Improving the effectiveness of learning english in grades 8 and 9 by checking out the old text for all students in the class

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ 
PHÒNG GD&ĐT THỌ XUÂN
SÁNG KIẾN KINH NGHIỆM
TÊN ĐỀ TÀI
"IMPROVING THE EFFECTIVENESS OF LEARNING ENGLISH IN GRADES 8 AND 9 BY CHECKING OUT THE OLD TEXT FOR ALL STUDENTS IN THE CLASS"
Người thực hiện: Lê Duy Ninh 
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Xuân Giang - Thọ Xuân
SKKN thuộc lĩnh vực (môn): Tiếng Anh
THANH HOÁ NĂM 2018
INDEX OF CONTENTS
Contents
Page
1. INTRODUCTION 
2
1.1. The reason for choosing the topic
2
1.2. The aim of researching
2
1.3. The subject of researching
3
1.4. The method of researching
3
1.5. New points of experience
3
2. CONTENTS
3
 2.1. Theoretical bases of the research problem
3
2.2. Status of problem
4
2.3. The solution and implementation measures
6
2.4. Control results 
14
3. CONCLUSIONS - RECOMMENDATIONS
15
3.1. Conclusion 
15
3.2. The recommendations proposed
15
The references
17
	1. INTRODUCTION
	1.1. The reason for choosing the topic
	Today, integration and globalization are becoming common trends in all countries in the world, including Vietnam. In order to achieve good integration, all countries must have a common voice and a common language in the communication process. Currently English is considered the most widely spoken language in the world, as nearly 60 countries use English as the primary language of their mother tongue and nearly 100 countries use English as a second language, so English increasingly plays a very important role in the era of globalization. 	
	However, teaching and learning English so that every Vietnamese can use fluently in the process of communicating with foreigners is a very difficult issue for each of us. English has been taught in the school for many years, but almost learning English with new students just stopped at the level of learning to deal with scores, exams. Most of them are not really enthusiastic, passionate and see it as a second language to use fluently to communicate. In recent years, there have been many new methods of teaching English in schools, but most of the methods are still traditional, leading to ineffective teaching and learning. The search, innovation and improvement of teaching methods of each teacher in order to improve the quality of teaching and learning English, through which to meet the needs of learning and cultural exchange of people have, It is a very regular and important job.
	As an English teacher at a junior high school, I always thought about how to teach English so that students would be interested in giving them the passion, becoming self-conscious. Helping children learn English effectively. Therefore, after a period of experimentation and stable results, I boldly applied the new teaching method to English grade 8,9 which is test old post for all study in the class instead of the traditional method are just a test on some students of the class to improve the efficiency of learning English, giving students the chance to compete at the beginning of the period, through which to help them have the interest and passion in learning English. For that reason, I chose the topic "Improving the effectiveness of learning English in grades 8 and 9 by checking out the old text for all students in the class" to study and share with the colleague.
	1.2. The aim of researching
	Help all students in the classroom get to grips with the knowledge they have gained from previous assignments before entering a new unit. 
	It gives the whole class the competitive edge of learning, passion and excitement at the beginning of the period, there by improving the quality of the class for all students in the class.
	1.3. The subject of researching
	 Grade 8, 9 in junior high school.
	1.4. The method of researching
	The research method consists of the following five research methods:
         - Observation method: The researcher conducts the research himself, conducting class attendance of his colleagues.
         - Methods of studying references, textbooks, standardized materials, English language skills.
         - Experimental method: Teachers conduct experiential teaching for each purpose, specifically, a number of lessons.
         - Method of investigation: Teachers ask questions to assess and assess the content of the students.
         - Method for organizing students in pairs, group discussions on each topic of each lesson.
	1.5. New points of experience
	In the time allocation of a period, usually the time spent examining the old post for a very small fraction, only four to five minutes. So in this lesson, one lesson can only be used to test a few students, the rest of the class is not tested and they have to wait for the next lesson. There may be students after a lot of classes to check the old post. This situation will gradually lead to the children do not often study the lesson before going to class, which is one of the reasons for the decline of passion and enthusiasm for learning English in junior high school students.
	For that reason, after a period of experimentation and steady results, I boldly applied the old test method to all students in the class instead of the traditional method of testing only one number of students in the class. Through this method, I would like to improve the efficiency of learning English, giving emotion to emulate right from the beginning of period, through which to help them have the interest and passion in learning English.
	2. CONTENTS
	2.1. Theoretical bases of the research problem
	Lower secondary school in the early stages of the language learning program to continue the characteristics of this course is very difficult compared to other subjects, posing a requirement for each student is very high, so It is difficult for each student to achieve the desired result. Especially for rural students. Apart from some students look at a foreign language like a myopia without glasses. We can give a concrete example: Students must write and read Vietnamese fluently as it is their mother tongue (except for those who do not go to school, not literate). Also, why is English ? It is a dilemma. So, in fact a lot of students do not come up with this topic.
	Checking all the regular activities in the classroom takes up a lot of time, but it is not unimportant because it helps them consolidate old knowledge in preparation for learning new knowledge. Examination of all the traditional methods is usually a test can only be 2 or 3 students, too little, students will learn more thinking to solve more than by the method to test all the students in the class. Applying this method teachers can test all four skills of listening, speaking, reading, writing, and vocabulary, grammar, vocabulary, etc. Only through additional testing activities.
	2.2. Status of problem
	2.2.1. General Situation
	General education, teaching English in special subjects in recent times has really received the attention of the whole society, parents of students. In addition, the school board and specialized school groups have closely and closely guided the system and the active teaching methods have been significantly contributed by teacher training institutions to improving the quality of teaching. 
	However, teaching innovation is not a viable solution as soon as the old teaching methods have become routine for a long time in our country.
	2.2.2. The situation for teachers and students
	a) For the teacher
Innovative teaching methods have been a new requirement of the education industry in recent years, which has inspired teachers, many teachers to actively learn and apply in their teaching. Examining all of their old methods "whole class" is a new form that can inspire both teachers and learners to improve the quality of instruction. However, not every teacher can put it into his lesson, not to mention the inclusion of an effective way. In addition, "whole class" methods require teachers to be positive, creative to match the requirements of the old test activity - an activity many teachers work only during school hours.
	b) For the students
	Through teaching practice in junior high school. I realize that the present status of teaching and learning languages ​​is very difficult today, expressed through the ability to use the language and the quality of learning, Lower average requirements. In addition, they were born in rural areas, especially in all media and academic activities. So you start learning a new topic - in English - most of them are very excited, this is the course has its own characteristics that other studies do not have. But their attention gradually declined at the end of the first semester of grade 6, and began the second semester and gradually became aversion in grades 7, 8, 9, leading to learning how to cope, not even learning. 
	The expression starts with the following main reasons:
	- The overall program of all overwhelming subjects for students.
	- Conditions and means of teaching and learning difficult subjects, especially in disadvantaged areas of the commune in the district.
	- English is a course that has characteristics different from all other disciplines and requires skills that do not exist. For junior high school students, to meet those skills is not easy.
	- Learning English for junior high school students is based on the same knowledge of the Vietnamese people but knowledge is not always the teacher of students. In addition, when talking about English, in their thoughts on the concept of "not having done the Vietnamese language talking about learning a foreign language", that is the misleading prospect of many students and even parents.
	However, the most important causes for the current situation are very difficult due to the concerns of students, learning lazy learning how to cope with the test - especially the daily test. While checking old posts (with mouths) daily for all students is impossible, because the class is only 45 minutes. According to the regulations of the foreign language class 8, there are only 3 periods/week, and class 9 has only 2 lessons/week so each student only tests 6-7 times/ semester. The old traditional methods can only test an average of 2-3 pupils per week, so the probability of 1 student checking in each class is very low and Some students do not test these students often expect to be lazy but do not study and still do not want to get bad grades.
	Therefore, if the student knows the date I check the old posts, it forces the student to study and the results are better. From the current situation, I was thinking, wondering how to get all students to check the old post while still maintaining the specified time of a class. So, I boldly made the experience "Improving the effectiveness of learning English in grades 8 and 9 by checking out the old text for all students in the class".
	Current situation: At the beginning of the 2016 - 2017 school year, when I was assigned to teach English in grades 8 and 9, I realized that many of my students were not interested in the subject, just learning. This is the results of surveys of grades 8A and 9A at the beginning of the 2016-2017 school year.
Class
TNOS
Excellent
Good
Average
Weak
No
%
No
%
No
%
No
%
8A
32
0
0
9
28,1
16
50.1
7
21,8
9A
28
1
3,5
8
28,5
13
46,6
6
21,4
	2.3. The solution and implementation measures
	2.3.1. The solution implemented
	Previous methodology is how the whole class can test all students present for a short time. Through research and testing in a number designated to teach classes that I can apply this method in a number of specific measures as follows.
	a. Checking vocabulary: in the form
	- Call the students in the classroom or write them up on the board.
	- Read 2 lines with 2 Vietnamese words and ask students to write in English. 
	- Read terms in English compared to listening and recording students. Ask students to write words related to a particular topic.
	b. Checking spell: In the form of
	- Teachers read, students listen and record.
	- Students view textbooks for copy.
	c. Checking write by topic: Appearance
	- Ask students to write about the topic.
	d. Checking grammar: Form
	- Check your sentence structure.
	e. Checking translation: Appearance
	- Read or copy the sentences on the board, ask students to translate from Vietnamese into English and vice versa.
	f. Illustrated lesson
	2.3.2. Measures for implementation
	In the process I have done all the old tests applied by means of the whole class and have obtained some possible results. These are just a few examples that I learned in grade 8 and 9 in school.
	a. Preparation
	- The teacher prepares a checklist for all students to check for existing exams in the paper.
	- The teacher arranges "even quirky" seating for the students without causing any negative issues with the two students sitting side by side or looking at, see below.
	- The teacher prepares 2 topics (enough for students to reach maximum 5 minutes).
	b. Checking
	b.1. Checking vocabulary (no more than 4 minutes 30 seconds)
	- Check the students sitting in place to prepare paperwork. Teachers check vocabulary by reading the teacher's words in Vietnamese and ask students to write in English.
	Example: (Unit 7 - Period 46- English 9)
Tiếng việt
Tiếng Anh
 1- chiếm, là yếu tố của
1 - account for
 2- đồ dùng, dụng cụ, đồ gia dụng
2 - appliance 
 3- hoá đơn
3 - bill 
 4- bóng đèn tròn, bóng đèn đỏ
4- bulb 
 5- tiết kiệm được năng lượng
5 - energy-saving 
	b.2. Checking spell (No more than 4 minutes)
	Teachers give out the paper to the students, the teacher reads the sentences below twice and asks the students to write in the paper, the teacher checks the results by crossing the marks for the students to mark each other.
	Example: (Unit 5- Period 26 - English 8)
	+ Tim was out when his mother called him
	+ Tim's mother wants him to improve one thing
	+ Tim promised to try his best in learning Spanish.
	+ Who help him with his homework?
	b.3. Checking write by topic
	- Ask students to write words related to that topic. (No more than 5 minutes).
	Example 1: (Unit 3 - Period 15 -English 9)
Countries
	- I live in a village. It's not far from Sao Vang Airport. The village lies near the foot of a mountain and by a river. Many people go there on weekends to have a rest after a hard working week, the journey to the village is very interesting. People have the chance to travel between the green paddy fiel and cross a small bamboo forest before they reach a big old banyan tree at the entrance to the village.
	- In this example the students review some words in the paragraph such as: Lies; a rest; journey; cross; bamboo forest; a big old banyan tree; at the entrance.
	Example 2: Unit 1 - Period 2 - English 9. (No more than 4 minutes)
friends
	I have a friend. Her name's Hoa and she is fourteen years old. She lives in Tho Xuan with her mother, father and her elder brother. She is tall and thin and has long black hair. She is sociable and helpful...
	b.4. Checking grammar
- Check the grammar knowledge learned in the lesson, or check for expanded articles. 
Example 1: (Unit 10 - Period 62 - English 8)
	* For example the passive sentences in the present tense and past tense form.
 1. I love my parents.
 	-> My parents are loved by me.
	2. He does his exercise every afternoon.
	-> His exercise is done every afternoon.
	3. Somebody calls me every day.
	-> I am called every day.
	4. Sam cleans the floor twice a day.
	-> The floor is cleaned twice a day.
	* For example the passive sentences in the present perfect.
	1. These men have bought the tickets.
	-> The tickets have been bought by these men
	2. Vicky has found her hat.
	-> Her hat has been found Vicky.
	3. I have lost my bag.
	-> M bag has been lost.
	4. We have finished the report.
	-> The report has been finished.
	Example 2: (Unit 3- Period 19 - English 9)
	* For example: Modal "Could” with “wish"
	1. I wish I could have a new bike.
	2. He wishes he could visit his parents.
	* For example: The past simple with “wish”
 1. We wish that we didn’t have to go to class on Saturday.
 2. I wish I had a computer.
	b.5. Checking translation
	Students read or copy the sentences on the board, teachers ask students to translate from Vietnamese into English.
	For example: (Unit 10 - Period 66 - English 8)
	- Tiếng Việt
 1. Đầu tiên, mang các lá chè đã sử dụng ra khỏi nồi chè.
         2. Tiếp theo, dải lá chè đã sử dụng lên khay.
         3. Sau đó, sấy khô các lá chè đã sử dụng dưới ánh mặt trời.
         4. Cuối cùng, đặt lá chè khô vào hộp để sử dụng trong tương lai.
	- Translate into English
 1. First, take the used tea leaves out of the tea pot.
 2. Next, remove the tea leaves from the tray.
 3. Then, dry the used tea leaves under the sun.
 4. Finally, put the dry tea leaves into the box to use in the future. 
	b.6. Illustrated lesson
	* From the illustrated examples I have applied to a class that uses the old class test instead of the warm up. ''Period 41- Unit 6 - English 9'' with this content will guide students towards the main content of the unit and students can develop all four skills of listening, speaking, reading and writting the best way.
ILLUSTRATED LESSON
UNIT 6: THE ENVIRONMENT
Period 41: Lesson 5: write
	I. Objectives
	By the end of the lesson, students will be able to:
	+ Understand the frame of a complaint letter.
	+ Write a letter of complaint within 80 - 100 words based on frame and idea. 
	II. Language contents
	- Vocabulary and Grammar: Words to talk about the environment solutions.
	2. Skills: reading, writing, speaking
	3. Attitudes 
	- To educate students how to protect the environment
	4. Forming students’ capacity for
	- Wrting a letter
	- Co-operation
	III. Teaching aids
	1. Teacher: Pictures, posters, cards, casstte
	2. Students: photo, paper, 
	IV. Procedures
Teacher’s and Students’ Activities
Target Language
Step 1: Give/ assign the tasks
T: 
+ Asks Ss to answer questions.
How many parts are there in a letter ? Name them ?
- Ss:
+ Think of the answer of the questions.
Step 2: Perform/ carry out the tasks
- Ss: Answer the questions and understand there are four parts in a letter.
- T: By student understanding, the teacher asks the students to write a paragraph containing the full four parts the topic of environmental damage.
The teacher asks students to include clean-up activities on the occasion of the festival, school and local celebrations.
+ Goes around the class, listen and observe the way Ss work and helps them if necessary.
Step 3: Discuss, present the products
- T: Calls a student randomly, asks him/ her to give his/ her answers
- Ss: Give the answers.
Step 4: Feedback
- T: Corrects Ss’ mistake or pronunciation if necessary.
1. Warm up (5 minutes)
How many parts are there in a letter ? Name them ?
* Answer key.
- There are four parts in a letter.
+ Heading
+ Opening
+ Body of the letter.
+ Closing
Example:
 - Cleaning the school yard
 - Cleaning the streets/ roads
 - Cleaning your living quarter.
Topic:
- I think It would be better if we keep cleaning the school yard.
- The dirty in the school yard, It will cause pollution, so we can collect trash, planting trees and flower around our school yard.
- That's how we can save the environment.
Step 1: Give/ assign the tasks
- T: + Elicit new words from Ss
- Ask Ss to: 
 + Repeat each word after T in chorus then individually.
 + Read aloud all new words in chorus
 + Play a game: Rub Out and Remember to check vocabulary.
+ Ask Ss to keep their books closed
Then provide Ss five sections of a complaint letter and them to put the sections in a correct order.
 + Ask Ss to work in pairs to label each section with the propriate letter: S, C, R, A or P.
 - Ss:
+ Think of the possible meanings of words
+ Repeat the words in chorus then individually. 
+