(Sáng kiến kinh nghiệm) methods promoting proactive, positive for high school students in english lessons

The role of writing in the current primary curriculum namely English SGK 10 - renewal program is mainly to coordinate with other verbal skills toenrich the forms of exercise in class as

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN XUAN NGUYEN HIGH SCHOOL

EXPERIENCE INNOVATION

TOPIC:

Methods promoting proactive, positive for High

2.1 Understanding and classifying the types of messages, identify

2.2 Solving some common problems while teaching part Writing 9

2.3 General comments

2.4 Specific results:

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so that build social relationships, interactions, making human society become

a strict diet

For students, the form language for them is an essential job, requiring us toalways be focused on the development of dynamic, creative, active students inorder to create possibilities to identify and solve problems for them Toachieve this goal, changing teaching methods in the schools through thelearner's respected actors operate, encouraging active learning activities,initiative and creativity of learners in the process learning is essential

In foreign language teaching, the more true this argument because no one canreplace the learners in understanding language media and language used incommunication activities shall, their communicative competence

The renovation of language teaching methods should be consistent with thefollowing principles:

- Organization of the teaching process in the positive direction of theoperation of the school

- To promote and develop a positive role, initiative and creativity of students

- Organization HS perceived by the knowledge of their activities

- Teach students how to learn and the will to learn

Thus, the ultimate goal of teaching - learning languages is not merelyrecognize the phonetic system, vocabulary and grammar that students mustknow how to use the system enough to achieve specific communication goalsto: verbal, action, writing,

The role of writing in the current primary curriculum (namely English SGK

10 - renewal program) is mainly to coordinate with other verbal skills toenrich the forms of exercise in class as well as homework to reinforce theknowledge learned and help students become familiar with initial style, tight

structure of writing and learning activities using writing to a purpose simple:write a letter, write addresses, instant messaging, fill in the declaration form,form,

2.Research’s objectives.

a) On the part of teachers.

Seeing from the perspective of a foreign language teacher I found that English

10 - The reform program has a very clear division of skills: ListeningReading-Writing-Speaking- Each post is the Language Focus A morefavorable conditions for teachers in each section that is divided into specifictasks We can say that SGK English 10 as a sample lesson plan This does notmean that teachers simply ask students to do enough procedures in textbooks

is done, but the most important thing is to have the tips GV metabolicprocesses that the real skill

However, we may find that certain difficulties frequently encountered GV inwriting:

- There are too many students in the class, so the teacher is difficult tomanage the student works and does not work

- The uneven capacity and qualifications among students in a class orbetween classes with other classes

- Teachers often feel anxious and not able to control and correct these errorsare all of studént or they fully help in the process of writing

- The error correction and the point takes a lot of time

- The writing process is often more than 45 minutes allowed

b) On the part of students.

This is the biggest problem of most teachers encounter Although the childrenincluding 4 years in secondary school English, but the limitations of theirknowledge is enormous:

- Do not have enough vocabulary or sentence structure to express

- There is a tendency to use English said when writing

- Understanding of social knowledge is limited

- Tend standard translated from Vietnamese into English when writing

- Misuse purposes required by different types of problems

- Expressing ideas and information in the same sentence or a paragraph long

- There is insufficient documentation, information and insights on topicscertain to write, so it can not write true

THE STUDENTS ARE BORED WITH SCHOOL WRITING LESSONS.

Because of the practical difficulties that I have encountered in many years ofstudy before it motivated me to explore and find different solutions to remedythis situation After a short time applied during the school year 2014 - 2015, Iboldly discuss with you teachers teach English on a small aspect of the issue

of teaching - learning to write, that is: Class to teach writing skills Englishtextbooks in Grade 10

II RESEARCH PURPOSES.

- In order to find out different ways to harness the initiative and creativity ofthe students during the skills training in teaching English

- Train and develop writing skills for students:

Identify -> Thinking -> Building standard -> Expressing written

- Students know how to classify different types of articles so that they have amore accurate view of language style

III - RESEARCH SUBJECTS.

Section: D.Writing, from Unit 1 to Unit 16 in English 10-Students’books

renewal program

CHAPTER II: CONTENTS

2.1 Literature Review.

In the text we also examined four issues:

- Understanding and classifying the types of messages, identify the purposeand nature of the article

- Solving common problems in writing teaching hours

- Identify objectives and tasks of some kind of article in English textbooks10

- Use PowerPoint and overhead projector in teaching hours writing (Unit 6:Writing a confirmation letter)

2.1.1 Understanding and classifying the types of messages, identify the purpose and nature of the article.

2.1.1.1 How is teaching writing? In the course of teaching writing we need

to implement these steps?

Is this not a redundant question? Whatever the answer, whether or not we stillhave to make sure thichung something that Writing is a skill Because to teach

students to understand would write something (type article)? Writing aboutsomeone / something? write like? Useful for how long? how to write effectivearticles and valuable? This requires not only rich in terms of knowledge butalso skills in transforming knowledge into products writing (writingproduction).

So when doing a post we need to have those steps?

First, before you write needs to define purpose would write Purpose helpsidentify students choose the appropriate type of article and appropriatelanguage HS also need to think about writing for chúng Audience - whochúng writing for This is important, because the determination is written HSwill decide the sentence structure and language use Moreover, it should beconsidered the need to think about content HS or HS structure will establishideas or facts of the article

Next, students will write a first draft (first draft) When finished writing adraft 1st HS should reread see where drafts are and where not Edit Draft 1st(edited có draft), to change where necessary, and then performing time lastdraft (final draft)

We can summarize this process as follows:

Different Purposes, Different genres.

Teachers also need to focus on three aspects of teaching writing skills forstudents:

- The accuracy of language (grammar, phonetics, vocabulary)

- The logic and style.

- The relevance of language for the purpose of communication,communication objects, situations and themes communicate communicating

2.1.1.2 Principles of teaching and learning writing skills.

To form and develop students' writing skills, we need to ensure the followingprinciples:

- Consider writing skills is one way to communicate, not only is the use ofcorrect grammar structures or calligraphy

- The process of teaching and learning of writing skills in the post form, theseexercises can control, guidance, and finally write freely

- Article should realistically depicts life as people, places, write invitations,letters of thanks, written to retell a story, an event,

- Always make sure the purpose of the article, meaning that students mustknow what to write, what to do and write for anyone

- To create more opportunities for students to write better Writing skills canonly be formed and developed through practice

- Article should be linked to the content or subject of the lesson to integratethe language skills and create more opportunities for students to practiceusing words, grammatical structures and language-specific functionality

2.1.1.3 Classify, identify the purpose and nature of the Textbook Writing

in English 10.

Below are the categories and various articles in English 10 with thecharacteristics and properties of their own When classifying andunderstanding the specific characteristics of this note we will be betterprepared for all teaching posts

- acceptance & refusal Unit 11

- giving direction Unit 8 Narrative - routines Unit 1 - Language: informal

- people’s backround Unit 3

- time ordering of facts

- instructions Unit 5

- Language: friendly, descriptive

- Place/ time or generalization-to

Expository

(explaining)

- advantages &

disadvantages of mass media

Unit 7

- Language: formal

- generalization-to

- Specific ordering of ideas or facts

- tables & charts Unit 9,16

Revolves around the theme writing skills, English textbooks 10 is available asbasic writing assignments:

Ghop from the sentence, the sentence ghop components

 Enter word / phrase in the / paragraph

 Discussion to find information in tables

 Fill in the coupon

 Find key information, identifying structural posts

 Write use words / phrases given

 Writing under, tables, diagrams and charts

 Write suggested (for word, the structure, the need to write, textureparagraph)

 Write request

 Write thematic freedom, themes, situations

2.1.1.4 What do students need to write? - "What Students need to because

in order to write?"

So when asking students to write a certain problem in the classroom, we need

to make sure that students should grasp the following matters:

 know the aim – why they are writing

 Know the audience – who they are writing to

 Know the genre – what type of text they are writing

 Have enough time for:

 thinking about the topic

 Brainstorming ideas

 Planning ahead carefully

 Drafting as many times as they can.

-> have constant feedback from teacher as well as their partners during the writing process:

2.1.1.5 Academic writing as a process: "Writing as a process".

We can summarize the process of writing cyclic diagrams below:

2.2 The problems before applying the innovation experience.

2.2.1 The meaning of some common writing activity.

In each hour of teaching writing or a certain kind of writing often has a lot ofactivities, different tasks, exercises and rich diversity, aims to train anddevelop writing skills for students We easily recognize that we have arelationship together logically Special section 10 Writing in Englishtextbooks usually 3-4 tasks built styled spiral: If your unit has 3 tasks, the firstever 2 tasks (for all 4 tasks, the first 3 tasks) the aim is also to provide a newlanguage: type article, vocabulary, sentence structure, grammar, (prepare towrite), and oriented to the scope of language students will use for the article.After completion of this Tasks that HS provided "a good source ofinformation" and "to come up with ideas" -> Writing production (final task)

Being motivated

planning

to write

planning

drafting Revising

replanning redrafting

Final version

Getting ideas together

Thus understanding the purpose and significance of each activity, tasks andrequirements of the given written exercises are extremely important Here notmerely completing her homework, but it's important for student organizationshow: work individually, in pairs, in groups, or whole class? What process (afew steps)? How long do? -> Feedback: From the homework đú HS learnedwhat issues to prepare for the Production.

So what kind of exercise that we often encounter in Writing lessons?+ Coppying : the types of exercises reinforce the knowledge of students, each

student will copy the first sentences of a conversation / text study, whichdocumented the ball to the other students left, I called conversation chain(chain dialogue) This way, students must understand what their content, nottranscribed copy machines that do not understand anything Teachers shoulduse this article as a Warm-up for the new lesson

Example: Before teaching Writing section of Unit 1, to prepare for the

Writing narrative teachers can ask students to write a short dialogue

(conducted from 5-7 minutes):

1: What did Nam do yesterday afternoon?

St2: He Went to the library.

St3: What book did he read?

St4: He read an English book.

St5: How Long did he read?

Then ask students to answer lumped into one short paragraph:

"Nam went to the library yesterday afternoon, he Went there to read an

English book, he read "

Thus, after the completion of this exercise, which identified student (languagevocabulary, grammar, sentence structure, ) will be used in lessons

+ Dictation (Copy spelling) is a very traditional kind of training in foreign

language teaching, as well as a form of effective copy At the same time students will be trained two skills: Listening-Writing, consolidate grammar structures and vocabulary Teachers can use this exercise to Warm-up or Wrapping-up Particularly in this series we still can apply for the remaining skills

Example: After finishing part of Unit 1 Listening, teachers ask students to close the book, listening to teacher read a few sentences about Mr Lam and documented

+ Constructing dialogue (Construction dialogue guided): There are three

main types we often see in textbooks English 10, that is:

- Students provided a sample, after reading the post form, students will use the suggestions to complete similar sample Type Writing this article in part

of Unit 1, 3, 6, 8, 9, 14

- Student is providing the clutter of a conversation, you have to rearrange the order of the sentences to form one conversation properly Type Writing this article in part of Unit 11.

- Students offered an unfinished conversation and some questions do not follow the order of articles, HS completed by selecting the sentences available

to complete the look appropriate, or it may be not be available HS level of sentences available but must think of discretion as appropriate to fill a

vacancy This article appears in the Type section of the Writing Unit 2, Unit

4, Unit 10 (Task 2), Unit 11 (Task 1

Fill in the blank exercises + (COC exercises fill a vacancy): These exercises reinforce general good nature, this kind requires students to understand when making a complete sentence or the whole text right scene can fill out the form

to the word (verb, preposition, ) appropriate

+ Expanding frames (Write expansion based on suggestions bracket): St

must complete article based on a suggestion given framework, can be a

narrative, a biography or a letter with contents and themes related to the lesson We easily recognize this type of unit in the Writing 10, Unit 12

+ Idea frames (Writing by question suggested): These exercises are often

recommended almost all the content that students learning courses After HS

is made fast an exercise as read a text and answer the questions below From the answers to these questions, students will draw things to keep in mind, based on the framework of questions and sample all doing, students will write

a future article on request For this article, the format of answering questions, students draw the structure and the highlights of each question is a very

necessary work to create momentum for the next job This article appears in the Type section of the Writing Unit 5, Unit 13, Unit 14, Unit 15, Unit 16

+ Parallel (Writing similar form): in this exercise, students are asked to read

the previous paragraph, then write a paragraph similar but replaced with information, new content Socks example: The Writing of Unit 3, 6, 7, 8.The list above is just an explanation for the subject matter, not the full

statistics in a "Table of Contents" But clearly we see that in every part of each unit Writing lessons often have different types of exercises, which

requires teachers to have an overview for each lesson to be able to come up with teaching methods best suited to each post and each object type HS

Also HS also do other forms of exercise such as: Multiple-Choice,

Matching, These exercises are intended to supplement, reinforce the

knowledge and skills for student general nature

+ Communicative writing Activities (activities through written

communication) is then summarized the activities delivered through writing can perform effectively at the class which student teachers should be

encouraged to promote that support the teaching skills Other Here are some communication activities that we can apply these lessons to other skills both written:

- Writing massages: St writing transmitted to each requirement, a simple suggestion These pieces of paper are passed to recipient These students will get to take these proposals record, including questions on the proposal to write or explain

For example:

- Cooperative writing: Divide students into small groups of 8-10 students,

the group will write a short story, the steps will be carried out as follows:

- Each student prepared a white paper Teachers can write on the board

opening sentence

- Students copy in your paper, and then have to think and write the next

sentence of the story

- Then the students handed their paper for you to write your left to the next question; every turn so until the end of the paper round and who return them Now students will write the end of the story

- Then the teacher asks students to read their stories to the class The result can be an extremely funny stories and interesting

- Then the teacher correct basic errors that students often make

- In addition we can also apply other communication activities through

written as: Letter writing, list making, Interview, in the process of learning how to fit all types of skills and competencies of pupils

2.2.2 User resolve the difficulties that we normally encounter in teaching hours to write.

As I mentioned the difficulties of teachers and students in the practical

establishment of teaching hours is no small writing, these difficulties are the cause of lessons boring, monotonous and influence big-school results So we should overcome difficulties that follow the direction? In view and my

initiative, we should address the following issues:

2.2.2.1 As for the difficulties that we often encounter from the objective.

- Divide the class into groups (group) or in pairs (pair) obviously depending

on the requirements and tasks of each object lesson and students While

Minh, Clean the board, please

Hoa,

Do you remember Mai’s birthday?

students work, the teacher should go around the class to help them promptly ifnecessary.

- Instruct students to self correct, or correct for you in the symbol of the kind

of errors that have

- Do not necessarily implement all the steps of the process of teaching writing

in class if the lesson too long Some steps teachers can ask students to do at home or in the next item Example: The teacher asks students to prepare topics to write at home, thinking ahead to the topic written outline (especially the preparation of vocabulary, sentence structure), or students can write draftsonce in home, work in class as final production Or teachers can guide

students to do some Task start at home to be prepared for the information and data necessary for the main lesson - giaovien should let students learn about is of all knowledge, social knowledge related to their lessons in order toget a necessary source of information in the process of expression, but

teachers should not give all the attention to students

- Should the exchange, share questions, or plan their lessons with colleagues,

to work together to solve difficult to find an effective method

- We should use the hint, suggest, encourage students to overcome the

shortage of words, ideas or language

- Teachers should explain, motivate students to learn English is not simply to test or exam that English also serves practical in everyday life, work and their careers in the future especially during international economic integration

2.2.2.2 As for the difficulties came from the students.

- The pre-writing stage is a very important step for students can reinforce vocabulary, structure, and it also helps students initially the standard content

of the article at this stage, teachers should provide students with the structure and vocabulary needed around the theme of the article for students to express their ideas

- Teachers should lead students step into the article carefully and guide

students with simple tasks, namely matching ability cuahoc born

- Use a suggestion not only by language but also by photographs, visual aids and sample articles

- Set chohoc born sense of thinking in English to be able to minimize the influence of the mother tongue in the process of writing

- Make the students familiar with the writing process with the use of different stages to suggest students bring these practical articles

- Helping students find exactly Audience and aim of each writing task If the requirements of each task in the teacher unclear textbook need specific

interpretations different forms (these explanations should aim to promote the initiative and creative thinking of students) to learn Audience and students in search of the aim of the article