Some experience to teach conversation to cause excitement in english for students in grade 6

THANH HOA EDUCATION AND TRAINING DEPARTMENTQUAN SON EDUCATION AND TRAINING DEPARTMENT EDUCATION AND TRAINING OF QUAN SON ETHNIC SCHOOLS SELL STAY TRUNG THUONG SECONDARY SCHOOL INITIATIVE

THANH HOA EDUCATION AND TRAINING DEPARTMENT

QUAN SON EDUCATION AND TRAINING DEPARTMENT

EDUCATION AND TRAINING OF QUAN SON

ETHNIC SCHOOLS SELL STAY TRUNG THUONG SECONDARY SCHOOL

INITIATIVE EXPERIENCE

EXPERIENCE INITIATIVE

SOME EXPERIENCE TO TEACH CONVERSATION

A NUMBER OF STRICKS TO TEACH CONVERSATION TO CAUSE

TO CAUSE EXCITEMENT IN ENGLISH FOR

EXCITEM NT IN THE GRADE 6 E GLISH SUDJECTS

INSTUDENTSETHNICSCHOOLSINGRADESELLSTAY6

TRUNG THUONG SECONDARY SCHOOL

Author : Doan Thi Su Position : Teacher Place to work: Town Primary and Secondary school Subject : English

Writer : Đoàn Thị Sự Position : Teacher Operative units: Ethnic schools sell stay

Trung Thuong secondary school.

Ideas in the fields of: English

2.3 Organization and solutions made to sold the problem 3 2.4 The effect

10

3 CONCLUSION AND RECOMMENDATION

12

CONTENT

1 OPENING

1.1 Reasoning of the topic:

Teaching and learning of foreign languages in General, in particular in the schools today are inadequately addressed and far-reaching development in the country In middle school, teachers teach English to students with other subjects on the basis of equipping the children necessary knowledge system aimed at training workers have highly skilled, knowledge, practical skills, dynamism and creativity, The establishment and practice of skills for students

of teachers not only pay attention to the passive transfer of knowledge in textbooks, use the medium of teaching Teacher has to be interested in the organization of the teaching process in the direction of the positive operation of the learner, which plays an active role in creative initiative of students in learning, organizations for students to master the knowledge of their own operations

English conversation in secondary schools are unevenly distributed in 4 blocks from block 6 to 9 block from easy to hard In block 6 of the children only just be familiar with the form of the conversation short, saying simple easy to understand, not because of the ease in which we believe, we have to create for students interested in studying in the first grade to the solid foundation and has the passion to learn well the next year If teacher does not truly innovative in lesson plans, conversations are easy for students to be forgotten soon I always wondered how help students to pay attention more, not neglected studying and learning conversations

Over the years are the direct assignment of teaching in English class, I have developed some experience in teaching process Among them,

“Some experience to teach conversation to cause excitement in English for students in grade 6” is the subject of attention

1.2 Research purposes.

Make for the students in acquiring new ones, work-skills of heard Helping students with admissions and the exchange of information, improving their English skills, learn more about the society, creating routines for immediate response in the language of communication

1.3 The object of research.

Some methods to teach conversation to cause excitement in English for students in grade 6

Students in grade 6 of Town primary and secondary school

1.4 Research methods.

Research method bases on theory

Method of investigating reality and collecting information

Statistical method

Data processing method

2 CONTENTS PART

2.1 Reasoning base.

- According to the II National Resolution II period 8 “Renewing a educational

method of education, overcoming the way to convey passively, practicing a creative mindset for learners Gradually apply advanced methods and modern methods in the teaching process, to ensure conditions and duration of study, self-study for students “

- The orientation above was legalized in the Education Law, Article 24,

2nd paragraph as follows: “Method of general education has to promote

activity, creativity for students, consistent with the characteristics of each class, foster methods for self-learning support, train skills to apply knowledge

to practical life, impact emotion, bring joy, excitement for student in learning”

- In fact there are many forms of learning: study at classroom, at home, self – study, study under the guide of teachers, study in groups The important thing is that teachers must understand students, have to think about exploring, to find out the most appropriate and effective teaching method

- Base on the core innovation of teaching methods that attract students’ attitude toward active learning, against passive study habits Especially, foster self – learning method for children The topic “ Some experience to teach conversation to cause excitement in English for students in grade 6”, with measures of reviewing vocabulary creatively, innovatively and effectively, it integrates with Art – keep up with the innovation, overcome the way to convey passive and boring old method Moreover, guiding students to expand vocabulary and structures is a part of the initiation to promote innovation and foster students’ self-study, self-discipline

Role-play and using of conversation in English that is to follow the new teaching methods, students are directly involved in the process of learning and active musically patterned According to the document on methods of teaching the subject has to meet the above mentioned issues of teaching methods, teacher created situations, learners have the opportunity to work out and develop the capacity of thinking

2.2 Status of problem.

Comes from the habit of high school students to see conversation just skimming through then solve the exercises below If teachers do not really creative and investing curriculum, for students of that conversation are easy to

be forgotten soon Status in the academic subjects, students or have a habit of passively, familiar listening, taking notes like a copy Most students do not have the habit of actively learning and discover lessons if not assigned or if which was then also still embarrassing when solving problems Children don’t have the needs themselves reveal the thoughts, feelings, interests and talent of the individual before the collective The sense of preparation, almost no exist they are always waiting to receive knowledge from the teacher If there are difficulties, the students are waiting for explanations from the teacher The situation is clearly shown by the results of my investigation

* A number of students get excited about learning and understand

conversation Semesters I

– the school year 2015-2016 in Town primary and secondary school.

A number of students get A number of students are not

Number excited about learning

class of and understand

conversation

students

According to the view of "learner-centered", teaching and learning methods, there have been fundamental changes The teacher are not the only person who hold the knowledge and impart knowledge that is just the instructor, counselor, support people who check The school is no longer a passive person

to acquire knowledge that is central to the process of teaching, innovative initiative in the learning process in order to reach the goal of his teaching The renewal method of teaching is very clear and important particularly in communication in the language From the point on the students directly involved

in the learning process, specific role and use the conversation naturally interactive will create joy elation in English

2.3 Organization and solutions made to sold the problem.

Each conversation is different teaching tricks The plot is how to create excitement for the students in acquiring new knowledge and more importantly is

to help children to be engraved upon the classroom and self development ability

of his English language quickly and effectively The aim of the teaching of conversation is to help students develop skills (especially to speaking), in accordance with the level and ages of students, help students with admissions and the exchange of information, improving your English, learn more about the society

Verbal conversation is between at least two people, as a change (with the speaker and the listener) The conversations usually require the immediate response of language habits, so conversation without preparation The language

in the post is the speech has been abridged The fascicules, from buffer to be used as means of the language support The expressive elements such as gestures, facial expressions, gestures, intonation, accent was working so much support to the quality and effectiveness of the dialogue The structure of conversation completely different from the structure of a post read Word of the conversation must ensure the concise The main activity of the conversation is active by young couples, according to the Group and played the role

* Conversation approach

steps

Step 1 Presentation -Charismatic interests the -Introduce the topic

- Creates demand wanted introducing the

to communicate to character context

-Encourage students to suggested

think about the topic that Introduction from

Step 2 Practice - Helps students understand -Implementation of

conversation Recite the the exercises comes dialogue of the characters through:

- Learn to apply structured -Training with the conversation samples to guidance of a teacher

conversation under the guidance of the teacher Step 3 Production -Help students develop the -Implementation of

ability to communicate the exercises

-Practice talking

training and contact with reality

- The reference works for the steps taught conversation:

We can use many different tricks to introduce appropriate conversation and appealing with each object on your particular students Here are a few suggested activities to introduce conversation:

+ Using visuals: Using real objects, paintings or pictures to showcase:

Using drawings, introduces the characters and the context of the conversation

Use the drawings of the characters, introducing the characters and context

by putting questions to students based files to answer

Using visuals

Pictures and real objects

For example:

English 6 (UNIT 11-page 116) "What do you eat?"

Can use one of the following operations: Use painting two characters:

Ba-a student Ba-and Ba-a sBa-alesgirl - she sells food Introduction context Ba-and chBa-arBa-acters: Ask questions to students based on this file Can select some of the following questions:

Who is this?

(Pointing to Ba)

Who is this? (Pointing to salesgirl) Or: What can you see in the picture?

What is Ba doing?

What is the salesgirl doing?

Using real objects;

Introducing about character and context of conversation by giving cues and questions (Map dialogue)

+ Using tape cassettes.

Turn on the tape for students to hear conversation pattern

Read sample conversation according to the voice of character in

conversation

With students whose reading or classroom reading sample conversation in the correct number of characters in conversation

With one or two good students in the class give model conversation

+ Practice

To help students understand and practice conversation, often use the following types of activities:

Questions and answers

True/False statements

Multiple choice

Gap-fill

Substitutions-controlled practice

Substitutions-free practice

Matching questions and answers

Situation-based role play

In the form of monologue or dialogue-Retelling

- Here are some suggested activities to help students practice

conversation.

* English 6-UNIT 12 (A2), page 116 "at the store"

Exercises:

+ Multiple choice

1 Ba is

2 He wants of beef

3 He wants a dozen of

+ Substitution - making similar dialogue Cues:

A Hoa/ cooking oil/ two bottles/ peas/ a can

B Lan/ tomatoes/ one kilo/ lettuce/three hundred grams

* English 6-UNIT 10 (A3), page 105

+ True/ false statements

1 Nam’d like some noodles 2 Ba’d like some orange juice

3 Ba’d like to sit down

+ Substitution

Cues:

3 1 Lan: apple juice 2 Nam: Some rice 3 Ba : a drink

.* English 6-UNIT 14 (B1), page 144

+ Questions

1 What is Lan going to do tonight? 2 What is Tuan going to do tonight?

3 What is he going to do tomorrow?

+ Free role play.

The situation suggests: Role play (English 6-Unit 10-A3- page 105) teacher divides the class into groups of 3 One student plays the role of Nam, one student plays the role of Ba and the other plays the role of Lan They talk about what kinds of food and drink they would like for their situations

+ Comparison: Compare contrast, reviews the content items with real life

* English 6-Unit 16-B4- page 171

Students complete conversation about ways to protect the environment, the teacher asked the children to compare, contrast with the reality in their local school

Ex: We should put trash in a waste basket We should collect trash

+ Imagination

Imagine yourself HS is the main character

(English 6-Unit 11-"A4" page 117) student imagines himself that he is Nam and he lists of the foods that his mother wants to buy

My Mom needs a bottle of cooking oil

* The example illustrates through conversation of English 6 UNIT 11-A2-page 116) uses the active role (Role play)

Using real objects: vegetables, flowers, fruits - use the English words that students already know

Put the situation: shopping

Divide the class into small groups (each group of about 3 to 4 students) Students work in groups to a child play a salesgirl the other children role-play a customer)

- A model lesson plan.

UNIT 11: WHAT DO YOU EAT?

LESSON 2: AT THE STORE (A2 )

A Objectives:

- Helps Ss to listen to a dialogue for specific information about quantities for food shopping By the end of this lesson, Ss will be able to understand the detail about quantities for food shopping

I Knowledge:

Can I help you? ; (to) want…; (to) need….;

How much…? (Uncountable noun; How many…? (Countable noun)

…

II Skill:

Speaking, writing, reading and listening

III Attitude:

Students work hard

B Teaching procedure:

I Settlement : -Greeting

II- Revision

Dictation lists: with "How much ?" "How many ?"

T reads: oranges, meat, milk, bread, carrots, chocolates, beef, chicken, rice, eggs, apples, soap

Answer key:

How much ? milk, bread, beef, chicken, rice, soap…

How many ? carrots, chocolates, eggs, apples …

III New lesson:

I Presentation

Presentation dialogue.

From the dialogue, T sets the scene to give answer the questions of the

1)I need/ want some beef.

How much do you need/ want?

2)I need/ want some eggs. -Ss give the concept check

How many do you need/ want?

II Practice.

"Blackboard drill"

T shows the way to ask students practice

practice well

Shopping list

300g beef

1k rice

500g beans

6 apples

1 dozen eggs

2 bottles milk

3 packets noodles

-Ss practice in pair

noodles eggs beef apples beans

-Ss take notes

2 bottles milk rice

S1: I need some beef

S2: How much do you want?

S1: Three hundred grams, please

etc

-T controls and corrects

III Production

"Role play"

T asks each student writes a shopping list -Ss practice