Sáng kiến kinh nghiệm Developing core competencies for students in the process of teaching English 12

Nội dung tóm tắt: Sáng kiến kinh nghiệm Developing core competencies for students in the process of teaching English 12

1. PART III: FINDING AND DISCUSSION Through the three specific lessons we mentioned as well as the series of activities in the English 12 program, we are confident that the requirements in Section II.2 would be met. Comparing with other classes, they proved more competencies with their poems, hand crafts, souvenirs, posters, video, slides, photos.etc Three core competencies will be formed and developed gradually from the beginning of the year to the end as follows: Autonomy and self-study capacity In term of autonomy, Students took the initiative and actively perform your own work in learning such as writing letters, composing poems, finding out information about KM0; They knew how to actively help, share with friends while performing tasks. They self-affirmed and defended legitimate rights and needs, clearly expressed while writing cover letters, participating in interviews to win the right to be selected, not to be excluded from the list. - Students through the willingness wrote poetry despite knowing nothing; they were willing to accept and determine to overcome the learning challenges given by the teachers. It showed a change in the way of thinking, expressing attitudes and feelings to meet new requirements and new circumstances. Furthermore, students could self-assess strengths and limitations of feelings and emotions when writing poems about family feelings; They became more confident when presenting in front of the group; When working in a team, they seemed usually calm and well behaved. They knew how to stay away from social evils after listening to the content and analysis of love, responsibility, avoiding evils, filial piety to parents, love and respect for family and country in poems , handbooks .etc written by the students themselves. After the lessons on history in their homeland, highlighting the glorious feats and sacrifices of their ancestors, they would be grateful and regularly cultivate according to their personal striving goals and civic values. - In terms of career orientation, students were aware of their own personality and life values. They knew the main information about the labor market, about the requirements and prospects of the professions, which was evident when joining and choosing for themselves one of eight companies, organizations, and centers to apply for a job in unit 8. From this lesson, students determined the appropriate development direction after high school; planning, choosing to study subjects suitable for their career orientation. - In term of self-study, self-improvement, Students defined learning tasks based on achieved results and knew how to set detailed and specific learning goals and overcome limitations. - In terms of assessment and adjustment of study plans, Students gradually formed their own learning style; search, evaluate and select appropriate materials for different learning purposes and tasks; Record information in appropriate forms, 48
2. convenient for remembering, using and supplementing when necessary. They can self-recognize and correct their own mistakes and limitations in the learning process. Ability to communicate and cooperate - Students determined the purpose of communication appropriate to the communication context such as in an interview, at a historical places, to achieve goals in communication. They knew how to choose content, text style, language and other means of communication suitable to the communication situation as well as how to use language in combination with a variety of non-verbal means to present information, ideas, discuss, argue, evaluate scientific and artistic issues in accordance with their abilities. They really felt active and confident in communication; and knew how to control emotions and attitudes when speaking in front of many people. They were really serious in the interview, happy and proud at Km0 and emotional when listening to stories about feats And the teachers feel sastified about it. They determined their responsibilities and activities, knew how to analyze the work that needs to be done to complete the group's tasks and ready to take on the hard work of the team. About Identifying the needs and capabilities of collaborators, through monitoring and evaluation, the ability of each team member to complete the work could be suggested to adjust the work assignment plan and organize the appropriate activities. They also knew how to track the completion of work of individual members and the whole group to harmonize coordination activities and how to humbly absorb the contributed ideas and enthusiastically share and support the team members. As a result, they created many souvenirs, postcards, handbooks, craffs, slides, poems Moreover, basing on the group's performance goals, they could assess the achievement of the goals of individuals, groups and other groups, especially, Evaluation Board. They learned from their own experience and gave suggestions to each person in the group. One thing is quite interesting that students were proactive and confident in communicating with international friends; They knew how to actively and actively participate in a number of international integration activities suitable to themselves and the characteristics of the school and the locality and how to find and read foreign documents to serve their study and career orientation and that of their friends. It was quite surprising that in the interview, they knew clearly about Mockmun (United States), SM Entertainment ( Korea) Even, they talk with one another in Korean! 49
3. Problem solving and creativity Comparing with the requirements in table 3 (II.2), we see that students could get new ideas quickly. They were ready to identify and clarify new and complex information and ideas from a variety of sources and knew how to analyze independent sources of information to see trends and credibility of new ideas. When the teachers gave them some English poem samples, they still felt worried but after listening to explaination, they did their best. Even, they raised many new ideas in study and life (solutions for conserving Km0); created new elements based on different ideas such as souvenirs, handbooks etc ; formed and connected ideas; researched to change the solution before the change of the context. They became more mature to know how to ask many valuable questions, not easily accept one-way information; not being biased when considering and evaluating problems; interest in convincing arguments and evidence; willing to consider, re- evaluate the problem. The things they made proved it. When working in a project, they had to detect and clarify the problem and analyze situations in learning, detect and raise problem situations in learning. They helped one another collect and clarify information related to the KMO, letters; poems know how to propose and analyze some solutions to solve problems; choose the most suitable solution, gather and coordinate resources (human, material) necessary for the operation as well as how to adjust the plan and implementation of the plan, the method and process of solving problems to suit the situation to achieve high efficiency. In short, not only core competencies are formed and developed through each activity in each lesson, but also other competencies and qualities receive positive feedback. Furthermore, the lesons brought us creating spiritual and material products. One of those spiritual products is love. When writing a poem about the family, searching for videos about the sacrifices of parents and brave soldiers died in war or watching the group's presentation, there are students, even teachers crying. The stories, the analysis of the poems they choose, the enthusiasm when they compose are all fostering an infinite love for loving homes and those who have given birth to them. It is clear that both learning improved and the relationship between teachers and students also grows. They finished the product, and they gave it as a souvenir for their teachers and friends. 50
4. CONCLUSION In the scope of this experience initiative, we have clarified some following issues: First, we have clarified a number of teaching forms and methods, commonly used techniques in the teaching process of English 12, in order to promote core competencies for students. Second, this initiative has identified the requirements of the three core competencies that 12th graders need to achieve in the process of completing high school. Third, this initiative has also provided detailed specific sample lessons to illustrate different activities and different teaching forms which form and develop core competencies for students. Fourth, the teaching process proves that when core competencies are improved, students’ quality is also affected in parallel. And in the implementation process, there are also difficulties that teachers have to face. For example, each optional lesson lasts 45 minutes and each theme consists of two or three periods. To implement project, it takes the teacher and students a long time to prepare at home. Consequently, I have some suggestions for the applying this method as well as the development direction of the topic as follows: Each class group has different levels and teachers must choose the appropriate form and method of teaching. For creative activities such as poetry writing, depending on the level of each grade to ask for high or low, for example, just writing and reading expressively without analysis. For the interview, the 12th graders really need to let them practice for the real interviews later. It has practical benefits, so teachers need to organize this activity for grade 12 students with higher requirements. With extracurricular activities, depending on the locality, teachers can change the requirements and content suitably. 51
5. Table of Content INTRODUCTION . 1 CONTENT 2 Part I: Theoretical and practical background 2 I.1. What is competency? 2 I.2. Developing competencies is the goal of the 2018 new general education program 2 I.3. English in the formation and development of core competencies for students 2 I.4.The real state of developing core competencies for students in the process of teaching English 12 at Tan Ky high school 4 Part II: Solutions to the problems 7 II.1. Determine core competencies’ requirements of 12th students 7 II.2. Some activities have been implemented 9 II.3.1. An creative activity for the beginning of 12 graders 13 II.3.2. A learning project 21 II.3.3. An extra-curricular activitiy 36 Part III: Findings and discussion 46 CONCLUSION 50 REFERENCES APPENDIX 1: Questionnaires APPENDIX 2: Types of evaluation forms APPENDIX 3: Student products APPENDIX 4: Evidences of the lesson 52