Some teaching strategies for the purpose of promoting students’ abilities – grade 11

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG TRUNG HỌC PHỔ THÔNG NGA SƠN
 SÁNG KIẾN KINH NGHIỆM
SOME TEACHING STRATEGIES FOR THE PURPOSE OF PROMOTING STUDENTS’ ABILITIES – GRADE 11
 Người thực hiện: Tạ Thị Nga
 Chức vụ : Giáo viên
 SKKN thuộc môn: Tiếng Anh 
THANH HÓA NĂM 2019
 TABLE OF CONTENTS
 PART I. INTRODUCTION :. 2
1. Reasons for choosing the study........2
2. Aims of the study.2
3. Object of the study.......2
4. Study methods..........2
 PART II. CONTENTS:. .3
 1. Rationale:... 3
 2. Practical basis:... 3
 3. Some teaching strategies for the purpose of promoting students’s abilities :...3 
 3.1: The ‘Flipped Classroom’.3
 3.2: Implementing Group Work ...5
 3.3: Peer teaching activities.8
 3.4: Mind mapping..9
 3.5: The Jigsaw Technique..9
 4. Lesson Plan Format:...11
 5. The results of the study:.14
 PART III: CONCLUSION AND RECOMMENDATION:......15
 1. Conclusion:.15
 2. Recommendation.:..15
 PART IV: REFERENCES:16
PART I. INTRODUCTION
1. Reasons for choosing the study
 Innovation in teaching methods in oder to promote students’ abilities is one of the significant issues in education. Some traditional pedagogical techniques, based mainly on a teacher explaining a topic and students taking notes, are no longer approriate. A lesson will be really boring when the students put all of their focus on the teacher. The teacher talks, and the students exclusively listen. During these activities, students work alone, and passively receive information. As a result, students do not have adequate opportunities to develop their critical thinking and problem solving skills. Students in teacher-centered classroom are passive and respond to environmental stimuli. Based from the problems above, it suggest to me- an engish teacher to choose other methods to promote stdents’ abilities which gives students opportunities to improve their analytical skills, problem solving skills, as well as skills in deep learning, lifelong learning, self-directed learning, reflective learning, and motivation. This is aimed to achieve the learning outcomes that satisfy all the objectives of the learning process. Among strategies I used, teaching strategies for the purpose of promoting students’s abilities brings good result for grade eleven students. It is true that these strattegies helped my students to raise their positiveness, activeness and creativeness when they are required to think and solve problems actively. I hope that “Some teaching strategies for the purpose of promoting students’ abilities –grade 11 ” can enable my students to overcome students' difficulties in learning process as well as awaken their curiosity and desire to learn.
2. Aims of the study.
 This research aims to helps grade 11 students become active learners who are more likely to be attentive and to be thinking about the topic, relating new knowledge to previous learning and elaborating the implications of what they have learned.
3. Object of the study.
 This research focuses on some teaching strategies which allow promoting grade 11 students’ abilities in learning english process. 
4. Study methods.
- Find out drawbacks in the traditional learning appoach.
- Read reference books.
- Discuss with my colleagues.
- Apply teaching strategies to promote students’ abilities in teaching
- Observe and draw out experience
PART II. CONTENTS
1. Rationale.
 As professor Bruner (1982) of Harvard University points out: "the teaching process is a continuous activity of asking questions and solving them." Traditional English teaching puts teachers as the center all the time, mainly relying on class knowledge, which emphasizes the role of teachers too much. It curbs personality and creativity of students and ignores the initiative and potential of the students, therefore the knowledge is limited; the resource is scarce; the learning is passive. The knowledge is well-formed, but departed from real life. The main experience is insufficient or lack of subjective experience, which will restrict the effectiveness of learning strategy teaching. Many students lose interest in English because their initiative and enthusiasm cannot be fully exerted in class. It is teaching strategies for the purpose of promoting learners’ abilities that increase the active involvement of the students and cultivate their abilities for language learning through exploring, interaction, cooperation etc. During the period of English learning, if all the senses can be triggered together, then enthusiasm of students is mobilized furthest. With the help of teaching strategies on onder to promote students’ abilities, my students join learning activities delightfully, therefore, their motive and interest is stimulated.
2. Practical basis.
 Acoording to Dr. Shendkar Deepak T “a good teacher is one who does not teach but guides the students how to learn”. It is true that my applying traditional learning method does not allow students deeper levels of understanding required for complex concepts and lifelong learning. Under this training model, students receive few opportunities to practice group dynamics and teamwork. Students care less about and retain at lower rates after testing. It is these problems that urge me to find out the solutions to hepl students have fun and interesting lesson. Indeed, when students take the lead, their interest and confidence soars. For teaching strategies for the purpose of promoting learners’ abilities, classroom is a busy, noisy and productive place where teachers interact with students to help them construct knowledge and, of course, the teachable moment comes alive and give students the confidence to apply learning to different problems and contexts and achieve greater autonomy over their learning and 
3. Some teaching strategies for the purpose of promoting students’s abilities 
3.1 The ‘Flipped Classroom’
 The flipped classroom is a fairly new term in the learning and teaching . Lessons are ‘flipped;’ meaning that most of the work like reading and research are all done outside of class. This goes in contrast to the traditional approach where most of the class time is used for lectures, and activities are assigned as homework. Flipped classrooms can leave more time for students to interact directly with the teacher. It can also mean that classroom time is more active and engaging for students. 
Examples: 
Example 1 Unit 6: Competitions- Part E: Language focus English 11
 The teacher should give students the following tasks before class:
- Task 1: Ask students to study how to pronounce the words in the part Listen and repeat and identify the words which are pronounced /tr/ ; /dr/ ; /tw/ in the sentences provided.
- Task 2: Ask students to find verbs which with gerund can be used to report a speech 
Expected verbs: 
 S+ V+ Ving : Admit /ədˈmɪt/ : Thừa nhận
Deny /dɪˈnaɪ/ : Phủ nhận
Suggest /səˈdʒest/: Đề xuất, gợi ý  
Regret /rɪˈɡret/ : Hối tiếc
S+ V+ Pre + Ving
Apologize for /əˈpɒl.ə.dʒaɪz/ : Xin lỗi
Complaint about /kəmˈpleɪn/ :Phàn nàn
Insist on /ɪnˈsɪst/  :Khăng khăng
Object to /ˈɒb.dʒɪkt/  : Phản đối
Dream of /driːm/ : Mơ tới
Confess to /kənˈfes/  : Thú nhận
Think of /θɪŋk/ : Nghĩ đến
Look forward to /lʊkˈfɔː.wəd/ :Mong đợi
S+ V+O+ Pre+ Ving
 accuse sb of /əˈkjuːz/  buộc tội ai về việc gì
blame	sb for /bleɪm/  đổ lỗi cho ai về việc gì
Congratulate sb on /kənˈɡrætʃ.ə.leɪt/ khen ngợi ai về việc gì
Criticize sb for /ˈkrɪt.ɪ.saɪz/  chỉ trích ai về điều gì
Warns sb against /wɔːn/  khuyến cáo ai đừng làm gì
thank	sb for /θæŋk/ cảm ơn ai về việc gì
Prevent sb from /prɪˈvent/ ngăn cản ai khỏi việc gì
Compliment sb on/ˈkɒm.plɪ.mənt/  : Khen ngợi ai về việc gì
praise	s sb for /preɪz/ ca ngợi ai về điều gì
 Example 2 Unit 8 Part D - Writing English 11
At home students have to 
- Name some polular celebrations
- Make a detailed outline to describle a celebration: 
Expected outline:
-> The Flipped Classroom Model encourages students to prepare for the lesson before class. Thus, the class becomes a dynamic environment in which students elaborate on what they have already studied. Students prepare a topic at home so that the class the next day can be devoted to answering any questions they have about the topic. This allows students to go beyond their normal boundaries and explore the knowledge curiously and naturally. 
3.2. Implementing Group Work 
 Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. The teacher should give students a general topic and have them form study groups about it before the formal learning about it begins. They can do research, find examples, predict the main points, or complete other free-flowing activities that expose them in a general way to the material and provide background knowledge in a way that engages students fully.
Group work should follow the following steps: 
Step 1. Preparing for group work
- Think carefully about how students will be physically arranged in groups.
 - Talk to students about their past experiences with group work
Step 2: Designing the group activity
- Identify the instructional objectives.
- Make the task challenging
- Assign group tasks that encourage involvement, interdependence, and a fair division of labour
- Decide on group size.
- Decide how you will divide students into groups. 
- Allow sufficient time for group work.
- Try to predict students’ answers. 
- Design collaborative work in multiple forms: pairs, small groups, large groups
Step 3: Ending the group task
- Provide closure to the group activities.
 + Oral reports: Have each group give one idea and rotate through the groups until no new ideas arise. 
 + Written reports: Have each group record their ideas and either present them yourself or have a group member do so
- Connect the ideas raised to course content and objectives.
Ask students to reflect on the group work process. 
-> Group work  helps increase student ownership of subject matter and the opportunity for struggling students to get help from stronger students without having to ask. In group-work settings, students can reinforce soft skills like planning and communication. They can also learn accountability, problem solving and project management.
3.3: Peer teaching activities:
 Peer teaching activities help boost vital skills and behaviors including student interaction, accountability, group processing. While the student-teachers have the opportunity to improve their oral communication skills, the other students in class might learn more when they are being taught by a classmate. “When students listen to each other, they often benefit from hearing concepts being explained from different points and in ways that might be closer to the students’ way of thinking,” says the NDT report “Developing Communication Skills.”
 In a nutshell, learning by teaching means that you allow learners to prepare and teach the lessons (or part of them) to their fellow students. Although it may look like the facilitator is taking a very hands-off approach in this method, it actually involves a very elaborate process where the facilitator is both moderator and subject matter expert. peer teaching is an effective model that is sure to have a positive impact on your classroom, both in terms of academic performance and student camaraderie. 
3.4: Mind mapping
 A common technique for exploring self-learning is the use of Mind Maps. Teachers can create a central node on a Mind Map and allow students the freedom to expand and develop ideas. For example, if the focus is the your friend, some students may create Mind Maps on his/her physical characteristics, personalalities or hobbies that are uselful to discrible their friend . Later the students would be evaluated according to the Mind Maps they have created and could collaborate with each other to improve each others Mind Maps and come to a more comprehensive understanding of their friend.
Example: A mind map designed by students for Unit 8: Celebrations: Part A Reading- English 11
 Mind Maps encourage creativity and, most importantly, teaching how to learn rather simply memorizing content. Mind Maps have even been integrated into emerging teaching techniques such as the Flipped Classroom and Design Thinking as outlined in the Mind Map on the right.
3.5: The Jigsaw Technique
 The Jigsaw Technique is another approach that fully reaps the benefits of active participation and collaborative learning. In this approach, learners are given a “piece of the puzzle” that they need to solve on their own. After this, they need to collaborate with other learners to finally complete the puzzle.
This teaching strategy is effective for accomplishing multiple tasks at once and for giving students a greater sense of individual responsibility. Here is the basic way this popular teaching strategy is used in classrooms:
 A jigsaw activity in your classroom should follow these steps: 
 Example Unit 3: A Party Part E: Language focus English 11
Step 1: Deviding sutdents into four groups: 
Step 2: Distribute each student a paper which is numbered.
Step 3: Assign one student with each number to be responsible for a task
- Sdudents with the number 1: Find common verbs followed by infinitives
- Sdudents with the number 2: Find common verbs followed by gerunds
- Sdudents with the number 3: Find common verbs followed by either infinitives or gerunds
- Sdudents with the number 4: Form passive infinitve and gerund
Step 4: Put students who completed the same task of each groups together into an “Expert group” to talk about and process the details of their segment.
Step 5: Have students return to their original “Jigsaw” groups and take turns sharing the segments they’ve become experts on.
Step 6: Have students complete a task or a quiz that’s reliant on them having understood the material from the contributions of all their group members.
This technique can be figured by this foowing table: 
 Elliot Aronson – one of the early pioneers of the jigsaw method – explains that the jigsaw approach creates a cooperative classroom rather than a competitive one. “In the cooperative classroom, the students achieved success as a consequence of paying attention to their peers, asking good questions, helping each other, teaching each other, and helping each other teach.” Students are not pitted against one another in competitions to earn the teacher’s limited time and attention. Instead, they are encouraged to embrace the knowledge from individuals all around them. This method could also improve the quality of teacher instruction as well. 
4. Lesson Plan Format 
Unit 4: Volunteer work- Lesson : Speaking- Grade 11
 I. Objectives:
1. Knowledge: 	
- General knowledge: Students know how to talk about volunteer work
- Words: Words related to volunteer work
2. Skills 
 - Student can find out problems and solve them by themsevle.
 - Identifying types of volunteer work
- Asking and answering questions about volunteer work
- Talking about volunteer work
3. Educational aim
- Teacher will see the difficulties the students have and find the better solutions to help them.
- By the end of the lesson, students will be able to talk confidently about different kinds of activities related to volunteer work.
 II. Teaching and learning aids : 
1.Teacher’s preparation
 Photos, textbook , projector, hand-outs.
2.Students’ preparations 
Student’s book, student’s workbook; notebooks.
III. Produce 
 Activity 1 : Warm up: Activating
1. Objectives
- Help students get in the mood for class, wake them up, make them happy to be there, and to set the tone for new lesson.
2. Approach
Integrated, mainly communicative
3. Organization 
*Step 1: Assigning task.
Students listen to a vietnamese song in which the musician talk about volunteer work among young people
*Step 2: Performing task.
- Ss discuss and give the name as well as the meaning of the song.
- T : Observing
* Step 3: Discussing and presenting
- SS discuss with their partner and then give name and the meaning of this song
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating: 
- T gives feedback and remark ss’products and attitude to the task.
 Activity 2 : Building new knowledge 1. Objectives: 
SS know how to name the voluntay activities in English.
2. Approach
Integrated, mainly communicative
3. Organization 
Task 1: Name some popular voluntary activities.
* Step 1: Assigning task
Ask students to give name of the pictures
* Step 2: Performing task
- Students base on reading passage and give the name of these activities.
- T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
- Students discuss in group of 4 and speak the names of voluntary activities.
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating: 
- T gives feedback and remark ss’answers and attitude to the task.
Pictures
Task 2 . Actions for each volunteer work and making a dialogue
* Step 1: Assigning task
Ask students to give some actions for each volunteer work.
* Step 2: Performing task
- SS find actions for each volunteer work.
SS Based on sample conversations and choose the activity they like doing most to talk about
- T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
- SS discuss with their partner and then present their product in front of class
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating: 
- T gives feedback and remark ss’products and attitude to the task.
* Suggested dialogue
A: What kind of volunteer work are you participating in?
B: We're helping old or sick people.
A: What exactly are you doing?
B: We're cleaning up their houses/ cooking meals.
A: Do you enjoy the work?
B: Yes, I like helping people.
 Activity 3: Practice 
1. Objectives
 SS can express their opinion about volunteer works in English Approach:
2. Approach
 Integrated, mainly communicative
3. Organization 
* Step 1: Assigning task
 T asks ss to talk about a kind of vulunteer work your friends and you usually do to help people
 * Step 2: Performing task
 - SS work in groups and talk about a kind of vulunteer work they usually do
 - T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
 - SS discuss with their partners and then present their product in front of class
 - The rest ss listen, remark, complement and copy down.
 * Step 4: Evaluating: 
 - T gives feedback and remark ss’products and attitude to the task.
 * The structure of the presentation may include:
 - Kind of volunteer work
 - Actions
 - Meaning
Activity 4: Consolidation and application 
1. Consolidation 
 - Kinds of volunteer work
 - Things that people do with each kind of volunteer work
- How to talk about the volunteer work that you have done.
2. Application 
 SS use vocabulary and ideas discussed to talk about the significances of volunteer work.
5. The results of the study
 Promoting sutdents’ abilities in learning english is really necessary in the morden society because it brings many good results for sudents. When they are discussing, writing, debating, creating, discovering, processing, and involved in higher-order thinking, students are encouraged to ‘think hard’, rather than passively receive information from the teacher. The strategies I applied for the purpose of promoting students’ abilities- grade 11 have lelf the following results: 
- By working together in breakout groups, students develop the abilities they will need to collaborate in the workforce.
- The preparation of sudents is much better. 
- Sudents can process ideas and forge deeper understanding
- These teaching strategies help improve critical thinking of sudents
- The teaching approach sparks creative thinking
-It Fosters real pro