lessons 2.2 The contents of the solution:

- Real situations before applying the method:

Usually, a communication lesson is considered as the time to relax in a unit Itdoes not include too much knowledge, but this is the chance for students tocommunicate with each others using the knowledge they have learnt in theprevious lessons It is also the time for students to show their attitude andcompetence for the topic of the unit However, in the normal classes, I found thatstudents were not interested in the lesson, they just did their tasks in the text book

in a passive way They didn’t want to talk to each others, especial the shystudents When it comes to their turn, there is not enough time to spend toencourage those students to speak up or to improve their speaking

This led to the fact that the lessons were boring, the students weren’t enthusiastic,and the teacher was unhappy.

- How do I conduct the method:

I approached the Unit 4 lesson 4 Communication on “ Our Customs andTraditions” English 8 using a number of different methods to try to increase thestudents’ interest and levels of participation The lesson required students to thinkabout the dinner table customs of a typical Bristish household Students couldeither choose to use Bristish customs or American customs I showed studentssome videos on You Tube in order to get some ideas Suggested videos included:

*American Dinner Scenes:

TV Show “ Friends” restaurant dinner

TV Show “ Bringing Down the House” dinner scene

Movie “ National Lampoon’s Christmas Vacation” dinner scene

* British Dinner Scenes:

TV Show “Fleabag” dinner scene

Movie “ Four Weddings and a Funeral” dinner scene

These are all generally humorous representations of an American or a Britishdinner and are not meant to be entirely accurate

We engaged in a role-playing exercise This is where we do not simply read the script and recite it in class, but actually act it out as though it were a play or a

television show Students were divided into groups of 5 and had to write a simplescript, practice it, and then perform it for the class The students were given a lot

of space to create and were allowed to use humor and drama to make it moreinteresting The students were encouraged to take on unusual roles (where theboys would play the moms and the girls would play the dads, etc.) and to dressfor their parts I also brought in cutlery (knives and forks) and dishes for thestudents to use in their presentations Students were encouraged to bring in anyadditional props they wanted to use

As they worked in groups, I paid close attention to ensure that they did themajority of their planning in English, and to make certain that all the students had

a similar number of lines to speak As mentioned before, I encouraged them touse humor or drama to make it more interesting and fun I made sure theyunderstood that the script was mostly a "guideline" and that they did not have tomemorize their lines and could improvise as the play progressed, however theywere required to hand in a script as part of their final mark for this unit

As we know, the objectives of this lesson not only provide students withknowledge about the custom and eating tradition of Vietnamese, British andAmerican people, practice speaking about that topic but also gain skills andattitudes about eating culture of Viet Nam and other countries in the world Thenstudents can apply to their real life

- Evaluation :

The teaching process was not in order as in the text book, the teacher was lesscontrolled, some sections used less or more time than others; however, the maincontent of the lesson was focused on As in the sample lesson above, students

America, and could perform themselves in front of the class about that topic Thefirst time this approach was used in class, it was rather chaotic Students wereallowed to select their own groups rather than being assigned groups, and some ofthe performances were weak, leading to boredom and a lack of attention from theaudience

2.3 Results and effectiveness of the method in improving the quality of teaching job.

After applying in class 8B the quality of the lesson was better than in class 8Awhich was not applied

At the beginning, students were very reluctant, but as the program has progressed,more and more students have begun to relax and to have fun with the idea Theyare speaking more and speaking with enthusiasm A role-playing environmentencourages students to experiment with different accents and tones in a mannerthey will not use in a standard environment Role-playing also helps to keep thestudents' attention, as it is entertaining for both the performers and the audience.The funnier and more out-going students' presentations are something all thestudents look forward to, and some of the shyest students have shown quite atalent when working on a "stage" at the front of the class Students participate farmore willingly and have actually begun to ask when they will be able to work ontheir next play

3 Future Developments

Because of some problems above, I have implemented some changes: whilegroups are still largely allowed to self-select, I will often reassign students toother groups for a number of reasons Sometimes groups are broken up becausethey are all just friends and would prefer to gossip than to work Other times,stronger students are reassigned to weaker groups to help to lift the overallperformance I will also begin to reassign students so that they have theopportunity to work with other students outside of their comfort areas and tobetter emulate the real world where people are often required to makeconversation with people they don't know (or don't know well)

I am also beginning to implement a student evaluation component, where aportion of the students' marks will their evaluations of other students They will

be required to rate pronunciation, tone, grammar, and general coherence withmarks out of ten, as well as to list any mistakes they discover in the performingstudents' presentations I will mark these evaluations as though they wereindividual assignments

I am very supportive of ideas which increase student enthusiasm andparticipation I am also very supportive of "fun" learning Learning must be alifelong habit, not simply something that is done in school If learning can be fun,

it will be much more easily accepted by the students, and it will teach themvaluable learning skills which will make them far more successful adults Play-acting is not just something for little children; it is also appropriate for teens andeven young adults This is a program I hope to continue to use into the future

GIÁO VIÊN DỰ THI

Vũ Mai Hương

PHÒNG GD&ĐT QUỲNH LƯU

TRƯỜNG THCS QUỲNH GIANG

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập - Tự do - Hạnh phúc

Quỳnh Giang, ngày 06 tháng 02 năm 2020

BÁO CÁO BIỆN PHÁP NÂNG CAO CHẤT LƯỢNG CÔNG TÁC GIẢNG DẠY

(Phục vụ kỳ thi GVDG huyện cấp THCS chu kỳ 2019-2021)

Họ tên: Vũ Thị Hải Yến

Đơn vị công tác: Giáo viên trường THCS Quỳnh Giang

Chức vụ hiện giữ: Giáo viên

Môn dự thi: Tiếng Anh SBD: ………

1 Sơ lược về nhiệm vụ và thành tích cá nhân

- Nhiệm vụ giảng dạy được phân công trong năm học 2019-2020: Dạy Tiếng Anh lớp 7A,7B,7C,8C

- Thành tích đã được trong thời gian qua (chỉ nêu thành tích đã được được trong hoạt động chuyên môn) :

+ GVG Huyện chu kỳ 2017- 2019

+ Chiến sĩ thi đua cấp cơ sở năm học 2018- 2019

+ Sáng kiến kinh nghiệm cấp huyện năm học 2017-2018; 2018-2019

2 Biện pháp và kết quả áp dụng biện pháp để nâng cao chất lượng công tác giảng dạy

2.1 Name of measure: Improve the quality of vocabulary teaching in the “A

closer look 1” in English 7 Specifically: UNIT 7: TRAFFIC - Lesson 2: A closer look 1

2.2 Content of measures:

- Situation before applying measures:

With the close attention of leaders at all levels, the school has invested in

facilities such as equipping most classes with projectors, Promethean touch

screens, smart pens, English record players, speakers support audio, soft books Many students study hard, have a sense of advanced in learning English Besides, many children are negligent, they are not aware of the importance of learning English; They also have a habit of preparing homework, but it is only coping Thelevel of students is clearly differentiated while A Closer Look 1 in 10-year

textbooks has rich content with a great amount of knowledge, with lots of new vocabulary, and many different types of exercises; Many students have not been properly cared for by their parents, some of them work away from home,they do