SKKN Vận dụng một số kỹ thuật dạy học mới nhằm phát huy tính tích cực học tập của học sinh vào dạy tiết: getting started, listen and read unit 10: Recycling - English 8

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
PHÒNG GIÁO DỤC & ĐÀO TẠO NGA SƠN
SÁNG KIẾN KINH NGHIỆM
 VẬN DỤNG MỘT SỐ KỸ THUẬT DẠY HỌC MỚI NHẰM
PHÁT HUY TÍNH TÍCH CỰC HỌC TẬP CỦA HỌC SINH
VÀO DẠY TIẾT: GETTING STARTED, LISTEN AND READ
 UNIT 10: RECYCLING - ENGLISH 8
 Người thực hiện : Mai Thị Hảo
 Chức vụ : Giáo viên
        Đơn vị công tác : Trường THCS Nga Tân
                          SKKN thuộc môn : Tiếng Anh
THANH HÓA, NĂM 2017
CONTENTS
 Page 
CONTENTS	1
A. INTRODUCTION	2
1. Reasons to choose the study:	2
2. Purpose of the study:	3
3. Object of study:	3
4. Research methodology... .......3
B. CONTENT	4
1. Theoretical background of the experience initiative:	4
 1.1. What is the technical concept of active teaching?	4
 1.2. The meaning of using "Active Teaching Techniques" in Teaching English 8.....4
2. Situation of the problem before applying the study	5
2. 1. Advantages of the study:	5
2.2. Difficulties to implement experience idea theme:	5
3. Solutions used to solve the problem	6
3. 1. Select the content:	6
3. 2. Develop content for implementation of active teaching techniques:	7
3. 3. Methodology:	8
3. 4. Specific application:	8
3. 5. Apply techniques: “table cloth”, "mind map" to teach the lesson:	10
4. Efficiency of the study	16
4.1. Research results:	16
4.2. The meaning of the research topic.	17
C. CONCLUSION AND RECOMMENDATIONS	18
1. Conclusion:	18
2. Recommendations:	18
REFERENCES ...	19
A. INTRODUCTION
1. Reasons to choose the study:
The school year 2016 - 2017 is the one continued active implementation of the Action Program for the implementation of Central Resolution No.29 on November 4, 2013, the 8th Plenum of the 11th Party Central Committee and its documents. The assembly XII on fundamental renewal, comprehensive education and training confirming the new humanity philosophy of the national education system is "teaching people, teaching words and vocational training". Continuing to strongly renovate teaching and learning methods in order to bring into full play their active, active and creative pupils; enhance practical skills, apply knowledge and skills in solving practical problems; diversify learning forms, focusing on creative experiential activities and scientific research of students and promoting the application of information and communication technology in teaching and learning.
In order to do that, the teacher must incorporate a variety of teaching methods, in which collaborative teaching methods are of particular interest. One of the methods has been mentioned for many years and used in various forms is group discussions, and there are now more group teaching techniques more advanced than group activities. The level of simplicity is: the technique of “table cloth”, "mind map" "pieces" ... not only in the teacher's book but in the regularly studying document and then in the teaching methodology innovation materials. At secondary schools, it is focused as the main teaching method today.
Implementing the guidance of the Ministry of Education and Training, and the Department of Education and Training of Thanh Hoa, being aware of the importance of teaching method innovation, following the direction of Nga Son district's education department, the head of Nga Tan Secondary School has been encouraging and motivating teachers to actively innovate teaching methods, flexible use of teaching methods at teaching hours in class to achieve the best results for learners. Teaching in a new way will enable students to work, to express their opinions and to express their ideas in a bold way, that is, we are successfully implementing teaching methods. By teaching experience and learning process, I would like to give a little experience: "Apply some new teaching techniques to promote the positiveness of students in studying English 8"
2. Purpose of the study:
 Applying some active teaching techniques in teaching English to promote creativity in learning and improving the quality of teaching and learning for students in grade 8 of Nga Tan Secondary School.
3. Object of the study:
"Active teaching methods" in teaching English in grade 8 of Nga Tan Secondary School.
4. Research methodology:
 To study this topic, I conducted the following research methods: theoretical study group: read and analyze, systematize and generalize the material related to the topic. Group research methodology, observation method: I watch, actively observe the teaching and learning English of the students of Nga Tan secondary school. Interviewing and chatting methods: I talked with my colleagues and students to find out about the current situations of teaching and learning in Nga Tan Secondary School. Method of experience summation: Exchange experience with teachers, colleagues. Experimental method: Conducted by a defined process that compares two methods: traditional and positive teaching methods.
B. CONTENT 
1. Theoretical background of the experience initiative:
1. 1. What is the technical concept of active teaching?
Positive teaching method (active teaching method) is a shortened term, used to refer to teaching methods in order to promote the positiveness, activeness and creativeness of learners. Teaching method actively aims at activating learners' cognitive activity, is focusing on promoting the positive of learners rather than focusing on the positive of the learner. However, in order to teach in a positive way, teachers have to make more efforts than passive teaching.
Positive teaching techniques are teaching techniques that are of special significance in promoting active participation of students in the teaching process, stimulating thinking, creativity and working collaboration. The positive teaching techniques presented here are applied favorably in teamwork. However, they can also be combined in the form of classroom instruction to promote student motivation, depended on the application of each teacher. These techniques are also referred to as methods.
1.2. The meaning of using "Active Teaching Techniques" in Teaching English 8.
Organizing this activity is an exchange of ideas about a problem between students and teachers, students and students so it has meaning on both sides:
- For students:
 + Developing positive thought, active participation in learning activities, self-discovery and knowledge acquisition, training skills, building the right attitude and behavior.
 + Strongly presenting and defending personal opinions; actively discussing, debating, asking questions for one’s self.
+ Developing their speaking, communication, debating, and fostering of research methods as well as methods of reading.
+ Through discussion, students can change personal views for reasons on the basis of student information events in the classroom.
- On the teacher side:
+ The process of discussion under the guidance of the teacher also creates a two-way relationship between the teacher and students, helps both students, and teachers understand the effect of education in terms of awareness, attitudes, and point of students’ behavior trend.
- Creation of teaching methods helps promote students' proactive, positive and self-studying.
 In the course of teaching, there is a positive relationship between teachers and students, between students and students; It conducts through the organization of student learning activities, combines individual learning with collaborative learning, teamwork.
- Focus on the training of skills, capacity for action, use of knowledge, reinforcement of practice, and attachment of lesson contents to real life.
- Designing and guiding students to carry out learning activities in a variety of forms, rich, attractive, appropriate to the characteristics of the unit, with characteristics and level of students with specific conditions of class, school and locality. 
2. Situation of the problem before applying the study 
2. 1. Advantages of the study:
Nga Tan Secondary School is one of the schools with a large staff of teachers. There are 35 staff members in the whole school, of which 3 teachers are in English. The school administrators and their professional groups always pay close attention to the expertise of each comrade, organize the examination and assessment, and draw lessons for teaching.
I have always not only studied by myself but also from experienced teachers with their teaching on the "New Teaching Method", so I should also boldly apply this topic.
The students are well acquainted with the teaching techniques of “table cloth”, "mind map" through other subjects, so they conduct and absorb easily.
2.2. Difficulties to implement the study:
In fact, in the course of teaching, the application of teaching methods to cooperate with teachers has many difficulties such as:
- Choosing a focus group discussion that is not always close to the focus, or problem that is also strange to students.
- The students' understanding of social issues has not yet been paid attention.
- At secondary schools, English is one of the subjects being considered compulsory subjects, but this subject is not very easy, so the enthusiasm and interest for the subject of students is not high. That is the main reason leading to the quality of learning English of students has not met the requirements, the current educational goals.
*The result of the above situation:
The result of the first test in grade 8 is as follows:
Total number of students grade 8
Excellent
Good
Fair
Poor
Fail
SL
%
SL
%
SL
%
SL
%
SL
%
98
0
0
4
4,1
45
45,9
46
46,9
3
3,1
+ From the above results, based on the actual teaching, I find it necessary to make changes in the contents and methods of conducting collaborative teaching. I give a little experience to improve the quality of teaching - learning English: "Apply some new teaching techniques to promote the positiveness of students" in the hope of effectively providing knowledge in English, training all four skills, helping them more absorbed in the acquisition of knowledge of English.
3. Solutions used to solve the problem 
3.1. Select the content:
- First: When selecting the content of discussion, the teacher should pay attention to the items, the appropriate problems for students to discuss. They should be often not so difficult in terms of content but interest students. There should be many different solutions, many ways of thinking about a problem and especially close to students.
- Second: It is important to note the content of the discussion that is to consider what the students know what to feel, what to think about the subject matter of the content. Students may have difficulties in group discussions, which will take time, teachers will be active in correcting the knowledge and content to help them avoid vague contents.
	- Third: The content of the discussion can be taken from the textbook, from the local realities of the country as paying attention to issues that have many solutions.
 From the above selection principles, I would like to present the contents that I have conducted to implement active teaching techniques in teaching English 8 as follows:[1]
Unit
Lesson
Content discussed
3
Read
Safety precautions in the home.
4
Getting started, listen
and read
Our past – Viet Nam 100 years ago.
4
Speak
Talk about the way things used to be and the way they are now.
5
Read
The ways to learn words.
6
Getting started, listen
and read
The activities that the Ho Chi Minh Young Pioneer and Youth Organization participate in.
8
Getting started, listen and read
The differences between the
country and the city.
10
Getting started, listen and read
The ways we can reduce the amount of garbage we produce.
10
Read
Recycling facts.
13
Getting started
Where should foreigner go on for their visits to Viet Nam.
13
Read
Christmas festival.
15
Getting started
Advantages of computers.
3.2.Develop content for implementation of active teaching techniques:
3.2.1. Base on the video channel:
In recent school years, textbooks have been changed a lot, especially the channel is increasingly noticeable in terms of quantity and quality. The channel is a source of knowledge and a means of illustrating the lesson; being a source of knowledge as it is used to exploit knowledge, as well as an illustration when it is used only to clarify the content. Therefore, teachers need to use the images thoroughly to teach in the methods in generality and discuss in particularity.
Besides, teachers can use images outside the textbook to build content for discussion activities. Through pictures they will work together to complete the common work assigned by teachers. Students will then find out what the teacher wants to communicate to students.
3.2.2. Base on student book’s channel:
Besides the visual channels in the textbook is considered the minimum teaching method, but very necessary in the teaching process. The syllabus in the textbook provides situations and information that has been carefully selected so teachers can organize instruction for students to collect and process information.
- Combination of video and text channels in textbooks to help students acquire new knowledge, practice image analysis skills and practice information gathering skills. It is one of the necessary competencies of new employees in the information explosion society.
3.2.3. Base on practical knowledge:
- Knowledge outside the textbook is extremely rich and unlimited. Therefore the teacher should select the appropriate problem for students to discuss. The problem is not hard on the special content of this issue must be close to students.
- With this content selected, the teacher needs students to prepare in advance so students are aware of the content requirements of the discussion, the main sources and tasks of the collective, as well as the individual. Some items that require students to collect information in order to illustrate the discussion.
3.3. Methodology:
Group division: Depending on the class size of the class, the teacher can divide each group of 4 children or 8 children, so that it is appropriate for each teaching technique.
Step 1: The teacher reminds the whole class of the problem to determine the task for each group.
Step 2: Distribute the cards to the groups.
Step 3: The groups conduct group discussions according to the contents of the questionnaire and assignments. When discussing, the team leader assigns tasks to the team members.
Step 4: The teacher calls the representative to present the results of the discussion.
Step 5: The teacher call additional groups, comments from the groups presented.
Step 6: The teacher summarizes the discussion and adds the correct knowledge.
I would like to come up with some specific content, along with a copy of the form and some of the actions I have taken in applying active teaching techniques to teach English 8. 
3. 4. Specific application:
3. 4. 1. Apply the technique of "table cloth" [5]
- It is a collaborative learning organization that combines individual and team activities to stimulate, promote active participation, enhance individual independence, responsibility, and play Develop models that interact with students.
- Implementation of technique "table cloth" through 2 phases:
+ Independent student phase: Team members sit in the position as illustrations, thinking activities focus on the question (or topic, ...), then present the idea of ​​the session. Body in the umbrella specified in the "table cloth” independent relative to other members;
+ Student interaction phase: members share and discuss answers, then write the group's overall idea in the box between the "table cloth"
Technique "table cloth"
personal idea
 3
personal idea
personal idea
The group's general opinion on the topic
 4
 2
 1
 personal idea
3.4.2. Utilize the "mind map" technique:[5]
It is a teaching technique that organizes and develops thinking, helps students convey information to the brain, and then sends information out of the brain easily, and is a creative and effective means of recording:
+ Expand, deepen and connect ideas.
+ Cover ideas on a wide range.
How to proceed:
- From a big topic, find out related topics.
- From each small topic, find out the relevant elements / content.
- The branching goes on and the elements / content are always connected. This alignment will create an "immense picture" that describes the topic in a large and complete way.[4]
 - More creative. 
                     - Save time.
                        - Remember better.
                        - See the overall picture.
                        - Organize and classify students.
3. 5. Apply techniques: “table cloth” , "mind map" to teach the lesson: [2,3]
During the school year 2016 - 2017, I have experimented with the subject and found many encouraging results. I would like to introduce a lesson plan that uses two active teaching techniques in the lesson: Getting started, Listen and read, Unit 10: Recycling.
UNIT 10: RECYCLING
PERIOD 61: GETTING STARTED & ISTEN AND READ
* Objectives: 
By the end of the lesson, students will be given information about environment problems. They will be able to save the environment and save natural resources.
* Language contents:
- Grammar: Adj + to inf. / Phrase
- Vocabulary: representative, protect, natural resources, reuse, reduce recycle, contact, protect, amount.
* Techniques:
- “table cloth”:
- “mind map”:
* Teaching aids.
- Pictures, projector, extra board, posters, color pencils.
Teacher’s and students’ activities
Work arrangement
*Getting started: Technique: “table cloth”
-T lets Ss watch the images about garbage and its bad effects to our lives.
- Then, let’s them watch some images about reducing the amount of garbage we produce every day. 
- Divides the class into small groups of 4, delivers posters to students, then asks Ss to think of ways to reduce the amount of garbage they produce. 
- Each student writes the own idea on the poster. After that, they discuss and write common ideas of their group on the center of the poster. 
- Ss put the posters on the board and use their work to practice speaking in front of the class. 
Example: Group1
Speaking:
S1: I think we should use tree leaves to wrap things. 
S2: I agree with you. And I think we should reuse old plastic bags, glass, old car tires. 
S3: You’re right. We also use used paper or pieces of wood to make toys. 
S4: I agree with you. We should use cloth bags for shopping. 
- Ss keep practicing group by group basing on their posters. 
- Finally, T gives feedback to Ss. 
- T gives marks to the groups.
*Listen and read
*Pre-reading
Pre-teach Vocabulary 
Technique: “table cloth”
- T asks Ss to find new words in small groups. 
- At first, they work individually by writing their own work on their pieces of the poster, and then they discuss and write the common ideas on the center of the poster. 
- T gives them feedback. 
- Gives them the pronunciation and forms of the words. 
New words:
- representative (n): translation , represent (v)
- protect: (to keep so / st save from danger), protection (n) 
- natural resource: (translation / explanation )
(coal mines , oil / gold / mineral deposits are  )
- reuse: (use again)
- reduce: (make something less)
- recycle: (to make something already used able to be uses again)
- contact: (to communicate with someone by telephone or letter , email )
- amount (n) 
* Structure:
 Adjectives followed by an inf . / a noun clause
 Ex: It’s not difficult to remember. 
 adj to inf. 
I’m vey happy that you are interested in protecting the environment. 
 Adj Noun clause
Checking new words: Rub out and Remember: 
* While- reading. 
Technique: ““table cloth””, “mind map”
- Ss practice the dialogue in front of the class
- T corrects if necessary
- T asks Ss to work in groups of 4 to answer questions a, b, c. 
- Compare the resu