Innovation in teaching methodology based on ability development of students in english in secondary schools

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
THACH THANH DIVISION OF EDUCATION AND TRAINING

EXPERIENCE IDEA
THEME

RENOVATION IN TEACHING METHODOLOGY BASED ON
THE ABILITY DEVELOPMENT OF STUDENTS IN ENGLISH IN
SECONDARY SCHOOL

Implemented by: Nguyen Hoang Le
Position: Teacher
Working place: Thanh Van Secondary School
Major: English

THACH THANH, 2017
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TABLE OF CONTENT
A. INTRODUCTION

Page

I. Reason for choosing topic ...................................................................................3
II. Purpose of the study ...........................................................................................3
III. Objectives of the study ......................................................................................3
IV. Research Methodology .....................................................................................3
B. CONTENT
I. The rationale of the initiative……………………………………………………4
II. The real situation ………………………………………………….. …………..5

III. Solutions ……………………………………………………………………….6
IV. Effectiveness of the initiative for educational activities, individuals, colleagues
and schools………………………………………………………………………..16
C. CONCLUSIONS AND RECOMMENDATIONS
5. Conclusion ............................................................ ............................................18
6. Recommendation ............................................................ ... ... …......................18

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A. INTRODUCTION
I. REASONS FOR CHOOSING THEME.
Nowadays, although English is a very important means of communication, many
secondary school students, especially rural students, do not like to learn a foreign
language or take it seriously as some other subjects. In other hand, students are still
shy, not brave enough to participate in class activities. A small number of students
are poor and have a lack of confidence in communication. Although the teaching
methods are used more, the objectives are to provide knowledge with students, so
that the students only remember knowledge passively. Assessment criteria is based
on memorization and reproduction of learning content. Therefore, learning English
not only becomes boring but also creates a sense of "fear" for many games.
Thanks to the forms of active classroom activities I learned from the training
sessions, took part in outstanding teachers exams, lectures and teaching experience
in the process of teaching, learning from colleague. I see that teaching-learning
transition from content approach to student’s competency approach is essential and
necessary. This issue is not new but is not applied much in teaching. In the face of
that situation, I myself have been trying to improve the teaching content, teaching
methodology, assessment and evaluation, in order to contribute to the transition from
content approach to student’s capacity approach with the aim to develop the
comprehensive capacity of students. I would like to introduce the study:

"Innovation in Teaching Methodology based on ability development of students in
English in secondary schools" so that colleagues can consult and comment.
II. PURPOSES OF THE STUDY
Objective of implement the innovation in teaching methods in English for junior
high school is to train skills, form the capacity and quality of students.
III. OBJECTIVE OF THE STUDY
I undertake this project to introduce innovative teaching methods that are oriented
towards the development of English proficiency skills for students in secondary
schools.
IV. RESEARCH METHODS
1. Research methods to build theoretical basis
- Find, read and study the theory of competency, how to form the capacity and the
competencies that need to be created for students.

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- Collect and study materials on active teaching methods that are oriented towards
the development of student competencies.
2. Method of investigation, field survey, information collection
Carry out going to the class for teaching to compare the effectiveness of methods;
create test forms before, during and after implementation of methods; exchange and
collect peer feedback, student opinions.
3. Statistical methods, data processing
Make a statistical table about the number of students scoring average, weak, good
and fairly before and after implementing innovative teaching methods, calculate the
percentage of each type.

B. CONTENT
I. THEORETICAL BASIC

Our education and training sector is under the process of implementing a radical and
comprehensive reform according to Resolution No. 29-NQ / TW of the 8th Party
Central Committee's Executive Committee session XI. Along with the contents of
the renovation in the major, essential and critical issues, from the thinking, the
viewpoint to the objectives, the system, the program, the policies, the mechanism
and the conditions to ensure the quality of education. The Resolution affirmed that
the education process must be shifted from the knowledge-based to the
comprehensive development of the learner's ability and qualities: "Continuing
strongly renovating modern teaching and learning methods; Promoting positive,
active, creative and apply old knowledge and skills of learners; Overcoming the oneway transmission, remembering machines. Focusing on teaching methods, thinking,
encouraging self-learning, creating the basis for learners to update themselves and
innovate knowledge, skills, capacity development. Transiting from predominantly
classroom learning to multi-disciplinary learning organization, paying attention to
social, extra-curricular activities, and scientific research. Promoting the application
of information and communication technology in teaching."[2]
The Education Development Strategy for 2011-2020, issued in conjunction with
Decision No. 711 / QD-TTg dated 13 June 2012 of the Prime Minister, also states:
"Continuing to renovate teaching methods and evaluate learning results, training in
the direction of promoting positive, self-conscious, active, creative and self-learning
ability of learners”. [2]
The above-mentioned viewpoints and orientations create the premise, basis and legal
environment which are conducive to the renewal of general education in general and
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synchronous renovation of teaching methods in the orientation of developing the
pupils' English in secondary school in particular.
II. THE REAL SITUATION BEFORE APPLYING THE EXPERIENCE
INITIATIVE
In recent years, our country's education program has developed towards the content

approach. The basic characteristic of this program is to focus on the transfer of the
scientific knowledge system in the subjects specified in the curriculum, attaching
importance to equipping the learner with the system of objective scientific
knowledge in many different areas with less emphasis on the learner as well as on
the ability to apply knowledge learned in practical situations. The advantage of
content-oriented curriculum is that knowledge is systematic[1]. English is a subject
in the curriculum that focuses on the transfer of knowledge, leading to the fact that
many students complete the program at all levels from elementary school to high
school without being able to use the knowledge of the levels in communication,
listening, speaking, reading and writing at average level.
Survey results for students in class 6A, 8A in capacity
Capacity
Self-learning
Problem-solving
Creation
Self-management
Memory
Cooperation
Using language
Communication

Assessment
Weak
Confusing
Limited
Not self-conscious
Normal
None
Poor
Limited

With the request of real life, our country's education is moving from content-based
education to learner-centered approach, which means that we focus on what students
do through learning process than what they get. In order to make that happen, it is
necessary to successfully transfer from teaching method which focus on knowledge,
to teach how to learn, how to use knowledge, train the skills, form the capacity and
qualities. It is also necessary to shift the evaluation of the education results from the
memory test to the test and evaluation in student’s ability on applying the problemsolving knowledge and focus on the evaluation in the teaching process in order to
improve the quality of teaching and learning activities.[1]
Access to the general education curricula in the direction of developing student
capacity, teaching and assessment English at secondary level has been undergoing a
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lot of innovations. To meet the goals set for the project of teaching foreign languages
in the national education system, it is necessary to change the orientation of the
program from language teaching to teaching comprehensive communication skills
(listening, speaking, reading and writing).
III. SOLUTIONS
1. Required capabilities in English for students in secondary school
In order to have a teaching approach based on student’s ability development, the
teacher must know the competencies that need to be set for the student:
a. Specialized capacity:
- Ability to use language.
- Ability to solve situations.
b. General competence:
- Self-learning ability.
- Creativity.
- Ability to solve problems.
- Ability to communicate.

- Ability to cooperate.
- Ability to self-manage.
- Ability to remember. [1]
2.Harmonizing teaching methods based on students’s ability development in
Enghlish in secondary school.
In addition to mastering required competencies, English teachers need to innovate
the design of the unit so that they can innovate their teaching methods. Promoting
student activeness through a series of teacher actions is the essence of the new
teaching method. By encouraging the positive that students are no longer passive,
students become individuals in a team that aspires to be explored.
a. Design of the unit based on student’s capacity.
A lesson which is designed through competence approach has the following
characteristics

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- Objectives: Orientation to the description of the competencies to be achieved, not
the content of knowledge transmitted by the teacher.
- Desired ability to form in learners is clearly defined, observable, and evaluated.
- Promote the interaction between teacher - student, student - student, encourage
students to exchange arguments, evaluate, share views, experience, promote
cooperation spirit, groups work skill.
- Create a friendly learning environment so that students are excited, confident in
expressing personal views.
- Emphasize understanding, discovery, experiences, especially apply knowledge into
real life situations.
- The role of teachers is to change the learner in the angle of readiness, positive
expression, positive interaction ... stimulate the creativity of the learner.
- At the end of the lesson, students feel that they have changed and known how to

change. [1]
b. Teaching methods.
The objective of each lesson is to provide students with basic competencies, teachers
develop forms, apply appropriate teaching methods and techniques.
Active teaching methods and techniques that are often used in student-centered
instructional development in English are:
- Group discussion - presentation.
- Project-based teaching.
- Teaching methods by angle.
- The technique of table covers.
- Mind-mapping technique.
- Collaborative learning.
- Interview, role play.
- Language games.
- Brainstorming. [3]
3. Applied teaching.
3.1. Develop students' self-learning abilities.
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* Capacity is formed and developed after class: self-study, presentation
* Scope of implementation: for the Looking Back periods
* How to organize:
- Teachers use mind mapping techniques, group discussion methods.
- Ask the students to summarize their knowledge by using a mind map at home.
-Ask students to have group discussion at class. Each group uses appropriate paper
size and color pens to draw a flowchart that briefly summarizes the content of the
knowledge and then presents to the class about the product.
3.2. Developing ability of communication, cooperation, using language, creation,
problem solving…

Depending on the lesson, teachers use appropriate teaching methods: corner
learning, project-based teaching, collaborative teaching ... and active teaching
techniques such as: mind-map…
The teacher organizes students to work in groups, do assignments, research topics,
etc.
The structure of an English lesson is divided into specific and clear skills (listening speaking - reading - writing). These four skills are practised through various
activities as well as different types of exercises, combining individual activities,
group activities in order to encourage students to involve in class. However, each
class is usually quite crowded so students have less opportunity to practice in
language lessons. In addition, the majority of students are often shy to give their
personal opinions to the class. It is therefore important to use teamwork as one of the
means of promoting student speech. The larger the class, the more likely it is to
apply group work in English language teaching. Group-group activity has a
significant effect on teaching and learning as students are more involved. It provides
opportunities for students to develop language expressions. Students who are shy,
usually with little speaking in class, will have a motivating environment to
participate in the lesson. Better students feel proud of helping their peers.
On the basis of the joint activities will stimulate collective spirit, for the benefit of
the group, the community and society. English teachers guide students to participate
in group activities that give students the skills to collaborate and share. Especially
competitive elements will be a huge learning engine.
Moreover, most group activities have self-correction mechanisms and students teach
each other, complement each other and thus develop skills together. This allows

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students to take on the role of natural communicator in a relaxed atmosphere. This
gives students the opportunity to practise high-level intellectual skills such as
creativity, assessment, synthesis and analysis.

* Some of the methods and techniques of group teaching are usually applied
during English lessons.
a. Using the tablecloth technique:
*Effects on students:
- Improving the thinking, decision-making and problem-solving skills.
- Students achieve individual and cooperative learning goals.
- Enhance the relationship between students. Develop communication skills, learn to
share experiences and respect each other.
- Improve learning efficiency.
* Scope of implementation:
- Be organized in the Reading Exercises and Listening Exercises. Particularly the
Listening, because students hear a lot of different information, the students
synthesize them to give the most common answers.
- Only questions have one answer.
Technical chart "tablecloth"

* How to organize:

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Teacher activities
- Divide the class into groups that
match the content of the study,
appointing team leaders.
- Give each group a paper A0 available
and guide how they work.
The teacher raised the discussion
question.
- For groups hanging products in the

same location. Ask the team
representative to present the results.

Students activities
- A0 paper divided into sections,
including the middle and surrounding
parts. The surrounding area is divided
by the number of members of the
group. The team leader directs the
members to the position corresponding
to the surrounding parts of the
"tablecloth", the secretary, the party
secretary, the spokesman for the group.
- Each student works independently for
a few minutes, thinking and answering
questions on his or her paper in A0.

- Teachers give feedback, comment.
- Based on the opinions of each
individual, the students discuss the
group, agree and write in the middle of
the A0 paper.
- The group representative presented
the results.
- Compare, contrast, complement,
counteract the results of other groups.

Example: Unit 7- Grade 8 - Skill 1- Activity 4
Work in groups and discuss the sollution to water pollution. Make note of your
answers.

The pictures illustrate the students discuss the group under the technique of
"tablecloths"

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b. Mind-map.
* Effects on students.
- Develop logical thinking, analytical capabilities.
- Develop creative capacity.
* Scope of technical implementation:
- In all lessons.
- In the question, there is an image or a keyword representing an idea or concept /
subject / main content.
* How to organize:
- At the center of the diagram is an image or keyword.
- From the center, main branches will be developed, linked to the images or key
words / sub-topic.
- Main branches continue branching to secondary images or keywords / sub-topics.
- So, the ramifications continue and the concepts / content / issues are always
connected.

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For example: teaching about present continuous tense Unit 3. A closer look
2( Grade 6)

Example 2. Unit 4: Part communication (grade 8)
In unit 4, the topic of communication is to teach students how to build an Audio

Guide about a place. Students must answer a number of questions after thinking
about the content of the tourist guide.
Have you ever traveled?
Where did you go?
Have you ever heard an audio guide?
How many parts are there? What are they?

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After class most students were able to retell problems discussed during the lesson.
Students practice the purpose of the lesson, they feel more interested English, I
realize that the lesson of applying such method is very effective.
c. Use project-based teaching methods. (Usually done in groups)
* Scope of technical implementation: Project parts
Project Work is a learning activity designed to provide students with the opportunity
to integrate knowledge from a variety of areas of study, applying creatively to life.
When learning in a project, learners are able to select their own content and subtopics and ask themselves which issues need to be studied. Learners will be
completely active in planning research, synthesize, process information to solve the
problem. This method is used to teach the Project.
*Effects on students:
- Develop problem-solving capacity, self-management capacity. Each individual has
the opportunity to develop his or her ability as all students receive the same
opportunities to practice. Each group is given the opportunity to express personal
ability. Therefore learning becomes part of the enjoyable experience.
- Development of collaborative capacity, communication capacity, skills for
collecting information and presenting reports.

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- Training persistence, patience.
- An excellent opportunity to bring practical knowledge to the school and to interact
with the outside world
* How to organize: - Teachers give the main theme
Teacher activities
- Describe the purpose of the lesson,
the learning method, the topic
introduction. Sub-topic development
guide.
- A guide to planning, presenting the
plan.
- Guide students to collect information.
- Instruct students to process and
synthesize information.
- A guide to present results and
comments.

Students activities
- Build ideas (use mind mapping) and
select the sub-theme for the project as
you like.
- Planning and assigning tasks within
the group.
- Gather information from multiple
sources
- Analyze and synthesize information.
- Demonstrate product presentation and
sharing experience.

* Example 1:
When learning about the topic "English speaking countries" Unit 8 ( grade 8 )I
divided the class into 4 groups. The task of each group is to plan and collect
information, photos, learn and explore the English speaking countries they love. The
groups synthesize and design their own products for the group. The final product can
be presented in a variety of forms: presentations, role-plays, movies, exhibits,
PowerPoint presentations.
After the lecture and presentation they are reinforced by asking questions to the
class, the correct answer will receive the gift. Classroom atmosphere is very
exciting. Thus, the knowledge of the customs and culture of the English speaking
countries comes to mind in a natural and relaxed way. Knowledge of grammar
vocabulary is engraved more deeply. Listening, speaking, reading and writing skills
are also developed. Especially after that the children feel more united to create
students the skills to cooperate and share
d. Using the method of teaching by angle.

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Corner learning is a teaching method in which students perform different tasks at
specific locations in the classroom but at the same time aim to occupy a learning
content in different learning styles.
*Effects on students:
- Enhance participation, improve excitement and comfort of students.
- Students are taught deeply and effectively.
- Development of professional capacity and social capacity.
* Scope of technical implementation
Speaking part in every Skills 1
* How to organize.
Teacher activities

- Introduce the lesson, the angle
learning method, the task at the corner,
the maximum time to perform the task
at the corners and allow the students to
choose the starting angle.
- Observe and support students.
- End of time at each corner, teacher
requires rotation angle.
- Teachers review students' learning
results, focus their knowledge
* Example:

Students activities
- Listen, learn and decide on the angle
of interest.
- Perform tasks at corners.
- End of class at corner, representing
the corners of the presentation. Other
students commented.

Example: Teaching Unit 7, grade 8, Skills 1, teachers can organize students in the
following angles:
+ Corner says: Students discuss ways to prevent water pollution Activity 4
+ Writing Corner: Students completes the water pollution contamination chart,
providing a solution to the problem.
e. Role play:
*Effects on students:
- Develop communication capacity
- Development of memory capacity.
- Pronouncing practice.

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- Reduce the timidity
* Scope of implementation:
- The Reading, Speaking, Listening, Communication or Looking back section
* How to organize:
At the end of each lesson, the role playing game reinforces the student's knowledge
and understanding of the content of the unit. Role play is a form of oral development
that needs to be used during teaching, communication, and late Reading, Listening
sessions. The teacher often asks students to play a role in pairs
Example 1: in Skills 1- Unit 8 - Grade 8 Teacher can ask students to play role in a
tourist and a Scotish to talk about Scotland
A: What do you like about Scotland?
B: I like Tradition sports?
A: Why?
………………………
To do this task, students will apply their knowledge from Reading Skill.
Example 2: In Looking Back – Unit 9- Grade 6- Part Communication
To review and practise Present Perfect Tense, teacher can ask student to play role in
a reporter and others imagine they have ever visied some cities in the world, they
talk about these cities. Student have to use the information and the knowledge of the
whole unit to do this activity.
- For class with good students, they will know how to ask questions easily. For
students with weak, average class, they will have difficulty asking questions, so I
give each pair a handout to help them ask and answer more easily.
IV. Effectiveness of the initiative for educational activities, individuals,
colleagues and schools
1. Overall results
Based on the teaching methodology of English subjects, after applying the theme of

"Innovation in teaching methods based on student’s ability development in English
in secondary school" in classes 6A, 8A I have obtained the following results:
- During the lesson, the students are excited, enthusiastic, focused on learning and
eager to participate in the speech.

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- Attract students' attention to learning activities in the highest way
- They have the ability to promote their positive and active learning
- Development of logical thinking - creativity of students.
- Students know the knowledge in a natural way, excited, deep understanding, long
remember the knowledge learned.
- Students are more brave, no longer embarrassed, anxiety when entering school
- Students use English to communicate more, more naturally when presenting.
- The students who are quite good at the ability use the language in the direction of
comprehensively.
The topic is implemented regularly in where I teach, the results are very positive.
Throughout the teaching process, the subject teachers assessed the experience that
the subject mentioned above is very practical and effective.
* Student competencies have improved significantly, namely:
2. After implementing the topic:
Survey throughout the teaching process and special end of the year.
Capacity

Assessment

Self-learning
Problem-solving
Creation

Self-management
Memory
Cooperation
Using language
Communication

High
Good
Improve
Self-conscious
Good
Good
Good, natural
Good

Results for semester I 2016-2017
Class

Under weak

Weak

Fair

Good

6A

0%

43,33%

36,67%

20%

8A

0%

48,3%

29,03%

22,58%

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C. CONCLUSIONS AND RECOMMENDATIONS
I. CONCLUSION:
The innovation of teaching methods based on developing students' ability in English
in secondary school is very necessary to meet the objectives in the project "Teaching
and learning foreign languages in the national education system for the period 20082020 ". The innovation of teaching methods contributes significantly to the
fundamental renewal of the education and training sector, meets the practical
requirements.
II. RECOMMENDATIONS.
1. For Thanh Hoa Department of Education and Training
The training of teachers on the subject of the renovation of textbooks needs to be
organized more regularly and more effectively. Besides, it is necessary to provide

reference materials on innovating English teaching methods for secondary school
teachers.
2. For junior high school and teachers.
- Schools need to create the best conditions in terms of time as well as budget
for teachers to study by themselves, study and improve their knowledge in
pedagogical profession, provide a full range of quality teaching equipment such as
computers, speakers, projectors.
- For teachers: the teachers, on the basis of mastering their linguistic and
cultural knowledge, must constantly train their professional refresher skills, pay
special attention to researching and innovating teaching methods according to the set
curriculum based on student capacity development, strengthen the exchange of
experience and learn from each other about teaching methods.
Above are some of my experiences of innovating teaching methods in English
for junior high school with a focus on capacity development. Hopefully, with a little
experience of mine, this topic will be a small contribution to teaching good English;
Students are motivated, active. Although I have made many efforts, the subject is
difficult to avoid the limitations, shortcomings. So I look forward to getting sharing
and contribution ideas from other teachers.
Please respectfully report and thank you!

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Thanh Hoa, 14-4-2017
I pledge that this is my experience
writing and there is no plagiarism.
Confirmation of the Principal

The author

Nguyen Hoang Le

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REFERENCES
[1]. English Teacher Training Materials
[2]. Some documents are directed and guided by the Ministry of Education and
Department of Education
[3]. Teaching and learning positively - Some teaching methods and techniques.
Publisher of Hanoi University of Education ( Nguyen Lang Binh (editor), Do Huong
Tra, Nguyen Phuong Hong, Cao Thi Thang)

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THE LIST OF AWARDED EXPERIENCE IDEAS
Implemented by: Nguyen Hoang Le
Position: Teacher
Working place: Thanh Van Secondary School
Major: English

Ordinal Name of the experience
number
ideas
1.
Some techniques to make

Department/
Division

Devision

Result
B

teaching aids in secondary
2.

school.
Some methods of

School
year
20072008

Devision

B

20102011

Devision

A

20142015

Devision

A

20162017

motivating students in
3.

English lessons
Somes techniques of
teaching vocabulary
effectively for student in

4.

grade 6.
Renovation in teaching
methodology based on the
ability development of
students in English
secondary school.

The author
Nguyen Hoang Le

21