Preparation tasks of english for students at grade 10 at tho xuan 5 hight school

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGTHO XUAN 5 HIGH SCHOOL EXPERIENCE INITIATIVE PREPARATION TASKS OF ENGLISH FOR STUDENTS AT GRADE 10 AT THO XUAN 5 HINGT SCHOOL The author: Lê

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THO XUAN 5 HIGH SCHOOL

EXPERIENCE INITIATIVE

PREPARATION TASKS OF ENGLISH FOR STUDENTS AT

GRADE 10 AT THO XUAN 5 HINGT SCHOOL

The author: Lê Viết Mạnh Job position: Teacher Experience initiative about: English

THANH HOÁ NĂM 2021

TABLE OF CONTENTS

Pages

Appendix 2)

13

3.2 On the teacher's side:

3.3 On the students side:

3.4 Proposal

141414

4 REFERENCE

5 APPENDIX

1617

1 HEADING

1.1 Choice argument.

English is the most commonly spoken language in the world and is theofficial language of 56 countries English is the language of science, of aviation,computers, diplomacy, and tourism English is also the language of theInternet Learning English at any age is an enormously rewarding

experience in many ways Studying English helps students understand

English grammar better and improves their overall communication andproblemsolving skills Beyond the intellectual benefits, knowledge of Englishfacilitates travel, enhances career opportunities, and enables one to learn moreabout different peoples and cultures Learning English is important and peopleall over the world decide to study it as a second language Many countriesinclude English as a second language in their school syllabus and children startlearning English at a young age In Vietnam, children started to learning Englishwhen they are at primary schools However, many students at high schools,especially students in the remote areas who have poor studying condition andhave not many opportunities to communicate in English find English verydifficult and boring Most of them have difficulties in pronunciation as well asusing their vocabulary, which is a big barrier to their learning How to helpstudents overcome the above problems has been a major concern and achallenge to teachers I have learnt to think of it from my students’ viewpoint aswell as from a teacher’s perspective, and I have chosen to investigate ways of

designing “Preparation tasks of English for students at grade 10 at tho xuan

5 hight school” to help deduce students’ difficulties and improve the

effectiveness of teaching

1.2 The purpose of the topic.

1.2.1 For the students

- To introduce some “ Preparation tasks” in English classes

- To show how “Preparation tasks” motivate students to learn the language

- To help students overcome their problems in English classes bypreparing them vocabulary, pronunciation, the subject to focus on and makingthem more active in class

1.2.2 For the Teachers [3], [4]

Find out the most effective methods to stimulate students' interest beforeeach lesson, help students access lessons that are fun and exciting Besides,teachers also draw from valuable experiments in making appropriate lessonplans for different learners in each lesson

1.3 Research subjects.

1.3.1 Scope: Researching in the process of teaching English for students

of grade 10 at Tho Xuan 5 high school

1.3.2 Object: This subject is concerned with ways of designing

“Preparation tasks” for English classes

1.4 Research Methods

Reading reference books, discussing with other teachers, applying in teachingand drawing out experiences.

1.5 The topic offers a new solution

Depending on the student and the lesson content, teachers can choosedifferent types of play such as big group play, small group or individual

Teachers can design diverse forms of questions and diverse skills(especially focusing on listening and vocabulary skills)

+ Translate in Vietnamese / English + Find a hidden word in the puzzle+ Listen to the tape and answer

+ ……

Teachers need to ask simple questions and the difficulty is to avoid toomuch riddles that take time Because of the simple question, teachers have togive time to limit 10 seconds / 15 seconds to think and answer

Particularly question 5 and image after 5 questions is the final suggestionand must be clear for students to give correct answers

The scope of study for a research paper is usually one of the first sections

to the project It sets out the scope of my work and limitations, so I mainly focus

on two aspects:

+ It’s about effective methods to teach Unit 2: School talk, Unit 7: themass media in English book 10 Through this lesson, students know how toacquire reading skill

+ I apply my search to students in grade 10 such 10 B2, 10B3 and 10B4 atTho Xuan 5 high school

+ from the method apply for a lesson lesson, we can apply to read methodfor most most lesson in the general languages

2 CONTENT

2.1 General introduction

2.1.1 The importance of “being prepared” before class starts.

There are many different reasons why preparation is an essential part oflearning

First, one cannot take notes if they do not have the materials needed.Therefore, materials, such as writing instruments, paper, or electronic tablets(laptops/desktops included), are needed for notes Without notes, one does nothave the specific material needed to study

Second, one needs to have the textbooks or literature required Withoutthese, the student cannot read the required material

Third, if one does not read the required material, they cannot take part in

an academic discussion over the material Preparation provides a transition intothe topic An activity before the class activates pre-existing knowledge on asubject, and may even get students to use some of the ideas, vocabulary,pronunciation important to the lesson

Fourth, one needs to be mentally prepared If one comes into a classupset, the likeliness of their mind wandering is great If one comes into a classfocused upon education and the class, then the likeliness of them succeeding inthe class is greater.

Lastly, being prepared leads to less stress If one is not prepared then theymay feel stressed out On the other hand, if one has completed the assignments,read the material, and understands the material, they will be more likely to beable to focus upon the class

2.2 Reasons why students do not do the readings or other pre-class work:

Teachers are using more active learning methods in class In order tomake the most out of class time, it is critical that students come to classprepared However, this is not always the case Although there are certainlymany exceptions, studies have shown that as many as 50-70% of students do notcome to class prepared

Studies about this issue point to various reasons why students do not do thereadings or other pre-class work, including:

* Don’t have time or had other priorities

* Don’t find the readings of interest

* See a weak connection between doing course readings and doing well in theclass

* No justification given for why they should read, or the reading selectionschosen

*Believe important course content will be covered in class anyway

*Do not see connection between readings and class material

*Find the readings too hard

2 3 Specific teaching methods and approaches that can help

2 3.1 Teach students how to read (watch) academic material

*Model strategies for reading textbooks (or articles or videos) – walk through afew samples to help students identify what they should do with the tasks

*Help students assess their preparation strategies through a class discussion orsmall group activity

*Make questions about how students completed the work to explore effectivereading/pre-work strategies Give them useful advices and suggestions

2 3.2 Use Guides/Prompts/Reflections

*Provide vocabulary assistance or ask students to define new/technical terms

*Identify key questions in advance that students try to answer when looking forinformation

*Use specific prompts such as RDQ (Resonate, Disagree, Question) or RSQC2(Recall, Summarize, Question, Connect and Comment.

*At the beginning of class, ask students to respond to a short written question,then use think-pair-share or small groups to formulate deeper questions forwhole class discussion

*Use a one-minute-paper, or muddiest point activity at the beginning of class touncover comprehension levels and questions to address

2 4 Tips for encouraging students to come to class prepared

If you think about the main reasons why students do not believe it’s important to

do pre-class work in your course (perhaps even ask them) you might start byadjust your methods to address those specific issues

*Consider the usefulness of each reading/assignment and what you hopestudents get out of it – Communicate your expectations with students

*Share the value, relevance, and purpose of pre-class work

*Align pre-class workload with larger projects and assignments (i.e., lighterreadings during the week where a major paper is due)

*Aim reading material at the “marginally-skilled” student level and/or givemore time for technical readings

*Allude to upcoming readings/assignments at the end of each class

*Require students to integrate readings into assignments and papers

*Integrate readings/assignments into class time

*Reward students with good preparation

2 5 “Preparation tasks” in practice:

Depending on each lesson in the book English 10 and depending onstudents’ level, teachers should design suitable tasks for their students.Preparation tasks may be questions, summaries, quizzes, matching exercises,exercises of rearranging sentences, jumble words, picture describing… The tasksshould not be too easy for good students or too difficult for weak ones The tasksshould help students prepare some knowledge that is necessary for their nextlesson but should not be repeated in the lesson The tasks must be delivered tostudents at least one day before the new lesson begins so that students have time

to do it

With teacher’s guide, students work individually, in pairs or ingroups to complete the tasks They can also find useful information andknowledge in reference books or on the internet

2.6 Applying “Preparation tasks” in teaching English 10.

2.6.1 Unit 1: A DAY IN THE LIFE OF…

What do you do everyday?

1 What’s the pictures about?

2 What is the work of farmers?

3 What do you think of farmers’ life?

- Aim: To give students some ideas of life of a cyclo driver.

- Preparation task: In your opinion, what is true about a cyclo driver’s

life?

- get up early

- work very hard

- drive passengers around

- earn a lot of money

- eat in expensive restaurants

- take a rest under a tree

- trasport goods for customers

- set up his cyclo as a home to sleep at night

- work for few hours a day

* Lesson 4: Writing

- Aim: Help student organize ideas to make a narrative.

- Preparation task: What tense is used in the following sentences? Order the following sentences to make a narrative

Then, I quickly found another gate on the other side of the playground

I was sitting near the fire quite happily, saying nothing

I first went to school when I was sic years old

My father arrived home a little later and was surprised to find me

My father held my hand firmly and took me to the school gate

I got out by this gate and went home

I was frightened by all the strange faces and the large building

* Lesson 5: Language focus

- Aim: Help students review the use of the present simple and the past

simple

- Preparation task:

+ Question 1: Rearrange the words to make meaningful sentences.

1 I /school /everyday /to /walk

2 to /He /last year /went /Spain

3 They /homework /do /the /don’t /weekends/on

4 he /Does stay/ up/ sometimes/ late?

5 We /see /at /didn’t/ the cinema /him /last night

6 Did /he / the /miss /yesterday/train?

+ Question 2: Which tenses are used in the above sentences? When do you use the tenses?

2.6.2 Unit 2: SCHOOL TALKS

* Lesson 1: Reading

- Aim: To help students talk about their school work.

- Preparation task: Giving facts about yourself using the cues given.

1 I am a … at … high school

2 I’m in class … with … other students

3 I study many … such as…

4 I like… because…

5 I don’t like … because…

6 My teachers are…

7 My friends are …

8 I like/dislike my school because…

* Lesson 2: Speaking

-Aim: To help students practise speaking using the pictures.

- Preparation task: What is each of the pictures about? Ask and answer about the topic in the pictures?

* Lesson 3: Listening

- Aim: To give students some vocabulary related to the listening topic.

- Preparation task: Use the cues to make correct words Which words

may relate to the picture a, b, c, d on page 26/ textbook?

- Preparation task: Complete the form On what occasion do you have

to fill in a form?

FULL NAME (adress)

* Lesson 5: Language focus

- Aim: Help students get some ideas of wh-questions and know how to

use gerund and to infinitive

- Preparation task:

Question 1: Rearrange the words to make meaningful questions Give the form of wh- questions?

1 What time do you get up in the morning?

2 Where is the post office?

3 Who has drunk all the soda?

Question 2: What is gerund?

What is infinitive?

How to use gerund and to infinitive?

2.6 3 Unit 3: PEOPLE’S BACKGROUND

* Lesson 1: Reading

- Aim: To help students prepare some voccabulary for the topic.

- Preparation task: Answer the questions to find out the key words

N E E E E N

E I M

S

O F

O C E A

T S R

I T N I

E R A C A R F

R

H U

C N

Y R G E R

A F

T T S

1 What do you listen to in free time?

2 The Pacific … is the biggest sea in the world

3 Where do animals & plants live?

4 How can we call a person who studies science?

5 What is another word for “JOB”?

6 Paris is the capital of …………

7 I don’t eat anything today How do I feel now?

8 How can we call a person who grows rice?

9 When you have problem with teeth, who do you visit?

10 Where do you go if you want to buy food?

1 What subjects do you like best?

2 What is the name of your secondary school?

3 What is your father’s/ mother’s job?

4 What difficulties do you have when you study at school?

5 Can you tell me the ways you vercome these difficulties?

6 How many people are there in your family?

+ Question 2: Give as many questions about family, experience andeducation as possible.

* Lesson 3: Listening

- Aim: To help students focus on the topic.

- Preparation task: Answer the questions to find out the key words.

* Questions:

1 What is my job? (TEACHER)

2 Picture: Who is she? (THUY HIEN)

3 Picture: What sport is it? BASKETBALL

4 Picture: What sport is it? SWIMMING

5 Basketball, swimming, football is generally called _ SPORTS

6 Picture: What competition is it? OLYMPIC

7 Show a book: What is it? BOOK

8 What do you do? STUDENT

KEY WORD: CHAMPION

* Lesson 4: Writing

- Aim: To help students focus on the topic.

- Preparation task:

Question 1: Complete the text with suitable words

A Curriculum Vitae or a C.V is a personal (1) of a person’sbackground, experience, training and skills It (2) an applicant’ssuitability and potential for certain jobs Its main (3) is to prove thatsomeone are (4) of doing the job he/she is looking for A C.Vgenerally (5) Personal information/ data, Education, Previous job,Interests

1 summary 2 shows 3 purpose 4 capable 5 contains

Question 2: Complete the form with information about yourself.