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SKKN Tiếng Anh THCS HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING

HELP STUDENTS TO FORM
TOPIC PRESENTATION SKILLS IN SPEAKING
I) Purpose of topic selection:
In implementing the current teaching task under the Ministry of Education and
Training's foreign language teaching project to 2020, one of the key tasks that
teachers need to achieve is that students can use English. in communication. The
detail of this is that students need to be able to communicate in English in class,
present their ideas in English through talking with teachers, friends, and especially
having to express ideas. I thought about each Speaking topic for each Unit, but they
were learning about the specific content of each class level, especially English classes
under the new 10-year textbook program.
In fact, many teachers and students are still confused in this matter when the
Speaking test has been applied to taking a column of points or 2 columns of 15
minutes to evaluate and classify students according to each semester of the school
year.
Knowing this problem, in practice teaching at Thu Khoa Huan Secondary
School, I have found a way to support my students to be able to achieve high scores
for Speaking column, especially the formation of dogs. ability to present topics
according to each topic of each unit that you have learned.
Here I would like to present the ideas that I have applied and brought equally
effective with the name for this article:

HELP STUDENTS TO FORM TOPIC PRESENTATION SKILLS IN SPEAKING
II) Novelty and creativity:
In fact, teaching at … Secondary School, I was assigned to teach new English
classes of the 10-year program from the 2016-2017 school year (teaching class 6A2)
and the 2017-2018 school year (teaching class 7A1 and 7A2). With the 10-year
program of English, the knowledge for each presentation is extremely rich and one of
the compulsory contents of Speaking must be tested to get 2 columns of 15 minutes
(2016-2017 take 1 column 15 minutes) and is tested at the end of each semester to
contribute to the grading and grading of a subject with a written test.


As a passionate and passionate English teacher in my career, I have many times
pondered when the children speak English too weak, so how can you get good grades
in the Speaking tests? . And my frustration got even higher when my first 15
Speaking test in HKI of the 2016-2017 school year was not up to expectations.
I have found many ways and methods to apply and in teaching to help students
improve their Speaking skills but it failed until the following contents presented in
this writing were applied. the students have profoundly improved their English skills
in Speaking and their scores on the final exams of the first semester and the second
semester of the 2016-2017 school year meet the quality better results and that
achievement continues to help students achieve higher scores until the time I present
this article is the second and third 15-minute test scores (through the Speaking test) of
students class 7A2 (the class in which I applied the ideas presented in this writing
when they were students of grade 6A2 so far) achieved extremely satisfactory results
And here I would like to share what I have applied to help students have more
progress in presenting their Speaking skills. Those contents are:
1) Forming ideas
At the first stage of receiving students to teach, I found that the level and
ability of students to enjoy learning with English is extremely high and vibrant. I
think it is not difficult for them to present the Speaking ideas for each topic in the
lesson. However, I was disillusioned when many students were very good, really
wanted to talk about what I needed to say, even the need to speak English was so high
that they were annoyed but they could not speak. I had to work very hard to help the
children present their issues. And I asked myself many times, “What's wrong, my
students like to speak English so why can't they speak? So what is the cause? ”Why
so many times, and many times when I was exposed to the problem that my students
could not present the problem they need to say in Speaking, I also found the answer
for myself. , which can be said to help me make a lot of achievements and since then
I have continued to choose to nurture them and achieve high results in the Englishspeaking school exam. of the 2016-2017 school year and the school level of the 20162017 school year and the school-level English Speaking Speech of the 2017-2018
school year.


The answer that I want to mention is only encapsulated in four words, four
words are: FORMING IDEAS. Yes, reality has proven that the idea formed within


each individual is very important. When we have an idea, we can do everything we
want with knowledge and enthusiasm. The right idea will guide us to perform the
right action and the idea is like the light lit up. At the destination, we are destined to
succeed in life. Therefore, the idea of a Speaking topic is extremely important, it will
help us to keep abreast of the topic to be presented and will present the purpose of the
presentation. After sharing the above-mentioned ideas with the students, they
developed their own learning strategy through forming ideas before presenting a
problem.
Since then, each time they encounter a topic or problem they need to present,
they do not rush to present it immediately, but let their ideas work before they speak.
So how can students form ideas for a Speaking presentation? In any case, it is not an
easy problem that requires each child to have a serious working attitude and follow
what the teacher instructs. To get ideas for a topic in Speaking, students have to ask
specific questions for each topic and at least students have to be able to answer them
in short answer form or if students If you can not ask questions to formulate ideas for
each topic, teachers will help them at this stage. Moreover, when they have difficulty
writing answers in the form of short answers, teachers can let them work in groups to
exchange ideas with each other. The groups then present their answer trees and the
teacher will help them complete the ideas. Here are some specific examples for some
topics that I helped students in grade 6A2 of the 2016-2017 school year to formulate
ideas for each topic according to each Unit of the 10-year English textbook.
Introduced for your reference. (see appendix 1)
After the idea is formed and completed, they need to have a strategy that is to
create an outline.
2) Building outlines
Outline is an essential weapon of any author who wants to write or present his
topic successfully. Outlines are considered torches that make it easy for us to reach
the finish line of success. If there is no outline, then the writer or the speaker will
easily get lost in the problem and must lead to vicious vicious escape, the ideas that
will be wonky are incoherent, unclear, making the article or say become ruffled and
disorderly.
So what is the outline and what to say in each part of that outline. I have instructed
how to set up the outline for students as follows:
-Introduction of outline should have:


+ Lead in
+ Opening
+ Body
+ Closing
+ Ending
- What students say in the Leading section: Any Speaking needs to have a Lead in
because it will guide the listener (teacher) on the issues that they need to present. This
is considered an essential part of any Speaking topic. The Lead in section is also very
easy to set up and can also be considered as the most mechanical part of each
Speaking topic so it is easy for the students to form a habit and always put the Lead
in part in the presentation. His Speaking topic. The Lead in part is briefly mentioned
in some words: "Today, I would like to talk about ................". Specifically, when
talking about the topic "What is your hobby?", They just need to say: Today, I would
like to talk about my hobby. It's done. Or they will talk about the topic "What should
we do to keep healthy?" They will say "Today, I would like to talk about the things
we should do to keep healthy. Or talk about the topic" What do you think about "
community service? ” Lead in would be: Today, I would like to talk about my ideas
about community service. And when talking about the topic" What do you think
about music and arts? ", the Lead in sentence would be applied. are: Today, I would
like to talk about commuinty service.
In this way, it will be easier for them to form a habit of putting Lead in into
Speaking and make listeners feel comfortable when they are oriented to the problem.
Since then, the effectiveness of the students' Speaking scores will be improved and
Hs's skills will be more and more solid in presenting the Lead in part of a Speaking
presentation.
- What students say in the Opening section: The opening will open the right direction,
important for a Sepaking song. This is considered as a guideline to create a
breakthrough for the entire topic to be presented in a Speaking topic. The Opening
part will help the speaker to open up the ideas that need to be presented in the Body
and the opening section will change according to each specific topic that needs to be
presented, so it requires the speaker to get the idea right from the idea formation
stage. for the Opening part because this is a very important part for a Speaking
presentation. And the Opening part depends entirely on the Lead in part, if the Lead
in part has no idea of the presentation, the Opening part cannot be conducted and it is


considered that the entire Speaking cannot be done or can only be performed. in an
unclear manner, as the grandparents once said, "headless and tailless." Please refer to
Appendix 2 for reference in the Opening section.
- What students say in the Body section: The Body can be considered as the lifeblood
of a Speaking test because it is an integral part, without which it cannot be considered
a Speaking and what has been formed in the idea, or Lead in and Opening are
discarded. The Body part determines the value of a Speaking so it requires students to
reflect knowledge of vocabulary about sentence structure and sometimes requires real
knowledge of the problem they need to present. If you are not well-prepared, the
body part will be incomplete, without the vocabulary, you can not present your ideas
in words but also the secret cherished in your head, no sentence structure. then the
words are just fragments lying discrete side by side incompletely. So providing
students with vocabulary to turn ideas into words and provide sentence structure so
that they can put words together into words is an important stage in the teaching
process. a teacher.
I will mention the section providing necessary vocabulary for students in a
Sepaking presentation later.
- What students say in the Closing section: The Closing part is the closing of what the
speaker has said, in order to bring the listener to satisfaction, the unity of the issues
presented throughout from the top to the bottom of a Speaking.
The good or not good Closing part is depending on vocabulary knowledge and
knowledge of sentence structure that teachers have conveyed to students in the
teaching process and depending on the comprehension of students in the learning
process. The Closing part contributes equally to the assessment of students' English
proficiency although this is a part that does not require much talking but requires
students to know the appropriate vocabulary selection and logical sentence structure.
At this point, the speaker must use synonyms, synonyms, other words or
summarize the parts presented above but must not duplicate the ideas presented
above. In short, Closing is a different way of saying the Opening to close the problem
with many different tricks.
Example: When talking about Community Service topics. Presented in the Opening
and Closing section as follows:
+ Opening: I think music and arts are helpful because they can help people relax and
bring people together.


+ Closing: In short, music and arts connect people together and give them happy time
for entertainment.
+ In Opening we have "help people relax" rewritten to "give them happy time for
entertainment" in the Closing section. Use synonyms.
+ In Opening we have "bring people together" which is restated as "connect people
together" in the Closing section.  Use synonyms.
- What students say in the Ending section: This part tells the listener that the problem
we need to present has ended and shows the delicacy and politeness of the speaker to
the listener. The Ending section also has a simple structure that is easy to say and
remember like the Lead in part. This part is structured mechanically but also brings
satisfaction to listeners but requires students to be very careful in using polite and
polite language according to the audience (mostly teachers and examiners) so I
provided the students with a structure: "That's all about my ......... Thank you for your
attention!". Students may not use "Thanks for" because this is a tactless way of
saying that they are older than themselves or that they are not allowed to just say
"That's all." And skip "Thank you for your attention," because this is also extremely
delicate to listeners especially judges of competitions.
So for this Ending part, students only replace words or phrases that are suitable
for the topic they are talking about in the instruction form. The teacher will have a
complete Ending.
Example:
+ Subject: What is your hobby? Then the Ending can be: That’s all about my hobby.
Thank you for your attention!
Topic: What should we do to keep healthy? Then the Ending section might be: That’s
all about the things we should do to keep healthy. Thank you for your attention!
+ Topic: What do you think about community service? Then the Ending part could
be: That’s all about my ideas about community service. Thank you for your attention!
+ Topic: What do you think about music and arts? Then the Ending might be: That’s
all about my ideas about music and arts. Thank you for your attention!
+ Topic: How to cook your favorite food? then the Ending might be: That’s all about
the steps of making my favorite food. Thank you for your attention!
3) Provide necessary vocabulary


As mentioned above, vocabulary is indispensable for each topic, which is an
extremely crucial component for a Speaking. Without vocabulary, you cannot turn
ideas into words. Vocabulary will help make a difference between one person and
another because at the same time, a problem, an idea but each person's vocabulary
will make a difference for each individual. For example, when talking about hobby,
there are many vocabulary words to choose from. We can talk about hobby in several
ways:
+ My hooby is listening to music.
+ My interest is listeing to music.
+ My favorite thing is listening to music.
+ My favorite thing to do in my free time is listening to music.
+ I am into listening to music.
+ I love listening to music.
+ I enjoy listening to music.
+ I like listening to music.
+ I am interested in listening to music.
+ I am keen on listening to music.
+ I am fond of listening to music.
+ I am a big fan of music in general.
+ Listening to music is one of my favorite free time activities.
+ Listening to music is the thing I often do in my free time.
Applying a rich vocabulary to Speaking will help listeners assess the speaker's
proficiency more accurately and the requirement of Speaking in communication, tests
and exams is also easier to achieve success.
Therefore, providing the necessary vocabulary for a lesson topic is a necessary
and extremely important task that requires teachers to deepen their research and find
suitable forms to convey to learners. Therefore, in every topic that I am going to
teach, I will research and select the necessary vocabulary, the main focus is that when
the students finish the vocabulary, they can understand the content of the textbook
and have enough knowledge. to do the requirements of the exercises in textbooks, but
also be able to apply them to the presentation of your topics.
Example: When teaching Unit 1: My hobbies.


-After completing this lesson, students must present the topic "What is your
hobby?"
-So the essential vocabulary provided for this topic is about hobby. I have
applied many specialized tricks to get the children to work on their brains which will
collect vocabulary on topics of interest. These tactics can be Brainstorming,
Matching, Bingo !, Lucky Number, Kim’s game, Find someone who ... (see Appendix
3)
The vocabulary used in presenting one topic may be related to another, and the
vocabulary between the lessons is closely related. So, when presenting this topic,
knowing how to apply vocabulary related to other issues will help to speak more
richly and attract listeners and also demonstrate students' knowledge of the issues that
they need to present. .
Therefore, during the teaching process, teachers need to constantly teach new
words and reinforce old vocabulary for them so that they can apply effectively in
learning, especially in Speaking.
Let's analyze a Speaking of a Grade 7A2 student when talking about hobby to
see the importance and effectiveness of applying vocabulary to the Speaking problem
presentation. (I only analyze the Body part of the Speaking presentation, please see
appendix 4 to see the full text of the lesson)
“Firstly, making models can help me relax after studying hard because I can
play with them and I sometimes make models with my parents, brothers, sisters, my
friends and my classmates and so on. We really have good fun together when we
make models. Therefore, making models brings me a lot of happiness. I feel really
relaxing when I make models.
Secondly, making models is not difficult because there are a lot of easy models
for me to make such as pot, teapot, pan, bike and so on. I can easily choose a topic to
make the models because there are a lot of normal things around me. For example,
one day, on the way to my school I saw cat eating a fish. I like this view very much,
so I make a model of a cat, a model of a fish. I put the fish in the cat’s mouth. That
helps my remember about the day I saw them.
Finally, making models is cheap because the materials for making them are not
very expensive. We can use many kinds of materials to make models. They can be
clay, stones, tree leaves, tree branches, paper and so on. I can collect them every
where around me.


I don`t pay a lot of money for buying the materials. Moreover, using recycled
things to make models is one of the best way to keep our environment clean and
healthy. ”
+ This is a Speaking about hobby but I have put a lot of vocabulary related to
other topics that I have learned from grade 6 in my Speaking.
As follows.
+ In Firstly, there are the words "my parents, brothers, sisters" belonging to the
topic "Unit 1: My home" and the words "my friends and my classmates" belong to
the topic "Unit 3: My friend" of 6th grade English program of 10 years.
+ In Secondly, there are the words "pot, teapot, pan" belonging to the topic
"Unit 1: My home" and the words "difficult, normal, easy, view" under the subject
"Unit 5: Natural wonders Of the world" of the 6th grade English in 10 years program
+ In the Finally section, the terms "clay, stones, tree leaves, tree branches,
paper" belong to the theme "Unit 10: Our houses in the future" and the words
"recycled things, environment, clean, healthy" belong to topic “Unit 11: Our greener
world” of the 6th grade English in 10 years program.
4) Apply appropriate sentence structure
As mentioned above, the sentence structure is like a string through string beads
(vocabulary) to connect them together into a beautiful circle (a complete sentence).
Each topic to be talked about can be presented through many forms using
many different sentence patterns and each individual student will bring us different
sentence patterns according to interests and knowledge. and the teachers'
communication to them.
Teachers must orient which structure is necessary for students to apply in
presenting their Speaking topic.
In the early stages of learning, they may apply the machine according to the
structure that the teacher provides but over the time they are used and trained
regularly, their knowledge will be increasingly advanced and each child will have a
separate selection of sentence patterns that are appropriate for you to present what
needs to be said in each Speaking topic.
For example, when talking about hobby, to introduce about their hobbies, they
can apply a variety of sentence patterns in combination with vocabulary to present as
mentioned in the example above. Please be mentioned again below:


+ My hooby is listening to music.
+ My interest is listeing to music.
+ My favorite thing is listening to music.
+ My favorite thing to do in my free time is listening to music.
+ I am into listening to music.
+ I love listening to music.
+ I enjoy listening to music.
+ I like listening to music.
+ I am interested in listening to music.
+ I am keen on listening to music.
+ I am fond of listening to music.
+ I am a big fan of music in general.
+ Listening to music is one of my favorite free time activities.
+ Listening to music is the thing I often do in my free time.
Therefore, it is very important to train students to understand sentence structure
in English and apply sentence structure to present problem in Speaking and it will
determine the success and difference of each student in learning. English.
5) Apply link words to link ideas between sentences:
Word linking is essential in presenting any problem. Word bonding can be seen
as a glue to connect parts of the sentence together or to link the sentences together
systematically and help listeners understand what the speaker presents logically. Best.
Word links in English are extremely rich (see appendix 5). They can be prepositions,
adverbs, ... require teachers to clearly and specifically guide them so that they can
grasp these link words and apply them in learning and speaking. Speaking words in
Speaking need to be improved over the years and must be guided by the teachers
every day through the transfer of knowledge presented every day.
I myself have helped them apply basic words like "and, so, because, but, firstly,
secondly, thirdly, finally, in short, ..." in presenting their Speaking problem through
Each lesson and in the process of guiding the students to present their topic to present
their Speaking is richer and better.


For example, in an article about "My hobby" by a student of class 7A2, I have
applied extremely richly and a variety of linked words. Let's look back at this article.
“Firstly, making models can help me relax after studying hard because I can
play with them and I sometimes make models with my parents, brothers, sisters, my
friends and my classmates and so on. We really have good fun together when we
make models. Therefore, making models brings me a lot of happiness. I feel really
relaxing when I make models.
Secondly, making models is not difficult because there are a lot of easy models
for me to make such as pot, teapot, pan, bike and so on. I can easily choose a topic to
make the models because there are a lot of normal things around me. For example,
one day, on the way to my school I saw cat eating a fish. I like this view very much,
so I make a model of a cat, a model of a fish. I put the fish in the cat’s mouth. That
helps my remember about the day I saw them.
Finally, making models is cheap because the materials for making them are not
very expensive. We can use many kinds of materials to make models. They can be
clay, stones, tree leaves, tree branches, paper and so on. I can collect them every
where around me.
I don`t pay a lot of money for buying the materials. Moreover, using recycled
things to make models is one of the best way to keep our environment clean and
healthy. ”
+ To link the ideas between the paragraphs together, this Hs has applied the words
"Firstly, Secondly, Finally"
+ To expand the idea of a problem in a sentence, this student has applied the words
"so, and, because, but, with, when"
+ To expand the idea for the previous sentence, this Hs has used the word "Moreover,
For example"
+ To give an example, this student has applied the words "such as”, For example
6) Actual presentation
Presenting ideas in front of others is the best way to turn ideas into reality.
Therefore, I have created many conditions for students to have the opportunity to
present their Speaking reality through the following forms:
-Show with partner:


+ Partner is an available resource besides a student, partner always beside me
to listen and share issues related to learning and can say that partner is the one who
understands me the most in a classroom. Therefore, sharing ideas with partners will
not be a problem for a student.
+ Understanding this, I always create conditions for my students to present
ideas with partners through the form of "work in pairs". Students are psychologically
comfortable to share their ideas with partners. They can say right, may say wrong but
still not shy because partner is someone who is on the same level and same level with
them, and sometimes partners will help each other overcome the points in the process
of “work in. pairs ”.
-Display with group mate:
+ Goup mate: An opportunity for students to be friendly, sociable and expand
the information to be exchanged. The goup friends will be able to differ in the ideas
that need to be presented. Therefore, when working in groups, they will be able to
accumulate more ideas to supplement their speech.
- Presenting to classmate:
+ In the learning process, the classroom environment is an ideal and friendly
environment for students to practice without hesitation and apprehension. Classmate
will be the same level friends, the same school of thought so that they can support
each other to study and face each other to complete the shortcomings in the learning
process.
+ Presenting a topic in front of classmates will help them feel more confident
in the learning process, they will not have strange expressions about the environment
and feel comfortable to present their ideas.
+ Therefore, in the process of teaching, I always encourage students to boldly
present with classmate because this will be a good condition for them to express
themselves and take this opportunity to forge more confidence. in front of the crowd
so that you can become stronger in real communication.
+ Presenting with classmate and helping classmate to overcome errors are also
a good opportunity for students to improve themselves. From the speeches and ideas
of classmates, they can improve and revise their speech more completely.
- Presenting in front of teachers:


+ The teacher will be the one to help them more complete the ideas they have
applied in their speech.
+ Teachers will help them improve their vocabulary selection and grammar
structure so that they will improve in the process of expressing their ideas in
Speaking with correct vocabulary and structure.
+ Teachers will help them fix pronunciation, final consonant sounds, intonation
and accents, stress, ... so they will gradually improve their Speaking ability in all
aspects of communication.
7) Forming skills
From creating a lot of learning and practice environment for students to
improve their Speaking ability, they will help them develop increasingly solid skills.
Therefore, whenever you encounter a problem or topic that belongs to your school of
knowledge, your vocabulary, you will be able to formulate ideas to present through:
Forming ideas  Setting outlines  Selecting necessary vocabulary  Using
appropriate structure  Using link words  Practicing with friends and teachers
through practice  Go to perfect the topic .
Skills are essential in Speaking. Requiring them to constantly practice nonstop.
To acquire skills is not easy and the success process depends on the passion of
each learner and the many objective conditions that impact on the learning process of
learners.
But for any reason, the prerequisite for forming a skill requires learners in
general and junior high school students in particular to go through the above steps to
get a complete Speaking.
III) Results achieved from the application of the initiative
1) For yourself:
After doing this method, I feel satisfied with the achievement I have brought to
students, satisfied with the results that they bring to me: most of the students in class
7A2 of this school year can understand and comply with the requirements of English
teachers in English lessons and have many positive results in the Speaking test.


From the above positive results, I have been stimulating myself to be
constantly creative and learn to improve my skills and learn more ways to be able to
further support my children's learning so that they can increase higher and higher.
interested in subject learning.
2) For students:
Practicing the steps guided in this initiative has helped them become more
confident in presenting problems in Speaking so their scores in Speaking are getting
better. Thereby increasing the interest of children in English subjects in particular and
the remaining subjects in general, thereby helping them improve learning outcomes
in general.
3) For subject groups:
Contribute to improving the quality of subject groups.
Add a new experience to introduce to team members to apply to
comprehensively improve the quality of the subject group.
4) For units and branches:
Contributing to raise a new problem in the school, in the education sector and
promote research to be movement in the teaching of new initiatives to bring greater
efficiency.
* Some shortcomings arose in the process of applying the initiative:
When students are not interested in the subject and do not follow the
instructions of the teachers, it will be difficult to apply in practice what they have
learned, so there are still some children when they forget the idea in the process of
presenting ideas. they cannot continue to present because they are heavy in the
traditional way of learning to memorize words they have previously prepared or
memorized according to the study style of social subjects in general.
Some students who are not well-versed in grammar may still use the
presentation of ideas through translation from Vietnamese into English (one of the
classic ways of learning that was no longer suitable for the new era).
IV) Practicality:
1) Effect of the initiative:


This initiative has spent nearly two years of practical application and has
brought many positive results both for students, for themselves and for subject
groups.
Specifically:
+ In the 2016-2017 school year, the number of students who fostered themselves to
take the English speaking oratory exam at the school level is 3HS
+ In the school year 2017-2018, the number of students who fostered themselves to
take the English oratory exam at the school level will win 4 students
2) Scope of the initiative:
This initiative can be applied to teaching English subjects in the whole …
province nowadays in particular to lower secondary school level and can be extended
to high school level but requires teachers to know the instructions. Students how to
present ideas in a smarter and more creative way with higher complete sentence
structures.
For those classes that have been applied this method, the next year they will
have a solid foundation to listen to teachers teach in English in the classroom, but not
as surprised as those who have not implemented this method yet.
3) Lessons learned:
In the process of applying this initiative in reality, I also met many opposite
reactions from students with some children who had too little vocabulary to be able to
express ideas into sentences.
For some students, the sentence structure is still unstable, so they cannot
formulate sentences grammatically and logically according to linguistics.
To be more effective in applying this initiative in practice, teachers must
constantly learn many ways to help them improve their knowledge of vocabulary and
sentence structure.
V) Conclusion:
With the specific characteristics of English language used for communication,
but nowadays most of the columns of the students in the class are based on paper
tests, which are not tests on actual communication, so the application of initiative
“HELPING STUDENTS TO MAKE TOPIC EXPRESSING SKILLS IN
SPEAKING” will help them have the opportunity to use their English, do not feel


like learning English just to bring it home. This will stimulate students' eagerness to
learn and increase their interest in learning subjects. Making a solid foundation for
children to confidently enter the next levels of education and become a good worker
for the country in the future to integrate with other major economies.


CÁC PHỤ LỤC
Phụ lục 1: Xây dựng ý tưởng từng chủ đề theo từng Unit của SGK chương trình
tiếng Anh 6 hệ 10 năm (Một vài ví dụ điển hình)
TOPIC 1: MY NEW SCHOOL
1) What is you new school's name?
2) Is it in the country or in the city?
3) It is big or small?
4) Are there any trees in your new school?
5) Are there any flowers in your new school?
6) Is the school yard big or small?
7) How many teachers are there in your new school?
8) How many classes are there in your new school?
9) How many students are there in your new school?
10) Is your new school near or far from your house?
11) How do you go to your new school everyday?
12) What do you do to keep your new school pretty everyday?
13) Do you love your new school?
14) Do you study well to become a good student?
TOPIC 2: MY NEW FRIEND
1) What is your new friend?
2) How old is he?
3) Is he in your classmate?
4) Does he sit next to you?
5) What is his favourite subject?
6) Do you have the same favourite subject as you?
7) Do you go to school with him everyday?
8) Are you best friends together?
9) Do you help together study well?
10) What do you and he do together in your free time?
11) Are you and him best friend forever?
12) Are you happy to be his best friend?
TOPIC 3: MY HOME (MY FAMILY)
1) Where do you live?
2) Is your house in the country or in the city?
3) Is your house big or small?
4) Is your house old or new?
5) How many people are there in your family?


6) Who are they?
7) How old is your grandfather?
8) Where does your grandfather work?
9) How old is your grandmother?
10) Where does your grandmother work?
11) How old is your father?
12) What is your father's job?
13) Where does your father work?
14) How old is your mother?
15) Where does your mother work?
16) How old is your brother?
17) Is he a student?
18) How old is your sister?
19) Is she a student?
20) Do you love your family?
TOPIC 4: MY HOUSE
1) Where do you live?
2) Is your house in the country or in the city?
3) Is your house big or small?
4) Is your house old or new?
5) How many rooms are there in your house?
6) What are they?
7) What are there in your living rooms?
8) What are there in your bedroom?
9) What are there in your kitchen?
10) What are there in your bathroom?
11) What is your favourite room in your house?
12) Do you love your house?
TOPIC 5: MY NEIGHBOURHOOD
1) Where do you live?
2) What are there near your house?
3) Are they big or small?
4) Are they new or old?
5) Are there many people there?
7) Are they noisy or peaceful?
8) How can you get there?
9) Where do you usually come everyday?
10) What are not there in your neighbourhood?


11) Do you like the places in your neighbourhood?
Phụ lục 2: Nội dung cần có trong phần Opening (Một vài ví dụ điển hình của
một vài topic trong chương trình SGK tiếng Anh 7 hệ 10 năm)
Topic 1:What is your hobby?
There are many things for relaxing such as gardening, flying kites, birdwatching and so on. But I like making models best with some reasons below
Topic 2: What should we do to keep healthy?
As health is important to everybody, we must keep our health well by
following something below
Topic 3: What do you think about community service?
Community service is the work people do for the benefits of the community.
Doing volunteer work is extremely simple.
Topic 4: What do you think about music and arts?
I think music and arts are helpful because they can help people relax and bring
people together.
Topic 5: The steps of making your favourite food.
There are many kinds of food such as chicken, eel soup, noodles and so on. But
like like omelette best. There are five steps of making omelette.
Phụ lục 3: Một số thủ thuật truyền tải từ vựng liên quan đến chủ đề My hobbies
*Brainstorming
-Students work in two groups (A & B)
-Students think of vocabulary which relates to the topic hobby
-Students wirte on the board.
-T gives remarks and gives more words

listening to
music
playing chess

hobbies

swimming

fishing
reading books

*Matching:
-Students work in groups of 5 or 6

playing
marbles


-Students match the words in column A with the correct pictures in column B
-Students presents the answers on the board
-Teachers gives feedbacks

1

A
flying kites

B
a

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2

planting trees

b

3

bird-watching

c

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carving wood

d

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5

making models

e

6

going sailing

f

7

having a picnic

g

 Keys: 1a; 2d; 3c; 4d; 5f; 6e; 7g
*Bingo!
-T presents somes words (8 to 10 words) about hobbies
-Students repeat the words
-Students choose 4 or 5 words form the list above to write down on their small pieces of
paper
-Teacher reads the words in random


-Students tick the words they have in their paper
-Ss win the game when they have all the words ticked
-Examples words/phrases:
+watching TV
+listening to music
+playing soccer
+playing badminton
+shopping
+mountain-climbing
+chatting
+surfing on the internet
+gradening
+running
*Lucky Number
-Teacher gives the questions (with 9 numbers in which there are 3 numbers called
Lucky Numbers)
-Students work in 2 groups (A & B)
-Students choose the number and answers the questions to get marks when the
numbers are questions and students also get marks when they choose the lucky
numbers.
-Some example numbers:
1) Lucky Number
2) What is your hobby?
3) Do you like listening to music?
4) Lucky Number
5) Lucky Number
6) Do you like reading?
7) Do you hate collecting stamps?
8) Is cycling your hobby?
9) Do you often have a picnic with your family?
*Kim’s game
-Teacher presents a poster of words about hobbies
-Students read and try to remember as many words as possible
-Teacher hides the poster
-Students rewrite the words in 2 groups
-Example words/phrases:
+listening to music
+shopping


+playing soccer
+watching TV
+playing badminton
+running
+chatting with friends
+playing volleyball
+surfing on the internet
+gradening
*Find someone who..
-Students go around to interview their classmates
-Students write the names in the grid
-Who finishes the grid first is the winner
-Teacher gives students the model sentences or examples

Find someone who likes....
read books
watch TV
listen to music
climb mountain
plant trees
do the housework
collect coins

Names

Phụ lục 4: Một topic hoàn chỉnh của một HS lớp 7A2 sau khi áp dụng các bước
hướng dẫn của GV.
Good morning teacher. My name is Nguyen Van X. Today, I would like to talk
about my hobby.
There are many things for relaxing such as gardening, flying kites, birdwatching and so on. But I like making models best with some reasons below
Firstly, making models can help me relax after studying hard because I can
play with them and I sometimes make models with my parents, brothers, sisters, my
friends and my classmates and so on. We really have good fun together when we
make models. Therefore, making models brings me a lot of happiness. I feel really
relaxing when I make models.
Secondly, making models is not difficult because there are a lot of easy models
for me to make such as pot, teapot, pan, bike and so on.I can easily choose a topic to
make the models because there are a lot of normalthings around me. For example,
one day, on the way to my school I saw cat eating a fish. I like this view very much,
so I make a model of a cat, a model of a fish. I put the fish in the cat’s mouth. That
helps me remember about the day I saw them.


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