SKKN Promote some forms of organized activity practiced english for students in grade 6 & 7

THANH HOA EDUCATION & TRAINING DEPARTMENT.
QUAN SON EDUCATION & TRAINING DEPARTMENT
RESEARCH TOPIC
PROMOTE SOME FORMS OF ORGANIZED ACTIVITY PRACTICED ENGLISH FOR STUDENTS IN GRADE 6&7
	 Writer : Đỗ Thị Huyền
	 Position : Teacher
	 Place to work : Trung Thượng Secondary School
	 Research topic of subject : English
QUAN SON, 2016
 INDEX
 A. INTRODUCTION
1. The reasons of choosing the topic.............................................................page 2
2. Aims of the topic.......................................................................................page 2
3. Research objects........................................................................................page 3
4. Research methods.....................................................................................page 3
B. CONTENT
1. Rationale...................................................................................................page 4
2. The actual subjectspage 4
3.Content.......................................... page 5 4.The researched results..........page 16
C. THE CONCLUSION AND THE PROPOSALS
1.The conclusionpage 17
2. The proposals.........................................................................................page 17
A.INTRODUCTION
1. The reasons of choosing the topic.
 Nowadays, English in our country is regarded as one of the basic subjects in the school. Many instrutions, resolutions and guided circulars are given to improve the method of teaching and learning English. It is necessary to find out the best method so many methods are discussed to apply in teaching and learning it. Today on the media they appear in many television game, attracting a large audience, especially young audiences such as students. All the games, the music television, if asked: Please include the name of the game, the music television that I know? They will answer Vanh walls such as gold dragon, loss of three stars, music, garden, do you sing along, ... Because this is the audience most loyal.
Real surprise, the children enjoyed learning, more open, not shy anymore, they also participate in more active, recently students have improved in many subjects English. Although results have not really high but the first step of me uppermost in. After class, one very interesting that I have encountered them singing the songs that I have integrated the new form to me. Indeed, it was a success.
 So this year, my decision to the topic: " Promote some form of organized activity practiced English for students in grades 6 -7 " and write here the experience of their exiguous, have it can not new, but I've made and some results relatively. Because Practice communication is one of the important steps in the student's classes . In order to promote a positive , creative students and student- centered, teachers organize group activities - pairs - teams - individual and class.
Hope that this experience contributed additional and more diverse methods of teaching your colleagues.
2. Aims of the topic
	As you know, the teaching methods in fact some items make us perplexed to solve the stages for each lesson. Consequently, I’d like to show you how to organize the activities in groups, in pairs, individual for “The Practice Stage”.
- To make teachers aware of the difference between mechanical and meaningful practice.
- To show teachers ways of organizing from controlled to less controlled oral practice in class.
- To show teachers how to use real and imaginary situations for free practice.
+ Another hand, to raise awareness about the differences between the traditional and the communicative approach.
- To show how the Practice Stage in the language classroom creates an opportunity for Students to speak
- Guide students to remember the knowledge: practice reading, speaking of lessons have been learned.
- Strengthen both the surface meaning and form of the word. Understand characteristics of each sample questions, first is to reach children effectively in the semester, as well as each school year.
In addition, this little song is also used to entertain, to create a playful, renaissance chalk study for the children to illustrate or to learn more about the vocabulary, the sound, a train and more points English grammar, help them more easily under items. Through the training center in the morning, enjoy the beauty of cultural foreign language in general and or the subjects of English in particular, help them shape and personality development skills and comprehensive than .
1.3. Research objects
 The students are in grade 6&7 at Trung Thuong Secondary School.
1.4. Research methods
- Study textbooks, teachers' books and documentation, references to the English subjects from Grade 6 to Grade 7.
- Teaching practices in the class and evaluate students’awareness.
- Researching documents on innovative teaching methods in English in secondary school.
B. CONTENT
 1. Rationale.
 As we know, from practical and social development of Vietnam education background. Ministry of Education and Training has made reform program for textbooks and teaching methods innovation to match the global trend of integration today. Way to the Party and our country has defined the goal of education is training people to completely meet the requirements of the country - the industrialization and modernization.In particular, foreign language - English is one language with roles as a means of positive support for the most effective process of integration on deeper integration of the country. Therefore improving the quality of education in general and quality of the subject English in particular is one of the concerns leading the current educational.And it is especially important for the audience as students in secondary - beginners access to foreign language.
 Subjects account for the number of hours in the very small secondary schools now, have particular importance for the industrialization, modernization, strengthening the WTO of our country at present, it is professional English him. The purpose of formation and personality development for students through providing them a system of knowledge, systems skills, ki stars necessary for the behavior of students with the world after school finished level secondary school.
 According Loror NR: "The master language for each person is key, means for all cognitive activities, is the way to develop wisdom." This means teaching English in schools purpose is to teach students how to use English well, effective. On the world today, English is the language of communication generally, is second language for most countries in the world. Thanks to the English in the world with the exchange, learn, experience cultural essence of the Friends.
 Therefore, innovative methods of teaching in the subjects English becomes more important. As everyone knows, the purpose of foreign language teaching and learning in order to form 4 skills: Listening - Speaking - Reading - Writing, past as well as today. However, earlier; target mainly reading comprehension to serve the study of literature, science and technology ... previous teaching method focused on key objectives is to read, often referred to as the method (old) tradition. Thus the lack skills to communicate.
Indeed, the new textbook program changes inevitably lead to us to change and improve teaching methods to promote capacity Listening - Speaking through communication of students 
Results to help students self-confidence and have the opportunity to practice the language easy naturally, actively under Group - Pair ... That's what I want to show some initiative.
2. The actual subjects:
Current status learning, students learn to cope, without study traces the self-study, students weak lot. How to overcome this situation? How to attract students in the learning problem is people do require education and teachers interested in training with blood, the board of teaching school top concern, always, the efforts planned, programs, forms, improved methods to teach and learn better, improve the quality and effective education.
Most of the students and not intended for investment professional language, prepare items a lean, to cope while they learn this very subject. Since then, they have a psychological study subjects English. In the class, most children usually passive, lack flexibility, afraid to read, speak English and less involved speeches to learn lessons.
Secondary students are the children, their awareness of them is low, the quality of academic subjects is not synchronous. Also this is the first get familiar with a foreign language, while a small number of students do not is not good in language by themselves. More English in secondary school is only a secondary subject chosen, so the students themselves and even parents are not interested in the subject this ...
 Although English subjects are chosen. However, it is nature important start in the next school year at 2. So they hold a role not in the learning of children. It is equipped for your vocabulary, grammar and other questions form the minimum, basic, simply the best around the topics are very close, they are your favorite and familiar, are the topics introduced the Family, school topics, friends, family topics and other topics (World around you). Therefore the cause excitement and enhanced knowledge to students is a very important regular. By this influence is very much motivated by studying them, a factor the impact of learning through a foreign language: No engine will not children and the strengthening of knowledge also improved further the speaker's learned more in a school system, the firm foundation to help children learn better, more confident in the study later.
To study the quality of their achieving the best results it is not a story easily. So how do they form and develop learning skills most comprehensive? How do they love, following the knowledge capital of the foreign culture? With any form of help students grasp firmly items that insatiability chán, to really attract, create playful atmosphere comfortable in class, causing excitement when students experience foreign culture that they themselves not know what bit.
3. Content: 
* How to organize the activities for teaching: “The practice Stage” 
a) General theory.
- The first part of the practice stage is controlled practice. This is usually a drill. The teacher stands at the front of the class, works with the whole class, and controls what they say.
- The second part of the practice stage is not so controlled. It is usually pair work or group work. The students work on their own with the cues that the teacher gives them. The teacher moves from group to group helping them.
During the practice stage students work in pairs or groups for 3 reasons:
* PARTICIPATION: to give everyone in the class a lot more practice time.
* INDEPENDENCE: To teach students to clean from each other without the teacher always being there.
* CONFIDENCE:	To encourage guieter students who don’t usually like speaking in front of the whole class.
- Practice is not the same as repetition. In the practice Stage students don’t just repeat what the teacher says because repetition without thingking is not real learning. Instead the students use cues to make sentences for themselves.
- Cues are used for 2 reasons:
* Memory to get students to think for themselves and therefore remember better.
* Build confidence to get students to formulate as many sentences as they want from a basic pattern with confidence.
- The teacher close a lot of correction in the practice stage. If the target language is new then Students will make a lot of mistakes then they haven’t learnt anything new. Mistake is a positive thing because it is a sign of progress. The aim of the practice stage is to get Students to say the new language accurately through a progress of controlled to less controlled activities.
b) Main content.
* Practice activities:
+ Aims:
- To introduce you to some activities from controlled to less controlled practice.
- To show how different types of activities can motivate Students to speak.
1. Guessing activities:
a) Guess my - (word sentence)
- On a strip of paper, Ss write a vocab-item or a sentence using the target language sometimes the teacher might give them a gap-fill sentence on the board to complete. One student comes to the front. The rest of the class ask: Yes/No question to guess what is on the student’s strip of paper. The one who “wins” then comes to the front and the game goes on.
Eg1: Unit 12 - English 6.
* I like cool weather.
S1: Do you like hot weather? (No)
S2; Do you like warm weather? (No)
S3: Do you like cold weather? (No)
S4: Do you like cool weather ? (Yes)
EG2: * Play table – tennis. (English 6 - Unit 12)
S1: Do you play soccer ? (No)	
S2: Do you play volleyball ? (No)
S3: Do you play basketball ? (No)
S4: Do you play skip ? (No)
S5: Do you play table tennis ? (Yes)
After that, the teacher comments and praises.
b) Guessing the place and action.
Eg: Target item:
Simple past Yes/No – Question.
- The teacher elicits 3 places from from the students and writes them on the
board.
Eg1: The Train station ___ Town ___ School.
- The teacher asks students to suggest 3 actions we do at each place. As the students make suggestions the teacher writes them on the board.
Eg: The train station
- Wait for a train
- go shopping
- by a ticket
- visit relatives
Etc
 Etc
The students – on their own – choose 1 place and 1 action and write them down in a sentence on a piece of paper. If students are weak the teacher can give them a gap – fill sentence on the board to copy and complete.
Eg: I went to . to.
and Ss write: “I went to the Train station to meet a friend”
The teacher calls 1 student to the front of the class and the other Ss must ask questions to guess the place and the action. The answer can only be Yes/ or No.
 S1: Did you go to town? (No)
S2: .. to the train station ? (Yes)
S3: .. to wait for a train?
 The student who guesses correctly is the next one up.
I went to . to ..
* Post office .. market.
- make a phone call 	- buy somefood.
- send a letter 	- sell vegetable. 
- buy some newspaper 	- buy clothes.
* STEPS:
- give an uncomplete sentence.
- eclicit from Ss 3 place and 3 actions (verbs) for each.
- Ask Ss to prepare a small piece of paper (place check)
- Ask Ss to choose one place + one action.
(How many places../ check / make sure Ss keep it secret)
- Ask Ss to complete the sentence using the words they’ve chosen.
- Instructions (check).
- give a model / an example.
Eg3: 
- tell me some places in your town.
- tell me 3 things in your park / zoo/ cinema.
Park
Zoo
Cinema
- go for a walk
- go camping
- wait for a friend
 etc
- see the animals
- take photos.
- meet people
etc
- see a film.
- make friends.
- meet the film stars.
etc.
- prepare a piece of paper (Ss prepare).
- get Ss to choose an action or one place (keep secret)
* I went to . to ..
2. Collecting Information Activities.
a. Find some one who  (survey)
Eg1: Model sentence (Target Item).
CAN for abitity.
 Can you swim ?
 He (She).. ? Yes/ No 
- The teacher puts the following table on the board. The Ss copy it.
Name
Swim
Hoa
Play the guitar
Cook
Speak English
Dance well
Sing well
Do maths well
- get Ss to get into groups.
- get Ss to stand and ask each other Qs “Can you swim ?”
When they find someone who says: “Yes” they fill in the name. They can not fill in some one’s name more then once. The first one with all the names is the winner.
FEEDBACK: Ss tell the teacher what they have found.
Eg:	 “Hanh can play the guitar” etc 
Eg: 2: - give instructions: 	What am I doing?
Name
Sports
Ha
Football
tennis
Badminton
Dung
Football
tennis
Badminton
Nam
Volleyball
Basket ball
Table tennis
Hoa
Chess
Table tennis
badminton
* Target item.
Model: Which sports do you play?
S1: I play football.
- Get Ss to ask and answer.
- Call Ss to report.
* Steps:
- I draws a table on the board.
- I maintains talking.
* Give instructions:
- What’s this?
- How many columns are there ?
- Get Ss to copy the table.
- Model the sentence by asking – Ss answer.
- Get Ss to work in pairs by asking and answering.
 Groups
- T asks for information.
- Ss report. 
- Ask them to more.
- Monitor.
- Check what they were doing ?
- Find out who’s the first one finish.
- Check Ss to complete.
- Finally, get Ss to write.
* Eg 3: “Word / picture cues”
Target item: ask and answer with.
How many/ much? - There’s a little .
 - There are a few ...
- Glue them on the board.
- Give instructions.
- Run through all the cues.
Model first: T: How much sugar is there ?
	S1: There’s a little.
Get Ss to practice in pairs.
Monitor – check the mistakes – feedback.
3. Thing Guess in practice Activities.	
a) Mapped dialogue.
 - How to buil a mapped dialogue for practice activities.
+ General steps:
- The teacher puts a dialogue on the board which is only pictures, the pictures are cues.
- The teacher “model” the dialogue, poinsing to each picture in turn.
- The teacher runs through the cues like a drill with the whole class to make they know what to say at each picture.
- The Ss practice the dialogue in pairs.
Eg1: Target structure: “Let’s” for invitations.
Set the scene: - give instructions.
- Elicits from the Ss
- You: Let’s go shopping.
- Friend: No, Let’s go down to the lake.
- You: OK. Let’s take my bike.
- Friend: No, Let’s walk.
 - You: Ok, Let’s go at 4 o’clock.
- Friend: Ok.
Eg2: Target item: Offer, request, suggestion.
Unit 13 - A2 à 3 – English 6 – Page135
.. Hanoi? --> .. cold!
 not  Can Tho? Like?
 cold . Ha Noi
. Like? . Hot.
. Can Tho!
Example exechange:
S1: What’s the weather like in Ha Noi?
 S2: It’s cold. What’s the weather like in Can Tho?
S1: It’s hot.
S2: What weather do you like?
S1: I like cold weather.
S2: Come to Ha Noi!
S1: What weather do you like?
S2: I like hot weather.
S1: Come to Can Tho!
* Find out the steps:
- Set the scene: draw, what’s her/her name?
 	 Where’s he/she?
Why? Say about the weather.
Ss know about content.
- Eclicit the questions --> dialogue with some keywords.
- Model one by one.
- Repetition – in choral – individual.
- T – whole class --> half - half --> Ss - Ss
Open pairs - closed pairs.
- Recycle --> get Ss to remember (begin --> end).
- Further practice --> between: Practice and production.
Note: When the teacher does this, he (she) may use the method:
 “SHOW DON’T TELL” for stronger students.
b) Noughts and crosses.
This is a game for “Practice Stage”
- Ss play in pairs. The first, getting a straight line of 3 noughts or 3 crosses is the winner.
Each space in filled with a cue. Ss have to make a correct sentence with that cue to put their noughts or their crosses there.
Eg: Target item: To talk about where people are from practice: asking and answering.
-Steps:
Laura
Marie
Lee
John
You!
Yoko
Susan
Bruce
Minh
- Get Ss to look at the board.
- Set the scene.
- Get Ss to call out the names in each pace.
- Model first.
T: Where’s (Laura) from?
S1: She’s from (Canada).
- When, divides Ss into 2 teams: Blues - Reds.
- Get Ss to choose any name for asking and answering each time, if any pair of a team practise correctly and exactly, they get 10 marks for each time. If they confuse or do wrong, they miss the right to practise.
- Get 2 teams to play.
- Monitor, comment, finally, praise the winning team.
c) Chain Game:
The Ss get into groups of 10 and sit in a circle. The first student in every group starts the chain by repeating a sentence the teacher has given.
Eg1: Target item: Simple past (statements, irregular verbs)
“Yesterday I had the day off”
 S2: repeats what S1 has said and adds to it.
S3: repeats what S1 and S2 have said and then adds to it etc
S1: Yesterday I had the