Renovation in teaching methodology based on the ability development of students in english in secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
THACH THANH DIVISION OF EDUCATION AND TRAINING
EXPERIENCE IDEA
THEME
RENOVATION IN TEACHING METHODOLOGY BASED ON THE ABILITY DEVELOPMENT OF STUDENTS IN ENGLISH IN SECONDARY SCHOOL
Implemented by: Nguyen Hoang Le
Position: Teacher
Working place: Thanh Van Secondary School
Major: English
THACH THANH, 2017
TABLE OF CONTENT
A. INTRODUCTION Page 
I. Reason for choosing topic ...................................................................................3
II. Purpose of the study ...........................................................................................3
III. Objectives of the study ......................................................................................3
IV. Research Methodology .....................................................................................3
B. CONTENT
I. The rationale of the initiative4
II. The real situation .. ..5   
III. Solutions .6
IV. Effectiveness of the initiative for educational activities, individuals, colleagues and schools..16
C. CONCLUSIONS AND RECOMMENDATIONS
5. Conclusion ............................................................ ............................................18
6. Recommendation ............................................................ ... ... ......................18
A. INTRODUCTION
I. REASONS FOR CHOOSING THEME.
Nowadays, although English is a very important means of communication, many secondary school students, especially rural students, do not like to learn a foreign language or take it seriously as some other subjects. In other hand, students are still shy, not brave enough to participate in class activities. A small number of students are poor and have a lack of confidence in communication. Although the teaching methods are used more, the objectives are to provide knowledge with students, so that the students only remember knowledge passively. Assessment criteria is based on memorization and reproduction of learning content. Therefore, learning English not only becomes boring but also creates a sense of "fear" for many games.
Thanks to the forms of active classroom activities I learned from the training sessions, took part in outstanding teachers exams, lectures and teaching experience in the process of teaching, learning from colleague. I see that teaching-learning transition from content approach to student’s competency approach is essential and necessary. This issue is not new but is not applied much in teaching. In the face of that situation, I myself have been trying to improve the teaching content, teaching methodology, assessment and evaluation, in order to contribute to the transition from content approach to student’s capacity approach with the aim to develop the comprehensive capacity of students. I would like to introduce the study: "Innovation in Teaching Methodology based on ability development of students in English in secondary schools" so that colleagues can consult and comment.
II. PURPOSES OF THE STUDY
Objective of implement the innovation in teaching methods in English for junior high school is to train skills, form the capacity and quality of students.
III. OBJECTIVE OF THE STUDY
I undertake this project to introduce innovative teaching methods that are oriented towards the development of English proficiency skills for students in secondary schools.
IV. RESEARCH METHODS
1. Research methods to build theoretical basis
- Find, read and study the theory of competency, how to form the capacity and the competencies that need to be created for students.
- Collect and study materials on active teaching methods that are oriented towards the development of student competencies.
2. Method of investigation, field survey, information collection
Carry out going to the class for teaching to compare the effectiveness of methods; create test forms before, during and after implementation of methods; exchange and collect peer feedback, student opinions.
3. Statistical methods, data processing
Make a statistical table about the number of students scoring average, weak, good and fairly before and after implementing innovative teaching methods, calculate the percentage of each type.
B. CONTENT
I. THEORETICAL BASIC
Our education and training sector is under the process of implementing a radical and comprehensive reform according to Resolution No. 29-NQ / TW of the 8th Party Central Committee's Executive Committee session XI. Along with the contents of the renovation in the major, essential and critical issues, from the thinking, the viewpoint to the objectives, the system, the program, the policies, the mechanism and the conditions to ensure the quality of education. The Resolution affirmed that the education process must be shifted from the knowledge-based to the comprehensive development of the learner's ability and qualities: "Continuing strongly renovating modern teaching and learning methods; Promoting positive, active, creative and apply old knowledge and skills of learners; Overcoming the one-way transmission, remembering machines. Focusing on teaching methods, thinking, encouraging self-learning, creating the basis for learners to update themselves and innovate knowledge, skills, capacity development. Transiting from predominantly classroom learning to multi-disciplinary learning organization, paying attention to social, extra-curricular activities, and scientific research. Promoting the application of information and communication technology in teaching."[2]
The Education Development Strategy for 2011-2020, issued in conjunction with Decision No. 711 / QD-TTg dated 13 June 2012 of the Prime Minister, also states: "Continuing to renovate teaching methods and evaluate learning results, training in the direction of promoting positive, self-conscious, active, creative and self-learning ability of learners”. [2]
The above-mentioned viewpoints and orientations create the premise, basis and legal environment which are conducive to the renewal of general education in general and synchronous renovation of teaching methods in the orientation of developing the pupils' English in secondary school in particular.
II. THE REAL SITUATION BEFORE APPLYING THE EXPERIENCE INITIATIVE 
In recent years, our country's education program has developed towards the content approach. The basic characteristic of this program is to focus on the transfer of the scientific knowledge system in the subjects specified in the curriculum, attaching importance to equipping the learner with the system of objective scientific knowledge in many different areas with less emphasis on the learner as well as on the ability to apply knowledge learned in practical situations. The advantage of content-oriented curriculum is that knowledge is systematic[1]. English is a subject in the curriculum that focuses on the transfer of knowledge, leading to the fact that many students complete the program at all levels from elementary school to high school without being able to use the knowledge of the levels in communication, listening, speaking, reading and writing at average level.
Survey results for students in class 6A, 8A in capacity
Capacity
Assessment
Self-learning
Weak 
Problem-solving
Confusing
Creation
Limited
Self-management
Not self-conscious
Memory 
Normal
Cooperation 
None 
Using language
Poor 
Communication 
Limited 
With the request of real life, our country's education is moving from content-based education to learner-centered approach, which means that we focus on what students do through learning process than what they get. In order to make that happen, it is necessary to successfully transfer from teaching method which focus on knowledge, to teach how to learn, how to use knowledge, train the skills, form the capacity and qualities. It is also necessary to shift the evaluation of the education results from the memory test to the test and evaluation in student’s ability on applying the problem-solving knowledge and focus on the evaluation in the teaching process in order to improve the quality of teaching and learning activities.[1]
Access to the general education curricula in the direction of developing student capacity, teaching and assessment English at secondary level has been undergoing a lot of innovations. To meet the goals set for the project of teaching foreign languages in the national education system, it is necessary to change the orientation of the program from language teaching to teaching comprehensive communication skills (listening, speaking, reading and writing).
III. SOLUTIONS 
1. Required capabilities in English for students in secondary school
In order to have a teaching approach based on student’s ability development, the teacher must know the competencies that need to be set for the student:
a. Specialized capacity:
- Ability to use language.
- Ability to solve situations.
b. General competence:
- Self-learning ability.
- Creativity.
- Ability to solve problems.
- Ability to communicate.
- Ability to cooperate.
- Ability to self-manage.
- Ability to remember. [1]
2.Harmonizing teaching methods based on students’s ability development in Enghlish in secondary school.
In addition to mastering required competencies, English teachers need to innovate the design of the unit so that they can innovate their teaching methods. Promoting student activeness through a series of teacher actions is the essence of the new teaching method. By encouraging the positive that students are no longer passive, students become individuals in a team that aspires to be explored.
a. Design of the unit based on student’s capacity.
A lesson which is designed through competence approach has the following characteristics 
- Objectives: Orientation to the description of the competencies to be achieved, not the content of knowledge transmitted by the teacher.
- Desired ability to form in learners is clearly defined, observable, and evaluated.
- Promote the interaction between teacher - student, student - student, encourage students to exchange arguments, evaluate, share views, experience, promote cooperation spirit, groups work skill.
- Create a friendly learning environment so that students are excited, confident in expressing personal views.
- Emphasize understanding, discovery, experiences, especially apply knowledge into real life situations.
- The role of teachers is to change the learner in the angle of readiness, positive expression, positive interaction ... stimulate the creativity of the learner.
- At the end of the lesson, students feel that they have changed and known how to change. [1]
b. Teaching methods.
The objective of each lesson is to provide students with basic competencies, teachers develop forms, apply appropriate teaching methods and techniques.
Active teaching methods and techniques that are often used in student-centered instructional development in English are:
- Group discussion - presentation.
- Project-based teaching.
- Teaching methods by angle.
- The technique of table covers.
- Mind-mapping technique.
- Collaborative learning.
- Interview, role play.
- Language games.
- Brainstorming. [3]
3. Applied teaching.
3.1. Develop students' self-learning abilities.
* Capacity is formed and developed after class: self-study, presentation
* Scope of implementation: for the Looking Back periods
* How to organize:
- Teachers use mind mapping techniques, group discussion methods.
- Ask the students to summarize their knowledge by using a mind map at home.
-Ask students to have group discussion at class. Each group uses appropriate paper size and color pens to draw a flowchart that briefly summarizes the content of the knowledge and then presents to the class about the product.    
3.2. Developing ability of communication, cooperation, using language, creation, problem solving
Depending on the lesson, teachers use appropriate teaching methods: corner learning, project-based teaching, collaborative teaching ... and active teaching techniques such as: mind-map
The teacher organizes students to work in groups, do assignments, research topics, etc.
The structure of an English lesson is divided into specific and clear skills (listening - speaking - reading - writing). These four skills are practised through various activities as well as different types of exercises, combining individual activities, group activities in order to encourage students to involve in class. However, each class is usually quite crowded so students have less opportunity to practice in language lessons. In addition, the majority of students are often shy to give their personal opinions to the class. It is therefore important to use teamwork as one of the means of promoting student speech. The larger the class, the more likely it is to apply group work in English language teaching. Group-group activity has a significant effect on teaching and learning as students are more involved. It provides opportunities for students to develop language expressions. Students who are shy, usually with little speaking in class, will have a motivating environment to participate in the lesson. Better students feel proud of helping their peers.
On the basis of the joint activities will stimulate collective spirit, for the benefit of the group, the community and society. English teachers guide students to participate in group activities that give students the skills to collaborate and share. Especially competitive elements will be a huge learning engine.
Moreover, most group activities have self-correction mechanisms and students teach each other, complement each other and thus develop skills together. This allows students to take on the role of natural communicator in a relaxed atmosphere. This gives students the opportunity to practise high-level intellectual skills such as creativity, assessment, synthesis and analysis.
* Some of the methods and techniques of group teaching are usually applied during English lessons.
a. Using the tablecloth technique:
 *Effects on students:
- Improving the thinking, decision-making and problem-solving skills.
- Students achieve individual and cooperative learning goals.
- Enhance the relationship between students. Develop communication skills, learn to share experiences and respect each other.
- Improve learning efficiency.
* Scope of implementation:
- Be organized in the Reading Exercises and Listening Exercises. Particularly the Listening, because students hear a lot of different information, the students synthesize them to give the most common answers.
- Only questions have one answer.
Technical chart "tablecloth"
* How to organize:
Teacher activities
Students activities
- Divide the class into groups that match the content of the study, appointing team leaders.
- Give each group a paper A0 available and guide how they work.
The teacher raised the discussion question.
- For groups hanging products in the same location. Ask the team representative to present the results.
- Teachers give feedback, comment.
- A0 paper divided into sections, including the middle and surrounding parts. The surrounding area is divided by the number of members of the group. The team leader directs the members to the position corresponding to the surrounding parts of the "tablecloth", the secretary, the party secretary, the spokesman for the group.
- Each student works independently for a few minutes, thinking and answering questions on his or her paper in A0.
- Based on the opinions of each individual, the students discuss the group, agree and write in the middle of the A0 paper.
- The group representative presented the results.
- Compare, contrast, complement, counteract the results of other groups.
 Example: Unit 7- Grade 8 - Skill 1- Activity 4
Work in groups and discuss the sollution to water pollution. Make note of your answers.
The pictures illustrate the students discuss the group under the technique of "tablecloths"
b. Mind-map.
* Effects on students.
- Develop logical thinking, analytical capabilities.
- Develop creative capacity.
* Scope of technical implementation:
- In all lessons.
- In the question, there is an image or a keyword representing an idea or concept / subject / main content.
* How to organize:
- At the center of the diagram is an image or keyword.
- From the center, main branches will be developed, linked to the images or key words / sub-topic.
- Main branches continue branching to secondary images or keywords / sub-topics.
- So, the ramifications continue and the concepts / content / issues are always connected.
For example: teaching about present continuous tense Unit 3. A closer look 2( Grade 6)
Example 2. Unit 4: Part communication (grade 8)
In unit 4, the topic of communication is to teach students how to build an Audio Guide about a place. Students must answer a number of questions after thinking about the content of the tourist guide.
Have you ever traveled?
Where did you go?
Have you ever heard an audio guide?
How many parts are there? What are they?
After class most students were able to retell problems discussed during the lesson. Students practice the purpose of the lesson, they feel more interested English, I realize that the lesson of applying such method is very effective.
c. Use project-based teaching methods. (Usually done in groups)
* Scope of technical implementation: Project parts
Project Work is a learning activity designed to provide students with the opportunity to integrate knowledge from a variety of areas of study, applying creatively to life. When learning in a project, learners are able to select their own content and sub-topics and ask themselves which issues need to be studied. Learners will be completely active in planning research, synthesize, process information to solve the problem. This method is used to teach the Project.
 *Effects on students:
- Develop problem-solving capacity, self-management capacity. Each individual has the opportunity to develop his or her ability as all students receive the same opportunities to practice. Each group is given the opportunity to express personal ability. Therefore learning becomes part of the enjoyable experience.
- Development of collaborative capacity, communication capacity, skills for collecting information and presenting reports.
- Training persistence, patience.
- An excellent opportunity to bring practical knowledge to the school and to interact with the outside world
* How to organize: - Teachers give the main theme
Teacher activities
Students activities
- Describe the purpose of the lesson, the learning method, the topic introduction. Sub-topic development guide.
- A guide to planning, presenting the plan.
- Guide students to collect information.
- Instruct students to process and synthesize information.
- A guide to present results and comments.
- Build ideas (use mind mapping) and select the sub-theme for the project as you like.
- Planning and assigning tasks within the group.
- Gather information from multiple sources
- Analyze and synthesize information.
- Demonstrate product presentation and sharing experience.
* Example 1:
When learning about the topic "English speaking countries" Unit 8 ( grade 8 )I divided the class into 4 groups. The task of each group is to plan and collect information, photos, learn and explore the English speaking countries they love. The groups synthesize and design their own products for the group. The final product can be presented in a variety of forms: presentations, role-plays, movies, exhibits, PowerPoint presentations.
After the lecture and presentation they are reinforced by asking questions to the class, the correct answer will receive the gift. Classroom atmosphere is very exciting. Thus, the knowledge of the customs and culture of the English speaking countries comes to mind in a natural and relaxed way.