Sáng kiến kinh nghiệm Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11

Nội dung tóm tắt: Sáng kiến kinh nghiệm Using worksheets to develop cooperation capacity in teaching the reading lessons in English 11

1. cooperative training for students through the use of study cards. Conclusion of chapter 3 We conducted experimental teaching in class 11A7 (Dien Chau 4 High School, with a total of 43 students) through the use of worksheets in teaching English 11 reading lessons and assessing progress about scores through the three stages of experimentation, along with the training of students' creative ability through the first two stages of experimentation and the end of experiment. After conducting the experiment, we have some comments as follows: Evaluation of progress in the training of Co-operative Skills through questionnaires showed that: in the early stages of experimentation, most of the criteria of the Co-operative competence in children are shown at a low level (level 1 or level 2). but by the end of experiment, the percentage of students reaching higher levels (3 and 4) has increased significantly. In addition, the results of students' knowledge acquisition shown through 3 tests corresponding to the 3 stages of the first, middle and end of the experiment showed that they had markedly improved results. The average score of the tests and the total score both increased. The results showed that, through the use of study cards, students understood, remembered and deepened their knowledge through discussion, feedback, and mutual evaluation through group activities as well as through lessons. report. In summary, through the process of experimenting and analyzing the experimental results, it has proven that the use of worksheets to train students' cooperation capacity in teaching English 11 reading lessons proposed by the topic is effective and feasible, and at the same time contribute to improving the knowledge acquisition of students. The results have been tested, statistically and confirmed that the scientific hypothesis of the topic is correct. 43
2. PART III: CONCLUSIONS AND RECOMMENDATIONS 1. CONCLUSIONS Contributing to perfecting the theoretical basis of using worksheets to train students' cooperation capacity in teaching English. Clarified the content of the concepts of worksheets, capacity, cooperation capacity, classification, functions and design steps of worksheets. Investigated the current situation of teaching capacity development in high schools, methods and measures used to teach reading lessons in English 11. Investigated teachers' perceptions of the training of cooperative learning, the level of use of teaching methods to train students' cooperation capacity as well as students' awareness and need to practice about cooperation capacity in the learning process Propose a process of designing a curriculum consisting of 3 steps and apply the process that has designed a teaching system to organize teaching English 11 reading lessons in order to develop cooperation capacity Proposing the process of using worksheets to organize teaching in order to develop cooperation capacity and conducted pedagogical experiments to obtain results that are qualified to confirm the correctness of the proposed scientific hypothesis. 2. RECOMMENDATIONS After researching the topic, we have some recommendations as follows: Due to the limited research time, the pedagogical experiment has not been conducted on a large scale, so it takes time to continue conducting experiments on a large scale to reach more objective conclusions. Within the scope of the research, we have only organized a few lessons using worksheets in teaching English reading comprehension passages 11. Therefore, we wish to continue to have additional studies on the content. Use other knowledge in teaching English 11 program in particular and English for high school in general to get more data for this research direction. 44
3. REFERENCES 1. Ministry of Education and Training (2017). General Education Program - Master Program, Hanoi. 2. Ministry of Education and Training, Training materials: Teaching and testing and assessing learning outcomes in the direction of student capacity development, Hanoi 2014 3. Dinh Quang Bao et al (2013), Proposing the goals and standards of the General Education program after 2015, Proceedings of the conference on some issues of building the General Education program after 2015, pp. 16-37 . 4. Nguyen Ngoc Bich (2000), Personality psychology - some theoretical issues, National University Publishing House, Hanoi. 5. Ministry of Education and Training (2017), English 11, Vietnam Education Publishing House- Pearson Education Publishing Group, Hanoi. 6. Pham Minh Hac (1986), "Active approach - personality and general theory of teaching methods". Journal of Educational Research, p. 13. 7. Tran Ba Hoanh (2007), "Innovation of teaching methods, programs and textbooks, Pedagogical University Publishing House, Hanoi. 8. Le Thi Thu Hien (2015), Evaluation of students' cooperative ability in teaching at high schools, Education Journal, No. 360, term 2, 6/2015 9. Dang Thanh Hung (2002), "Modern teaching - theory, methods, techniques" National University Publishing House, Hanoi. 10. Nguyen Lan (2000), Dictionary of Vietnamese words and phrases, Ho Chi Minh City Publishing House. 11. Hoang Phe (Editor) (2002), Vietnamese Dictionary, Institute of Linguistics, Da Nang Publishing House - Dictionary Center. 12. Nguyen Thi Thanh (2013), Teaching towards developing cooperative learning skills for students at the University of Pedagogy, Doctoral Thesis in Educational Sciences, Thai Nguyen University. 13.Website: a
4. APPENDIX APPENDIX 1:Survey sheets 1. Survey on the extent to which teachers use teaching methods when teaching reading lessons – English 11 Usage level Teaching Order Not often Sometimes Seldom Never methods Very often Q % Q % Q % Q % Q % Teaching by 1 corner Problem 2 solving Questions 3 and Answers 4 Project 5 Present Cooperative 6 teaching 2. Survey on using teaching methods for teaching reading lessons in English 11 Order Teaching methods Result Quantity Rate % 1. Intuition 2. Question-exercise 3. Schemaization 4. Case exercise 5. Use worksheets 6. Other methods a
5. 3. Survey on practicing cooperation capacity for students Focus on training cooperation Order Usage levels capacity in teaching high school students Quantity % 1 Very necessary 2 Necessary 3 Unnecessary 4 Wondering b
6. APPENDIX 2: Quantity Tests *Test number 1: (15 minutes) Answer the questions: Question 1: Where do the conflicts come from? Question 2: Do you think that parents should listen to and understand thoroughly the desires of their children? Give examples. Question 3: What do you think of the opinion that children are always right? Instructions for dots and marks I. Factors need ensuring: 1. Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea. Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand. 2. Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic. 3. Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar 4. Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress. • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm. • Do not speak too quickly or too slowly and note to cut off the voice in the right place. II. Marks: - Question 1: 3 points c
7. - Question 2: 3 points - Question 3: 4 points *Test number 2: (15 minutes) Answer the questions: Question 1: How do you manage your time effectively? Question 2: What are the benefits of having good time-management skills? Question 3: Do you think that it is good for childrento be independent early? Why? Instructions for dots and marks I. Factors need ensuring: 1. Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea. Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand. 2. Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic. 3. Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar 4. Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress. • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm. • Do not speak too quickly or too slowly and note to cut off the voice in the right place. d
8. II. Marks: - Question 1: 3 points - Question 2: 3 points - Question 3: 4 points *Test number 3: (15 minutes) Answer the questions: Question 1: How big is ASEAN? Question 2: What are the advantages of being part of ASEAN? Question 3: Do you think that ASEAN organises many projects and activities? Give examples. Instructions for dots and marks I. Factors need ensuring: 1. Fluency and Coherence • Speed: speak slowly and fluently • Length answers: relative length, ensure full content • Coherence: answer the center of the question correctly, expand and develop answers by adding examples or explanations to clarify the idea. Specially, the ideas are linked by suitable matching words or phrases, making it easy for the listener to understand. 2. Lexical Resource • Vocabulary: diverse and accurate, contextual, semantic. 3. Grammatical Range and Accuracy • Sentences with complex clauses, with no errors in tense and basic grammar 4. Pronunciation Correct, clear and understandable pronunciation This includes: • Pronounce the vowel and consonant sounds of words correctly • Press the correct stress. • Have intonation, meaning that not speak evenly, but have an appropriate intonation and rhythm. e
9. • Do not speak too quickly or too slowly and note to cut off the voice in the right place. II. Marks: - Question 1: 3 points - Question 2: 3 points - Question 3: 4 points f
10. APPENDIX 3 Some photos of group activities of students in experimental class g