NNOVATION IN CHECKING OLD LESSONS IN ENGLISH TEACHING

In fact, the oral tests in English classes today is still inadequate due to the pressure of the amount of knowledge and skills that need to be loaded in each lesson, so the time for the

EXPERIENCED IDEA

INNOVATION IN CHECKING OLD LESSONS IN

ENGLISH TEACHING

Subject: English

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN

TABLE OF CONTENTS

I INTRODUCTION

1.1 RATIONALE OF THE STUDY

Along with the renewal of textbook curriculum, teaching methodology, the innovation, assessment and evaluation issues are extremely important steps

in the process of teaching and learning Innovating teaching methods and assessing innovation are two closely related activities Innovation of assessment and evaluation is the motivation for innovating teaching methods, contributing

to the implementation of educational and training goals The innovation of evaluation test includes many stages, many contents in which the innovation of oral teats is very important because this is an activity that takes place continuously Checking old lessons is not only a test at the beginning of each lesson but can also take place throughout a lesson If the teacher neglects to perform the oral exam well, the student's knowledge acquisition process will be interrupted, the students will be gapping in the skills knowledge needed in each lesson This will affect the results of the regular exams (1 period, semester, )

In fact, the oral tests in English classes today is still inadequate due to the pressure of the amount of knowledge and skills that need to be loaded in each lesson, so the time for the checking old is very little Besides, most of the students are very passive, learning to cope with even some of them due to their lack of basics, so they are lazy in studying old lessons Facing that fact, I have come up with the idea"innovation in checking old lesson in teaching English" to help them be more active in learning, accumulate knowledge and skills, and create a lively atmosphere during the lessons

1.2 AIMS OF THE STUDY

Teaching and learning activities always need feedback to adjust in time and to create the highest efficiency shown in the quality of students' learning Regular testing helps teachers adjust and supplement the knowledge, skills and attitudes set by the subject and will help students form the right motivation and learning attitude from which to accumulate, gain necessary knowledge and skills

The innovation in checking old lessons in the classroom not only helps the lively learning atmosphere, but also helps students avoid rote, passive learning, and coping skills to promote students' positive and proactive behavior, bring high efficiency in teaching and learning

1.3 OBJECTIVES OF THE STUDY

To implement the subject, we selected 4 classes: 12K, 11D, 11A, 11G in school year 2019-2020 qnd four classes: 12D, 12A, 12C, 12G in the first semester of school year 2020-2021

Number of students: 319

Characteristics of students: The students in the classes above include excellent and good students( 11A, 11D), but most of the rest acquire knowledge slowly Therefore, when selecting these students, we hope that our method will increase students’ interest and self confident in learning English

1.4 SCOPES OF THE STUDY

The time for studying this subject is in two academic years: 2019-2020 and 2020-2021

1.5 METHOD OF STUDY

To study this content, we use some of the following methods:

- Reference document method: seach the theory of educators on the use of some games used in teaching English, and then apply them in checking old lessons Thereby, filter the information with practical value, which can apply in order to illustrate and supplement, paraphase, and deepen English language

- Observation method: regularly take part in colleagues’lesson to onserve and learn to enrich my knowledge and teaching skills

- Experimental methods: assess the skills of students as well as the effectiveness of the ways in checking old lessons

II CONTENT

2.1 THEORETICAL BACKGROUND

Our school is situated in the west of Nghean province, one poor mountainous

district Therefore, most of my students have difficulties in achieving knowledge about the subject, due to lack of learning and teaching facilites, so many of them

do not really like learning English This leads to a low sense of self-awareness

of many students To deal with teachers, they often use the book "Learn English well" without making effort to learn vocabulary or practice skills

The semester tests (issued by the Department of Education or the school)

or graduation tests (issued by the Ministry of Education) only focus on grammar and reading comprehension tests, and more in the form is 100% of multiple choice tests, so many students neglect to study the old lesson and practice the skills but only rely on the luck of taking the multiple choice tests The traditional old test is usually to call 1 or 2 students to answer the question This is both time-consuming and stressful for students, and it is

impossible to test many students at the same time Therefore, it is impossible to assess students' abilities

All of the above factors make students lazy, passive in learning, the quality of teaching and learning is not high

The above facilities have helped me to apply innovations in checking old lessons in teaching English

2.3 SOLUTIONS

As mentioned above, the checking old lessons is not only done at the beginning

of each lesson, but depending on each skill and knowledge, it can be done at the beginning, middle or end of the lesson A successful oral test is required to include the following:

2.3.1 The preparation for oral test

- The first task of preparation is to determine exactly what needs to be checked Teachers need to determine the minimum level of knowledge and skills that students have acquired during the learning process The question given to the student must be precise and clear so that the student does not understand it in

two different meanings, resulting in an off topic answer

- Teachers must redesign the requirements, exercises in textbooks or similar exercises to avoid the use of keys in the "Good Study Guide" to deal with teachers

- Oral test score column in the personal score book is divided into 2 columns: M1 and M2:

M1 Column scores for students to answer or do homework directly on the board M2 column scores for students sitting under the classroom to answer or

do homework The student's official oral score is the grade point average of M1

and M2

Class 11D (Semester II/2019 -2020)

N0

Students'full name

M

M1 M2 1 Phan Thi Ngoc Anh 8

2 Tran Thi Phuong Dung 9

3 Lam Thi Thu Ha 6 8

4 Le Thi Ha 5 9

5 Hoang Thi Hang 7 5

6 Le Thi Thanh Hang 5

7 Le Thi Thu Hang 9

8 Nguyen Thi Hang 8 9

9 Tran Thi Hang 9 7

10 Đau Thi Hien 3

…

2.3.2 Teaching requirements on how to organize oral tests

- Create favorable conditions for students to express most naturally their understanding

- Uncover the true ability of students' knowledge and skills basing on oral answers and their hands-on activities

- Teacher's attitude and treatment of students play a great role during the oral test Teachers need to listen to the answers, monitor students' activities and base on that to draw conclusions about the status of students' knowledge Teachers' understanding of students' personality and pedagogical sensitivity in many cases are the basic factors that help to clearly see the nature of the students' knowledge and skills tested

- When students answer questions that are missing or wrong, the teacher should not interrupt the students With the same mistake, the teacher must

consider which errors should be corrected immediately and which errors should wait for students to answer

- It is advisable to coordinate the testing methods and at the same time, many students can be tested: while calling some students on the board, the teacher can ask the other students some questions and then, collect a draft of some students to give marks

- When conducting an oral test, teachers must solve the following major difficulties: when one or several students are assigned to the board, what and how do the other students in the class? Teachers call multiple students at the same time, make different requests that suit each student's level, and then ask the whole class questions after the students have completed their tasks as follows:“Is his/her answer correct?” “Do you agree with him/her?” “Is there anything wrong or missing?”… In addition to the basic sentences, teachers can use additional questions during the oral test Thanks to these additional questions, teachers can visualize the quality of students' knowledge

2.3.3 Kinds of checking old lesson

As we all know, oral examination is a regular and continuous practice in lessons Therefore, this activity must be diversified to avoid monotonousness ,boredom, create a lively atmosphere in the classroom and help students learn more effectively Depending on each lesson and the requirements of testing knowledge and skills, teachers can apply the following oral tests:

a For checking vocabulary:

Option 1: Call 4 students to the board at the same time I ask similar

questions to all, student who wants to answer first raises hand to get permission from the teacher The rest will answer additional or supplementary questions related to the first questions given by teacher

For example: Check the vocabulary of Reading lesson Unit 11- English 11

I asks students: "Write a word in English that means: vô tận - infinite"

Student 1: give the word (infinite)

Student 2: determine the part of speech of the word(adjective)

Student 3: give synonyms (unlimited)

Student 4: give antonym (limited)

In this way, students will be less afraid of the oral tests and have more opportunities to get marks

Option 2: Call 8 students to sit on the first rows of tables, each student

carries a sheet of paper numbered from 1 to 10, the rest in the class will write down the words given by the teacher in the notebooks I read words 1 to 10 in Vietnamese and ask students to write these words in English, then collect the papers from these 8 students and some sitting below to score Each correct word gets 1 point

In this way, I can also check the students of Pronunciation lesson by giving handouts with some words and asking the students to indicate the word whose underlined part is pronounced differently from that of the others or indicate the word whose stress pattern is different from that of the others

Option 3: Using game called “Slap the board” to check the vocabulary of students

Slap the board is an energetic vocabulary activity - it can be used for revision, presentation and testing - which involves students running to and hitting the

board

Procedure:

 Put the vocabulary items on the board in any order - jumbled and

sometimes a little bit higher than the tallest child can reach, so that they'll have

to jump

 Form groups Give a mother tongue translation for one of the words on the board The students have got to recognise the word which translates to that word They then run to the board and slap the correct word The first person in each group to slap the right word gets a point

 Alternatively, you can form teams and one person from the team runs to the board, as a representative The first team to hit the correct word gets the point The representative changes, ready for the next word This is a little calmer than if everyone is running to the board

 You can reverse the translation, by putting the mother tongue on the

board And of course, you could use definitions or opposites if you want to

avoid using the mother tongue

 You can do it with pictures so you put the pictures on the board and call out the English word and the kids slap the picture

Example:This is an example to check vocabulary of Unit 1 - english12- Home life

b For Reading lesson

Example 1: Reading unit 1 – english 12: FRIENDSHIP

To check the vocabulary of students, I use Game named: Network

Teacher’s preparation: write the net of the word on the board

Procedure:

I devide class into four groups, each has a representative going to the board writes the word on the board, each only 2 words, and then one another in group….until the last one in group I also give allotted time And which group finishes the task quicker and has more correct words will win Finally, I give marks to each group

Example 2: Reading Unit 6 – English 12: Future jobs

Game: Kim’s Game

Quality of a good friend

Procedure: Show students a set of pictures about jobs( doctor, farmer, policeman…) for one minute for them to memorize Hide the words after 30 seconds Then, ask the students to memorize and rewrite the words in English in

2 minutes After the allotted time, I will call 2-5 students writing their answers

on the board This point will be put in column M1 As the same time, I will collect some papers from the students, and then give marks in front of class And this point will be put in column M2

c For Speaking class:

This is a very important skill, if it is well done, this skill will have a great effect on encouraging students to learn English However, depending on their level, I should have appropriate requirements to encourage them to practice their language In Speaking time, it depends on the tasks that I can ask them to practice in pairs, groups or individually I also give students the practical score

of this skill For this skill, I only apply tasks that are suitable for them I can give a point plus to volunteers speaking in front of the class in pairs or groups

For the Speaking skill, I apply some new methods of teaching such as: speaking cards, roleplay, information gap, interview and survey…

Example 1: Speaking cards

Take oral test of speaking lesson unit 11 ( English 12): Books

I can use Speaking cards skill to check students as follow:

I call three students to go to the board to work together, give them some topics wrapped in an envelop to choose from such as :“Books, hobbies, daily routine… For each topic students get by mistake, ask each of them to think of 3 wh-questions to ask the rest

For example: Topic: “Books”, they can ask one another some following questions:

1 Do you often read books?

2 What kind of books do you often read?

3 How do you often read books?

4 When do you often read books?

5 What do you read books for?

………