SKKN Guide students to review and do homework

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ 
TRƯỜNG THPT YÊN ĐỊNH 2
SÁNG KIẾN KINH NGHIỆM
 TÊN ĐỀ TÀI
 “GUIDE STUDENTS TO REVIEW AND DO HOMEWORK”. 
Người thực hiện : Trịnh Xuân Dũng
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Yên Định 2
SKKN thuộc lĩnh mực môn Tiếng anh
THANH HOÁ NĂM 2018
 PART ONE: PREAMBLE
1.Reason for choosing the topic
 More than 20 years ago, in the educational magazine there was an excerpt from Uncle Ho’s teaching: “ Teachers must find out how to get students to understand quickly, remember in a long time, progress, students should not grind, roteLearning must think, contact with reality, experiment, practice. Learning and practising must combine together” (No. 8/1970).
 From the pressing issues and the extremely important, our party had the resolution of the 7th Central Committee : “ We should innovate the teaching and methods in all level of education, combine with all branches, study with production labor, experimentation and scientific research, link school with society, apply modern educational methods to foster for students with mental abilities, creativity, problem solving capacity”.
 When we mention this issue, we should have methods of teaching students to review, do homework in the right direction
 The development of modern English teaching techniques has given us an accurate and effective direction
 For these reasons , I choose this subject to study.
2.Purpose of the topic.
 Help students to firstly contact with English, held students to practise four skills well: Listening, Speaking, Reading, Writing.The focus is on listening and speaking. Especially, help them to self-study and homework, give them some vocabulary, idioms, and sentence patterns. Students can use English to talk, exchange some specific situation according to the points set out in the program.
 PART TWO: RESEARCH CONTENT
1.Reality
1.1. The problem about theoretical basis 
 * Scientific argument of subject: English progam in high school is to form and develop the knowledge, the basis skills, and the intellectual qualities to continue to learn higher or communicate in English in everyday life.
 * Skill: Students must meet the daily Englisg communication requirements in the classroom, outside the classroom, express simple content which relate to topics, language content learned in the program through the conversation.
 * Psychological basis: Studennts must have attitudes, emotions that are right for the country, culture and language they are learning. On that basis, they must foster, develop a good attitude and lovefor the language , culture of the nation. Students must have the demands, self learning method to master and use in learning in the life. Student should build and develop the awareness as well as the ability to work in the community through the language forging activvities.
1.2.Reality.
 1.2.1. Educational staff.
 Educational staff is generally lacking, unexperience, not meet actual needs of education and society. Teachers are asynchronous, not really done.
1.2.2. Teaching method.
 It is mainly and very urgent. There are many opinions, views put forward, but still not consistency. It is still generic, especially in high school. Although there has been much interest, it is not enough especially in English subject. From that urgency, I give some experience to teach students how to learn, better approach about exercises and do homework.
 Specifically, I have achieved results on the students through the survey several times:
Class
Number
 Sts
 Excellent
 Good
 Average
Below average
SL
%
SL
%
SL
%
SL
%
12A3
44
2
4,55
5
11,36
7
15,9
30
68,18
12A9
41
1
2,34
4
9,75
12
29,27
24
58,53
 From the statistic table above, I realize that students (for the most part) do not spend a lot of time to practice.
2.Solution.
1. Review- Activated process.
 Review is an activated process, regeneration and practise the problem about vocabulary, grammar or language skill which students have learned before to reinforce and deepen their knowledge and skill. This is an assurance for teaching and learning with high result.Normally, unless textbooks are based on the principle “” and knowledge is repeated many times and advanced, students are easy to forget what they have learned without reviewing. In this program, we will discuss what problems should be reviewed and the way to proceed the review activities.
1.1.Role of revision and homework.
 Homework is a way to help students review and consolidate the knowledge and skills that they have learned at class. One of the important factors that affact to the result in learning and teaching at school, especially with the condition of high school in Vietnam. The amount of time for this subject is too small, but the amount of knowledge and skill students need a lot. So the homework assignment and the guide for students is very necessary. It gives students a lot of time to contact and practise with foreign language. It helps student to improve their foreign language skills. In fact, the studens who are given homework seriously, carefully, will achieve high results in examinations compare with the students who are given little homework.
1.2. When should review ?
 The most common way is that teacher usually review a grammar point or any content that they learned at the last lesson at the beginning of the lesson. Teachers ask the questions, students answer. Students can be serialized, continuous by this way. The limit about the time of reviewing is not appropriate. According to some educational experts, the necessary for the beginning of lesson is a gentle launching activity such as a song, a funny story or a game. Students should be comfortable before the lesson to do a duty which is not easy with them. Students must contact with a strange sound and script in another language. So the revision of old lesson should be let behind the launching activity. If the grammar points or the reading lesson relate to or continue the old lesson, teacher should review th old lesson before the new lesson. And the reviewing can be seen as a preparing activity (pre-listening or pre-reading activity). For other cases, the revision can be proceeded in anytime during learning hours. It will make a change in the activity of lesson, make the lesson richer
1.3. Grammar revision.
 The most difficult problem in teaching grammar is that teacher must introduce and practise the new grammar points. Revision can become an interasting activity. Teachers can recall the grammar points or structures that students have learned with artifacts or visual aids. The problem is that teacher should confirm grammar points which need giving to review and how to review them.
2. Select the issue to review.
 First, teacher should have a list of grammar that students have learned , select any issue to review (tenses of verb, passive voice, reported speech). To make sure that all the grammar points are reviewed fully,teacher should mark again and write date, month of revision . During teaching, teacher should note and write out the low capacable students, usually mistake to practise or consolidate more. When students can use foreign language freely to express their opinions without fear to be correcting the mistakes. But they also wish teacher should take care of their drawbacks and help them to correct in tasks.
 The grammar issue can also be combined with th revision in teaching new lesson. Based on the characteristics of the new lesson, teacher should inform which language phenomenon need reviewing during the learning period. For example, teacher should review the way to express opinion, agreement or disagreement about the topic which students have many arguments. In the lesson of collecting food, student can need the way to express the choice , hobby etc in the free practice period. The scope of any conversation can also be extend by reviewing the relevant language functions before student work in pairs or groups. This will help student braver , express more comfortable the issue which they have just learned.
3.The way to review grammar.
 The reviewing job need happening quickly because students are already familiar with that grammar issue. To make the revision become interesting with students, Teachers should try to use the way to proceed in many different directions.
3.1 Using object or person, the rays in algebra to practise the grammar issue.
 Teachers can use the present location of students to review the preposition pharse of place such as: in front of, behind, between, next to For example, some students do to board and line up to review the comparative morphology of adjective : shorter, taller, fatter, thinner Every little bag can be used to review the structures : “Have you got? or Is there a?” In another way, teachers can use the instruments of students to review the adjectives, possessive pronouns.
 Example: 
	T: “Whose is this?”
	S: “It’s mine/ Lan’s/ hers.”
	T: Whose are these spetacles/ scissors?”
	Are they yours, Hung?”
	S: No, they are Nam’s/ his.
-Teachers can use chalk to draw the ray expressing action on the board as follows:
 Example: If a action was happening in the past , there was an action intervening ( happening action is the continuous past, the intervening action is the simple past).
V2
V1
S+was/were +Ving
QK
S+Ved/c2
V
V
S+was/were +Ving
QK
S+Ved/c2
When
V
V
S+was/were +Ving
QK
S+Ved/c2
When
-To express two actions happening in the past, we use the way to express as follows:
 Example: If two action happened in the past , the first action is the past perfect, the second action is the simple past. 
V2
 -If “before” stands at the beginning of sentence , the action stands near “before” on the right side , we use the simple past and the past perfect for the remaining action.
Now
V1
Before
S+had+ Ved/C3
S+Ved/c2
 -If “before” stands between the sentence, the action stands near “before” on the right, we use the simple past and the past perfect for the action on the left.
Before
V1
S+had+ Ved/C3
S+Ved/c2
V2
After
V1
S+had+ Ved/C3
S+Ved/c2
V2
 -Similar to “before”, We can also apply with “After” through the following expression:
After
V2
S+had+ Ved/C3
S+Ved/c2
V1
 Example: Two actions happen paralell with each other:
While
V2
S+was/were+Ving
V1
S+was/were+Ving
-Another type of exercise is also very difficult for students. They usually make mistakes during process of doing exercises.
Example:
1.Choose one wor whose underlined part is pronounced differently from the others. Identify your answer by writing the corresponding letter A, B, C or D.
1.A.math	B.month	C.with	D.both
2.A.selection	B.education	C.collection	D.suggestion
3.A.chemistry	B.orchestra	C.ache	D.chew
4.A.watched	B.looked	C.fitted	D.stopped
5.A.took	B.moon	C.book	D.good
2.Pick out the word with the underlined part pronounced differently from that of the other.
1.A.blood	B.food	C.moon	D.pool
2.A.cell	B.centre	C.city	D.cube
3.A.of	B.cafe	C.knife	D.leaf
4.A.after	B.advice	C.agree	D.alone
5.A.house	B.hour	C.hundred	D.head
3.Choose the word which is not the same group.
1.A.visisted	B.watched	C.needed	D.waited
2.A.French	B.Australian	C.American	D.Japan
3.A.lovely	B.beautifully	C.carelessly	D.skillfully
4.A.depth	B.thickness	C.heavy	D.width
5.A.can	B.must	C.shall	D.should
-With this type of exercise , what should we do to help students to review and do better?
-First, we need to help students to understand more clearly four ways to read the plural words. For example, “S” read like “s” after voiceless consonant (f, k, p, t).
	* “S” read “z” after the consonants and the vibrated vowels
	* “ES” read “iz” after the wind tones /s/, /z/, /ts/, /dz/.
	* Read “z” after the letters l, v, o.
-Second, we need to help students to understan more clearly three ways to read the third singular number.
	* Read /s/ when the word ending /f/, /k/, /p/, /t/
	* Read /iz/ when the verbs ending /s/, /z/, /dz/
	* Read /z/ when the verbs ending with the other sounds
-Third, we need to help students to understand more clearly three rules to pronounce the regular verbs. (the verbs ending “ed”)
	* Read /t/ when the verbs ending /k/, /p/, /t/, /f/, /ts/
	* Read /id/ when the verbs ending /t/, /d/
	* Read /d/ with the remaining sounds.
Use the alternative and assembly exercises to review the grammar structures.
 The type of the alternative and assembly exercises is suitable for reviewing the structure of sentences. However, teacher should design the exercises to avoid practising mechanically. By that, students know the real purpose with what they are learning. Teacher make a sample sentence about the structure which will be taught, mark the part of the alternative sentence , ask students to answer in one minute. This activity will be interesting for students and high competition if teachers check and give marks the best answers. Checking will not be time-consuming if teacher only ask students to read their answers loudly. Each student can write some alternative phrases so there are many good answers, original content . Teachers should give the sample sentences to students to develop high imagination.
	Example:
	-I am sorry to hear that you broke your leg.
	-How nice of you to call
	-I’d be only too please to carry the case for you.
3.2. Normally, I often orient students to review the grammar part which they usually make mistakes :
+ what should students pay attention to the correct form of verbs:
-Determine the tense in sentence (simple present, simple past, continuous present) they should pay attention to what factor in sentence.
Example: I (learn) English now.
 She (learn) English last week.
 He (learn) English tomorrow
-Determine the kind of sentences (affirmative sentence, negative sentence, interrigative sentence) they should pay attention to what factor in sentence.
Example: He (learn) English now ?
 I (not, learn) English now.
-The kind of subject (singular or plural):
Example: I (learn) English now.
 She (learn) English last week.
 They (learn) English tomorrow.
-The last step: give the correct form of verbs:
+Moreover, what rules do students remember in each tense?
Example: Students should remember the following rules in the continuos present:
 +Normally, we add “ing” to the ending of verb.
 +If the verbs end “e”, we remove “e” and then add “ing”
 +If the verbs end with a consonant ( there is a vowel in the front) we double the last consonant before adding “ing”.
 +If the verbs end “ie”, we change into “y” and add “ing”.
 +If the verbs end “ic”, we change into “ick” and add “ing”.
 +If the verbs end “y” we keep the same and add “ing”.
Example: Students should remember the following rules in the simple past:
 +Normally, we add “ed” to the ending of verb.
 +If the verbs end “e”, we add “d”.
 +If the verbs end “y”, we change into “i” and add “ed” (there is a consonant in the front of “y”).
 +If the verbs end with a consonant (there is a vowel in the front) we double the last consonant before adding “ed”.
 +The irregular verbs must be learned by heart.
4. Review the vocabulary.
4.1. The criteria to sellect the word.
 The criteria to sellect the word is similar to the grammar. The relevant word to the coming lesson, the learning result show that students need reviewing those words. Teachers can put words together in groups (food, clothes, ) or in situation (the bank, the super market, post office) or in meaning (boy, man, chap, guy) or in grammar categories (adverbs, adjectives,.).
4.2. the way to proceed to review the vocabulary.
 Teachers can reuse the used visual aids to introduce the new words. The simplest way is that teachers should bring all the visual aids which were used last week on the first day of week . After the launching stage, teachers should carry out a general revision from vocabularies of the last week. Beside, teachers should have another ways to review some more words.
*Use the sentence to illustrate.
 -While teachers teach new words which are introduced in context, teachers can ask student to repeat the illustrative sentences (sample sentences) they learned a few days or weeks ago. This revision will have a high communicative value if teachers ask student to emulate at setting up the illustrative sentences they learned before. The form of this revision can be carried out in oral form.By this way and given context, Students can reproduce many words they learned without time-consuming .
*Set up the vocabulary network.
 Teachers sellect any topic (sport, school, or seasons in a year), write these topic on the board, ask students to think (name all the relevant words to these topic). Teacher write out those words on the board (net word) or call a student to work as a secretary.
Example: About topic “bedroom”, teachers ask students to find the words of firnitures in the bedroom to make the following network.
Bedroom
Shelf
Bed
Chair
wordrobe
table
-Words in the first round : “ bed, table, chair” are used as the topic and teachers ask students to give the words relevant to these words.
*Make the word table:
 This way is similar to the above but the result is instead of a network which is easy to follow. It is a table of the phrases with the same category and topic. Although they are arranged neatly, It looks less attractive.
Example: Shop + Shopping
Baker’s
Chemist’s
Grocer’s
Butcher’s
Bread
Aspirin
Cheese
Steak
Cakes
Shampoo
Cereals
Lamp chops
Croissant
Sun oil
Cold meat
Beef
Cosmetics
Conserves
Any way to use the word table is ok, the most important thing is that teachers should prepare the words in table .In case, Students can not remember all the words, teacher must suggest or supply those words for students.
* Arrang those words in the same category
This way is also used to review the words with the same category or topic. Teachers read a series of the confused words. After that, teachers give some main words and ask students to arrange them into a group of itself-word.
Example: 
-Read the words in the topic : food, milk, apples, melon, cheese, potatoes, ice-cream, butter, then teachers supply the main words : vegetables, dairy products, and ask students to arrange those into two main groups.
*Rearrange the letters in order
Students usually like the word search gameplay by rearranging the letters in words. Teachers write these words on the board or cardboard and ask students to guess what the word is.
Example: BALTE NLCPIE PALPE
*Puzzle games.
For the higher level students, Not only does this game help students to review but also create conditions for students to practise the listening skill. Teachers say the meaning of the word , students must find out that word.
Example: 
 +Teacher: Sometimes this is on the door, but it is also found on a fishing line.
 +Student: It is a hook.
*Review prefixes and suffixes.
Review the prefixes and suffixes is very useful. When student know the function and meaning of this issue, they can understand and create the new words. Bisede, some prefixes and suffixes have grammatical functions.
Example: (-er, -est, -ing, -ed).
Some of them contain meaning (-ness: a condition of .
Example:
 unlock, unwrap, untie or the meanging of negative: uncertain, unclear, unreliable
5.Homework
Different from other subjects, the foreign language teachers can not ask students to learn what they have not been learned in the textkook. Normally, teachers do not force students to learn what they have never learned . If teachers ask students to prepare new lesson and learn new words in the textbook, this is mean that the foreign languague subject is evalutated as a pure subject. So teacher must give homework to students . what is a good homework? A important standard is that it is not a burden for teachers. It is not waste of time to check and correct. Correcting the exercise can be seen as a review activity and help stu