skkn HOW TO MAKE AN ENGLISH CLASS MORE INTERESTING AND EFFECTIVE

SÁNG KIẾN KINH NGHIỆM

HOW TO MAKE AN ENGLISH CLASS MORE
INTERESTING AND EFFECTIVE

Người thực hiện : MAI THỊ TƯỜNG VÂN
Lĩnh vực nghiên cứu : PHƯƠNG PHÁP DẠY HỌC CHUYÊN MÔN

Năm học : 2012-2013


SƠ LƯỢC LÝ LỊCH KHOA HỌC

I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: MAI THỊ TƯỜNG VÂN
2. Ngày tháng năm sinh: 23-8-1968
3. Nam, nữ: nữ
4. Địa chỉ:
12/6 Nguyễn Huệ- tổ 1-khu phố 1-thị trấn Trảng Bom- huyện Trảng BomTỉnh Đồng Nai
5. Điện thoại: 0613 866 198 (CQ)- 0613 866749 (NR)- 0918214351 (DĐ)
6. Chức vụ: Giáo viên
7. Đơn vị công tác: Trường THPT Thống Nhất A
II. TRÌNH ĐỘ ĐÀO TẠO
1. Trình độ chuyên môn: cử nhân ngoại ngữ
2. Năm nhận bằng: 1993
3. Chuyên ngành đào tạo: Anh văn
III. KINH NGHIỆM KHOA HỌC
1. Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy
2. Số năm có kinh nghiệm: 20 năm

HOW TO MAKE AN ENGLISH CLASS MORE
INTERESTING AND EFFECTIVE
CONTENT
I. INTRODUCTION
II. THE REAL SITUATION IN THE TEACHING AND LEARNING
ENVIRONMENT
1.
2.
3.

Advantages
Disadvantages
Statistics

III. SOLUTIONS

IV. THE WAYS OF TEACHING DIFFERENT SKILLS
1.Teaching reading
2. Teaching speaking
3. Teaching listening
4. Teaching writing
5. Teaching language focus
V. RESULTS
VI. CONCLUSION
VII. REFERENCE


Tên sáng kiến kinh nghiệm :

HOW TO MAKE AN ENGLISH CLASS

MORE INTERESTING AND EFFECTIVE
I. INTRODUCTION :
_To help students become active in study, teachers should put communicative
approach of teaching English for the curriculum set by ministry of educationtraining into practice, quite differently from the traditional way of teaching
English for the last many years
_To bring teaching English into effects, it is advisable that each unit should
begin with a game so that students become interested in the lesson and it is also
a way for teachers to introduce the new lesson
_Each skill also requires differently suitable methods of teaching

II. THE REAL SITUATION IN THE TEACHING AND
LEARNING ENVIRONMENT
1. Advantages
-English is one of core subjects, which are compulsory in final examinations and
graduation examinations. This makes students spend more time on studying
English
-English is taught from grade 3, so high school students have certainly gained
certain knowledge of English
-Many kinds of books on the renovation or the reforms in teaching methods are
published .This means that teachers have many opportunities to do a lesson well
. In other words, it isn’t difficult for teachers to give an effective lesson.
2. Disadvantages
-Some units are too long for a 45-minute period . This means that 45 minutes
isn’t enough to transmit all the knowledge in each part well enough to students
-Teachers have to spend too much time preparing for a lesson.
- Teachers do not have enough time to call on most of the students in each class
to practise speaking and listening
- Many students are not interested in writing , so they lack motivation to write
- Students haven’t realized the importance of English after high school and
before university

3. Statistics : At the beginning of this year
grade
10
12
total

Number of
students
81
85
166

Mark 5
30 %
40 %
35 %

Over mark 5 Under mark
5
30 %
40 %
30 %
30 %
30 %
35 %

III. SOLUTIONS
- To solve the problems mentioned above, it is the duty of teachers to find out

how to make an English class interesting and effective .
+ Teachers use a variety of reference-books , especially the books on the
reforms in teaching methods to bring the effect into the lesson and stimulate the
spirit of building the lesson among students.
+ Teachers have a good preparation for lesson – plan and necessary
teaching aids to result in quality-lessons
+ Teachers apply suitable teaching methods into each skill or each period
to transmit the content of the lesson to students in details
+ During the lesson , teachers let students do the activity of recognizing
and matching such as seeing pictures , guessing pictures , working in pairs or in
groups .
+ Teachers let students join practice activities in each period to help them
have synchronized improvements of 4 skills : listening , speaking , reading and
writing
+ Teachers make use of communicative situations and proper games so
that students can master the lesson .
- It is clear that a successful lesson is the result of the collaboration of teachers
and students . Because of this , in order for students also to help make a
contribution to the lesson , I suggest that teachers show students how to prepare
the lesson for each period before school
+ Teachers show students how to prepare the vocabulary and the reading
in advance
+ Teachers let students practise speaking as much as possible
+ Teachers provide students with the materials for listening skill so that
they can practise listening at home
+ Teachers introduce some kinds of books about writing and grammar to
students so that they can buy them for reference

IV. THE. WAYS OF TEACHING DIFFERENT SKILLS
I. TEACHING READING

_In each unit, the outline of Reading is not the same, especially in the length of
content. In Reading , there is too much for teachers and students to do in 45
minutes. Because of this, it is very important to use methods as well as
techniques of teaching suitably so that teachers can finish the lesson in 45


minutes and students can understand the lesson well. The following is
something for reference
_Teachers remind students to prepare vocabulary: nouns, verbs, adjs , advs.
Only the words in the text are listed and students use dictionaries to look up the
meaning of new words, then students practise translating the text into
Vietnamese in writing
_In the class , teachers explain quite new words in English
_ Teachers make at least 3 possible questions and call on students to answer to
check students’ understanding and preparation
_Teachers play the tape so that students know how to pronounce words and read
the text
_ Then, teachers explain the requirement of Tasks to students
_Teachers should call on good students to practise first, then other objects of
students. When it is done, most of the students in class have a chance to practise
the lesson. This helps students have favourable attitude toward their study
_ The only thing we mention here is teachers’ responsibility. This means that if
teachers know that 45’ is not enough for the lesson, teachers actively prepare
shorter exercises for consolidation as well as homework
_Don’t forget to remind students to do more exercises in Wordkbook. Students
can actively organize small classes in groups at home
_When this method of teaching is kept up, little by little, students understand the
lesson better and certainly they prefer learning Reading
Some teaching lessons

GRADE 10 – UNIT9:

READING


There are three paragraphs in this passage, read the topic sentence of each
paragraph and guess what each one talks about.
Paragraph 1 : For centuries, people have been challenged by the mysteries that
lie beneath the blue depths of the ocean.
Paragraph 2 :Today’s scientists have overcome many of the challenges of the
depth by using more sophisticated tools.
Paragraph 3 : The plants and animals of the sea fall into three major groups
TASK 1 : The words in the box all appear in the passage . Fill each blank with
one of them
gulf sophisticated
tiny reveal
biodiversity interactions
1. Some plants and animals are referred to as ………. organisms because they
are extremely small.
2. Thanks to modern technology, scientists have been able to ………. many
mysteries of the undersea world.
3. A ………. is a large area of sea that is partly surrounded by land.
4. Personal computers are becoming more and more ………………
5. …………. is a term that refers to the existence of different kinds of animals
and plants which make a balanced environment.


6.A successful language lesson often requires the …………. between the
students and the teacher.
TASK 2 : Match the following headings with the paragraphs. There are more

headings than the paragraphs
A. OCEAN MARKET
Paragraph 1

B. SEA DISCOVERIES

Paragraph 2

C. SEA MYSTERIES

Paragraph 3

D. SEA CONNECTIONS
E. SEA POLLUTION

TASK 3 : Read the passages again , then answer the following questions
1.How many percents of the earth surface are covered with sea and oceans ?
2.What did we use to think of the ocean depths ?
3.How can scientists now reveal the secrets of the undersea world ?
4.What sort of information do we have about the ocean and marine life ?
5.What can we know from the interactions of the ocean and marine life ?
6.What are the three major groups of sea plants and animals ?
7.What do all the plants and animals in the ocean contribute to ?
TASK 3 : Read the passages again , then answer the following questions
1.How many percents of the earth surface are covered with sea and oceans ?
Seventy five percents ( 75 % )
2.What did we use to think of the ocean depths ?
We used to think that there was no life in the ocean depths.
3.How can scientists now reveal the secrets of the undersea world ?
By using more sophisticated tools

4.What sort of information do we have about the ocean and marine life ?
We have information about the ocean depths, water temperature,
photographs and samples of marine life and undersea populations.
5.What can we know from the interactions of the ocean and marine life ?


We can know about the planet’s health and the effects of human activities.
6.What are the three major groups of sea plants and animals ?
They are those that live at the bottom, those that move independently of
water currents and those that are carried along by the currents.
7.What do all the plants and animals in the ocean contribute to ?
They all contribute to the biodiversity of the ocean
GRADE 10 - UNIT 8: THE STORY OF MY VILLAGE
READING
.
WARM-UP :
_Ask students to work in groups of three or four
_Make a list of words related to the countryside

countryside
cou

BEFORE YOU READ
_Let Ss work in pairs and discuss the questions in the book
_Call on some Ss to read their answers aloud in front of the class
_ Feedback and give suggested answers :
1.The farmers are harvesting the crop
2. They are working very hard
3. It’s a good crop
4. Good farming methods , modern technology , hard-working people

_Make more questions for Ss :
1.What do you see in the picture ?
2. Who are they ?
3. What are they using ?
……………………………….
_ Teach vocabulary :
+ straw (n) : dry cut stalks of various cereals (rơm )
+ mud (n ) : wet, soft soil (bùn )
+ technical high school (n): trường trung học kỹ thuật dạy nghề
+ farming method (n) : method of cultivation
+ brick house (n) : houses made of bricks ( nhà ngói )
+ thanks to (prep ) : owing to , because of
_ Read the words , asking Ss to repeat twice
_Ask questions related to the words
WHILE YOU READ
_ Introduce the tasks


TASK 1 : Vocabulary matching
_ Ask Ss to read the passage and match the words in A with the definitions in B
_Encourage Ss to guess the meaning of the words in the context
_ Have Ss compare their answers with friends
_ Call on some Ss to explain their answers
_ Make necessary corrections
_Give correct answers :
+1b. +2d +3a +4e +5c
_ Give Vietnamese equivalents
+1. Kiếm tằn tiện đủ sống
+2. Thiếu thốn nhiều thứ
+3.cải thiện cuộc sống

+4. Vụ mùa bội thu
+5. Cây trồng để bán và thu lợi nhuận
TASK 2 : Table-completion
_ Ask Ss to scan the passage to get specific information to complete the table
_ Let Ss study the table carefully before doing the task
_ Go around the class and provide help when necessary
_ Tell Ss to discuss the answers with friends
_ Check the answers in front of the class as a whole
_ Give correct answers :
Areas of change
houses

Before
made of straw and mud

Now
made of bricks

radio and TV

few families had

farming methods

old

new

crops

poor

good / bumper

travel

many families have

by motorbike

TASK 3 : Answering questions
_ Ask Ss to work in pairs
_ Tell Ss to underline the information that supports the answers
_ Have Ss compare their answers with another pair.
_ Call on some pairs to practice aloud
_ Give feedback and correct answers
1.It was poor asnd simple
2.Because they hoped that with an education of science and technology
their children could find a way of bettering their lives.


3.They introduced new farming methods which resulted in bumper crops .
They also helped grow cash crops for export .
4. He said their lives had changed a lot thanks to the knowledge their
children had brought home .
5. He told his grandchildren :” Study harder so that you can do more for
the village than your parents did “
AFTER YOU READ
_ Ask Ss to work in groups and discuss the question “ How can people with an
education help make the life of their community better ?”

_ Clarify :people with an education refers to people with a university study
_Tell Ss to look back the passage to get the ideas , going around the class and to
groups
_ Conduct the game : SKIM-GAME
+ Show Ss the board with 10 words from the passage :
SCIENCE / MOTORBIKE / CASH CROP / BUMPER CROP / BRICK HOUSE
/ TECHNOLOGY / ENTERTAINMENT / EXPORT / KNOWLEDGE /
FARMING METHOD.
+ Ss skim them, keep them in mind, not wrire
+ Some Ss volunteer to write them on the blackboard
+which S writing the most correct words gets mark 10
HOMEWORK
_Ask Ss to revise all the vocabulary in the passage
_remind Ss to write down the whole lesson
_ Tell Ss to prepare SPEAKING
2. TEACHING SPEAKING
_It isn’t necessary that teaching speaking be done in the order of tasks
mechanically. Although Ts stick to steps of teaching , that every lesson is done
the same makes Ss feel tired of learning speaking in the next few weeks. The
following are also some small tips
+T makes some questions about the content of speaking. In the first 10
minutes, T asks Ss , Ss practise asking and answering each other . Ss speak
freely and T makes corrections in English or by gestures, not in Vietnamese
+T teaches some grammar points, some structures, some sentence patterns
in Tasks
+To do tasks, T practises with some good Ss first , then calling on other
Ss to practise
+T should give good marks to Ss who speak fluently, cheerfully,
irrespective of small errors
+T makes corrections in English for Ss who make a lot of mistakes in

speaking
+T gives homework to Ss : T suggests a certain topic and asks Ss to make
Yes-No questions and WH-questions about the topic
+T corrects the homework and gives marks


GRADE 11

WARM-UP :
1.
2.
3.
4.
5.

guess the words

tnemorivne
yrtsudni
tnatullop
gnittuc seert
gnidliub seitic

environment
industry
pollutant
cutting trees
building cities

I.Pre-speaking

VOCABULARY

-cultivation (n) = preparation and use of land for growing plants and crops
- to discharge (v) = to release
- to discourage (v) # to encourage
- to capture (v) = to catch a person or animal and keep them as a prisoner
II. While – speaking
TASK 1 : Why is nature threatened ?
1. kill endangered animals / fur , skin , or food


2.
3.
4.
5.
6.
7.

keep animals / pets
capture animals / entertainment
burn / forests
cut / trees / wood
use fertilizers / pesticides / cultivation
discharge chemical pollutants / the environment

TASK 2 :

REASONS & ANSWERS

1. What should be done to protect endangered animals ?

2.What should be done to protect plants, trees and forests ?
3.What should be done to protect animals in general ?
4.What should be done to protect the environment ?
5.How should we use fertilizers and pesticides ?
TASK 2 :

REASONS & ANSWERS

1. What should be done to protect endangered animals ?
-killing endangered animals for fur, skin and food should be banned
-all kinds of animals should be protected
2.What should be done to protect plants, trees and forests ?
-planting trees should be en courage
-national parks should be established
3.What should be done to protect animals in general ?
-keeping animals as pets should be discouraged
-zoos should be established
-animals shouldn’t be captured for entertainment
4.What should be done to protect the environment ?
-discharging chemical pollutants into the environment should be
prohibited
5.How should we use fertilizers and pesticides ?
-decreasing the use of fertilizers and pesticides for farming should be
encouraged
III. Post-speaking
TASK 3 :
Questions and answers
Ex : - what are people doing to endangered animals ?
 They are killing them for fur, skin and food

-what should be done to protect them ?
>killing them should be banned
More exs : . animals
. forests
. trees
. cultivation
.the environment
GRADE 12 – UNIT 6 : FUTURE JOBS
SPEAKING
WARM-UP : GAME : WHAT ‘ S MY JOB ?
_T divides the class into two groups
_T reads 5 sentences that farmers, doctors, ......... often say
_T asks Ss to listen and guess the jobs
_The first group to speak out the name of a job gets 1 point
_The group with more points is the winner
Sentences the teacher reads
a. Take 2 tablets a day after meal ( doctor )
b. Here ‘ s your key. Room 245 ( receptionist )
c. What would you like to order ? ( waiter )
d. Please fasten your seat-belt before the plane takes off ( air-hostess )
e. You will have a test next week ( teacher )
_Lead-in: Let ‘ s continue talking and giving opinions about jobs
PRE-SPEAKING : WHO AM I ?
_T encourages Ss to give the definitions or descriptions of any job they want to
mention
_Any student who guesses the right word gets good marks
Ex 1 : I take care of injured and sick people. I help to save people ‘ s lives
____I am a doctor
Ex 2 : I sit in a desk . I work in a building and handle many books in the day

_____ I am a librarian
WHILE-SPEAKING
_T gives feedback
_T practises with one or two good Ss as samples
_T asks Ss to practise in pairs
+Which job relates to regular working hours / uniform?
+Which job is dangerous / difficult / rewarding ?
+Which job would you like ? Why ?
+Which job do you dislike ?Why not ?
_suggested jobs : pilot , waiter , driver , tour guide , ..........
POST- SPEAKING
_T asks Ss to work in groups of 4 or 5
_T gives some cues


+After you finish highschool, where do you work ?
+Who do you work with?
+How much may you get paid ?
+Which working conditions would you like to work in ?
_T makes comments on what Ss have
HOMEWORK
_T asks Ss to write about the job they may do when they finish highschool
3. TEACHING LISTENING
_Listening is the skill that Ss are the most afraid of learning because most of the
students have no chance to practise it every day . Moreover, listening isn’t tested
in paper tests except in TOEFL or the competitions for good students in English
. More and more Ss express unfavourable attitude toward learning this skill,
especially with the help of many kinds of guidebooks written by different
writers
_To solve this problem, in my opinion , there is no need for Ts to teach listening

as mechanically as the textbook requires . We , all teachers , can make a
teaching plan in our own way and change techniques of teaching listening
flexibly so that most of the Ss can improve their listening skill in the process of
learning . Don’t turn a listening class into a class for entertainment in
Vietnamese
_T can do the following steps
+In “ Before you listen” , Ss can take time to practise speaking as the
textbook requires . Ts let Ss work in pairs and make corrections in English if
necessary
+T introduces the topic that Ss are going to listen and give Ss the time to
read through the sentences in each task
+In True-False form, T plays the tape and stop at the end of a sentence so
that Ss can take short notes . Then T asks Ss to give their answers and explain
their choice. T shouldn’t accept their answers without their explanation.
Sometimes, Ss do this kind of exercises with the form “ HÊN-XUI”
+In the form of missing word, it ‘s enough for Ss to listen to the tape
twice
+ The form of questions and answers is a difficult one . T plays the tape
sentence by sentence , even when Ss can’t still listen and take notes , T can read
the sentence slowly again
+To do this , T makes a very careful preparation for the lesson. This is a
standard to determine a T ‘s spirit of responsibility and knowledge of
qualifications, especially in the process of teaching listening


GRADE 11 – UNIT 4 : VOLUNTEER WORK
LISTENING
WARM-UP : GAME : FINDING ONE ‘ S OTHER HALF
_T divides the class into 2 teams
_T hangs on 2 posters on the board

_T siicks pieces of paper with different shapes and colours on each poster
_T asks Ss in each team to combine them
_ The team who first finishes wins
_ T checks Ss ‘ understanding of the instructions
< SUPPORTING
THE ELDERLY )
( MAKING

MONEY )

DONATIONS )

THE POOR >
( RAISING

< HELPING

CHARITIES >

( HELPING

_Lead-in : In today ‘ s lesson, let ‘ s listen to a passage to know more about
volunteer work
PRE-LISTENING
_T teaches Vocabulary
+ to co-operate (v)
+ fund-raising (n)
+ sponsor (n / v)
+ annual (a)
WHILE-LISTENING

ACTIVITY 1
_ T plays the tape and asks Ss to listen and fill in the missing information
(twice )
_ T asks Ss to give the answers chorally
_T asks one student to write the answers on the board
ACTIVITY 2
_T delivers handouts with the sentences, asking Ss to listen once more and
underline an error in each sentence and correct it
1.Spring School provides classes forr disadvantaged children in HCMCity
2. Dance, theatre, singing and circus classes was set up a year later
3. Spring School requires volunteers helping organize their fund-raising
dinner
4. This is an exciting night in where children perform circus, theatre,
dance and singing
5. More schools like Spring school will be finding in other cities in
Vietnam
KEY : 1. for _TO
2.was_WERE
3. helping_TO HELP


4. where_WHICH

5. finding_ FOUND
ACTIVITY 3
_ T plays the tape twice and asks Ss to listen and write the answers
_ T asks Ss to compare the answers in pairs
_ T gives feedback
POST-LISTENING
_ T asks Ss to tell about Spring school in pairs, using the given suggestions

_ T goes around the class to give help where necessary
_ T calls on some Ss to report in front of the class
HOMEWORK
_ T asks Ss to summarize the story about Spring school in writing
4. TEACHING WRITING
_It is not very difficult to teach this skill . The problem here is how to finish
teaching the content , control Ss ‘ practice and make interesting atmosphere for
the class
_ There are a lot of requirements in teaching writing so it takes Ts a lot of time
to make preparations for the lesson
_As usual , the topic and some cues are given. Ss use the cues to write . Because
of this , to design the outline is very necessary . Ts should give some more cues
than they are given in the textbook.
_ Sometimes , to easily check Ss ‘ ability , Ts give the exercises in the form of
sentence-building .
_ Even , Ts can flexibly show a list of questions . Ss answer them in writing and
combine them into a paragraph if required
GRADE 12 – UNIT 15 : WOMEN IN SOCIETY
WRITING
WARM-UP : GAME : JUMBLED WORDS
_ T gives out a list of jumbled words
_ After 2 minutes, any student who brings the posters to the board with the most
correct answers will get good marks
A. U S L L T A R T E I
B.
PAMOCONRSI
C.
VERA AEG
D.
IRSE

E.
CEAR SEDE
F.
ARCHT
_ T gives the key :
A. ILLUSTRATE
B. COMPARISON
C. AVERAGE
D. RISE
E. DECREASE
F. CHART
_ Lead-in : We use these words to describe a chart . Today , let ‘ s focus on
writing a description of the average hours of housework per week


PRE-WRITING
_ T teaches vocabulary
+ respectively
+ to reduce
+ distribution
_ T explains the chart by asking :
+ What does the chart illustrate ?
+ What does the vertical axis show ?
+ What does the horizontal axis show ?
_ T asks Ss to work in pairs , asking and giving short answers to the questions in
Task 1
WHILE-WRITING
_ T asks Ss to work in groups , writing a report
_ T goes around to give help if necessary
_ To the classes with average Ss , T can give this exercise in the form of

sentence- building
POST- WRITING
_ T asks representatives to hang the posters on the board
_ T compares their writings together
_ T gives comments and corrections
HOMEWORK
_ T asks Ss to write the report in the notebooks
5. TEACHING LANGUAGE-FOCUS
_ For Language-focus , Ts and Ss can actively prepare for the lesson
_ However, it takes Ts and Ss at least two periods to finish the lesson and make
a complete consolidation. This means that it is certain that most of the Ss
understand the lesson well enough
_ In this skill , Ts teach theory , give examples , then asking Ss to do the
exercises
_ Ts can teach pronunciation in the listening class . Doing this is more sensible
because the content of the lesson isn ‘t taught separatedly
_ It is obvious that in some units, Language-focus includes a lot of grammar
points to teach, while in others , Language-focus only includes a few additional
grammar points. Especially, this matter can be found in the curriculum of
Textbook-Grade 12 and Unit 12 is an example
GRADE 10 – UNIT 8 : THE STORY OF MY VILLAGE
LANGUAGE-FOCUS
WARM-UP Sentence- transformation
_ T asks Ss to work in groups of 4
_ S1 says sentence 1 :


+ “ I study at TNA Highschool “
_ S2 reports sentence 1 and says sentence 2
+ She said she studied at TNA Highschool .

“ I like English most “
_ S3 reports sentence2 and says sentence 3
+ He said he liked English most
“ I have 5 classes a week “
_ S4 reports sentence 3 and says sentence 4
+ She said she had 5 classes a week
“ I don’t go to school by bus “
_ S1 reports sentence 4
+ He said he didn’t go to school by bus
TEACHING GRAMMAR
*REPORTED SPEECH : STATEMENT
_ T presents the rules in reported statement
+ If the reporting verb is in the past tense, it is usual for the verb in the
reported clause to move “ one tense back “
+ If the reporting verb is in the present tense, there is no tense change
+ Typical pronoun, time , place and modal verb changes
+ In formal situations, we can use THAT after the reporting verb
+ There are more than one reporting verb. We can use many other
reporting verbs besides SAY and TELL. Ex : think , announce , explain ,
interrupt , demand , insist , admit , complain , warn
* SAY- TELL – TALK
_ T makes clear the difference between SAY, TELL , TALK
_SAY + ( that ) + clause
+ to someone + ( that ) + clause
+ something
_ TELL + obj. + ( that ) + clause
+ obj. + (not) + to Verb
+ someone about sthing
+ sthing to someone
_ TALK + to / with someone

+ about sthing / someone
* CONDITIONAL SENTENCE TYPE 1
_ T explains the form and the use of conditional sentence type 1 to help Ss
review it
+ If clause
, Main clause
( present tense)
-simple future
- command
- S + can / must + B.V
* WHEN – IF
_ T explains the use of WHEN


When-clause refers to “ all time “ , not just the present or future. It
expresses a situation that is always true . It means WHENEVER
PRACTICE
_ T asks Ss to do every exercise
_ T calls on some Ss to read the answers aloud
_ T makes comments and give correct answers if necessary
CONSOLIDATION
_ T asks some Ss to translate and explain some sentences in each exercise
HOMEWORK
_ T asks Ss to write all the exercises into the notebooks and to do more exercises
in Workbook

V. RESULTS
- After the 1st term this year , most of the students become more interested in
learning English . This means that the solutions have been taken and the effects
have been recognized

* This is the statistic after the 1st term
Grade
10
12
Total

Number of
students
81
85
166

Mark 5
40 %
45 %
42,5 %

Over mark 5 Under mark
5
45 %
15 %
45 %
10 %
45 %
12,5 %

VI. CONCLUSION :
The above experience is something that I myself get from the process of
teaching for many years .Through the lesson I have attended from my colleagues
, I also realize that such lesson with good preparation become very interesting.

I think when all of us , teachers get more assistance and encouragement from the
school , our teaching will be better and better . And certainly , students will
study as well as we have expected. This also means that with the improvement
in our method of teaching , we , teachers, can help Ss master some knowledge
of English and improve their skills of learning English .


VII. REFERENCE
Vietnamese books
_Đổi mới phương pháp giảng dạy tiếng anh ở Trung Học Phổ Thông Việt nam
_Hoàng Văn Vân_ Nguyễn Thị Chi _Hoàng Thị Xuân Hoa
_Bồi dưỡng phương pháp giảng dạy tiếng anh
_Phạm Phương Luyện_Hoàng Xuân Hoa
_Sách giáo viên Tiếng anh 10, 11 , 12 _Bộ Giáo Dục & Đào Tạo
English books
_Vocabulary Drill for English 10 , 11 , 12
_English Vocabulary Organizer
_ Say it naturally
_ English Grammar in Use
_Longman English grammar
_Longman Tests in context 1 , 2 , 3
_ Barron ‘ s TOEFL
_ Examination essays and writings
_Teach English-Trainer’s handbook
_ESL Teacher’s activities Kit

_ Đặng Kim Anh &Đỗ Bích Hà
– HCMC Publishing house
_ Allie Partricia Wall
_ Raymond Murphy

_L.G.Alexander
_J.B.Heaton
_ Pamela J Sharpe Ph.D
_ TRE Publishing house
_Adrian Doff
_ Elizabeth Claire


SỞ GD & ĐT ĐỒNG NAI
CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Trường THPT Thống Nhất A
Độc lập - Tự do- Hạnh phúc

……….ngày….tháng…..năm . . .
PHIẾU NHẬN XÉT ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM
Năm học : 2012-2013
Tên sáng kiến kinh nghiệm: How to make an English class more interesting
and effective.
Họ tên tác giả: Mai Thị Tường Vân Đơn vị (tổ): Anh Văn
Lĩnh vực :
Quản lí giáo dục
Phương pháp dạy học bộ môn : AnhVăn
Phương pháp giáo dục
Lĩnh vực khác: . . . . . . . . . . . . . . . . . . . . .
1. Tính mới
- Có giải pháp hoàn toàn mới
- Có giải pháp cải tiến, đổi mới từ giải pháp đã có
2. Hiệu quả
- Hoàn toàn mới và đã triển khai áp dụng trong toàn ngành có hiệu quả cao
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai ápdụng

trong toàn ngành có hiệu quả cao
- Hoàn toàn mới và đã triển khai áp dụng tại đơn vị có hiệu quả cao
- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và triển khai áp dụng tại
đơn vị có hiệu quả
3. Khả năng áp dụng
- Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối,chínhsách
Tốt
Khá
Đạt
- Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn , dễ thực
hiện và dễ đi vào cuộc sống:
Tốt
Khá
Đạt
- Đã được áp dụng trong thực tế đạt hiệu quả cao hoặc có khả năng áp dụng đạt
hiệu quả trong phạm vi rộng:
Tốt
Khá
Đạt
XÁC NHẬN CỦA TỔ CHUYÊN MÔN
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