pplying some possitive teaching techniques to stimmulate learning for students in teaching english 7 at secondary school

INDEX
1. INTRODUCTION
1.1. Reason for choosing the topic: ……………………………………………. .3
1.2. Purpose of the study:……………………………………………………... . .3
1.3. Study subjects ……………………………………………………………....4
1.4. Research Methodology…………………………………………………… ..4
2. EXPERIENCE CONTENT
2.1. THE BASIS OF INTELLIGENCE IN EXCELLENT EXPERIENCE. 4
-Method of teaching ………………………………………………………….. . .4
-Teaching Techniques………………………………………………………. .....4
2.2. THE SITUATION OF THE PROBLEM BEFORE APPLYING
EXCELLENT EXPERIENCE ……………………………………………….. 5
2.3. SOLUTIONS AND ORGANIZATION IMPLEMENTATION………. ..6
1. Piece technique: ……………………………………………………….........6
1.1 Concept: ……………………………………………………………………..6
1.2 How to proceed …………………………………………………………….. 7
1.3 Applying technique "piece graft" in English teaching 7 ………………........8
1.4 Reviews …………………………………………………………………….. 8
2. "Tablecloth" technique…………………………………………………….. 9
2.1 Concept ……………………………………………………………………...9
2.2 How to proceed …………………………………………………………….. 9
2.3 Applying the "tablecloth" technique to the English program 7……… . …...9
2.4 Comments: ………………………………………………………………....10
3. Mind Mapping …………………………………………………… .
11
3.1 Concept
…………………………………………………………………….11
3.2 How to proceed
…………………………………………………………….11
3.3 Utilizing Mind Mapping in English Teaching
7…………………………... 11

3. 4 Comments.
………………………………………………………………...13
2.4. THE EFFICIENCY OF EXPERIENCE IN EDUCATION,
EDUCATION, DEGREE AND SCHOOLS ……………………………
….14
3. CONCLUSION, RECOMMENDATIONS…………………….15

1


1. INTRODUCTION
1.1. Select topic:
. In response to the current trend of globalization, English is becoming
increasingly useful and essential tool. English is a means for economic, cultural,
scientific and technological activities. Easier, people in the world can understand
the exchange of mutual learning both the material and spiritual values. Thanks to
the understanding of English, the relationship between people in the
international community is closer and closer.
For the Ministry of Education, English was introduced into schools and became
a compulsory, important and essential subject at the upper secondary level.
Learning English is simply learning the language, to use that language fluently,
the learner needs to practice four basic skills: listening, speaking, reading and
writing. The ultimate goal of learning English is communication.
Communication is chosen as the guiding principle of verbal action, both as a
purpose and as a means of teaching. This direction will best promote the role of
the subject, the product. Extremely, active students in the training of skills. But
to make students master the content, communicate and use English effectively,
the teacher must design a light lesson, giving students the interest to explore,
easy to love the subject , creating a dynamic atmosphere for the class. From this
reality, I boldly implemented the topic "Applying some positive teaching

techniques to stimulate learning for students in teaching English 7 at secodary
school" in the hope to share experiences and knowledge. On teaching techniques
with colleagues, and at the same time apply to the practice of teaching to
improve the quality of the subject.
1.2. Research purposes:
For subject research purpose to provide some positive teaching
techniques to stimulate learning for students in teaching
English 7. With the desire to help students learn
quite
demanding desire, interested in learning English. Promote the
positive of students as learners.
- Help teachers improve their knowledge and skills. Get useful
experience for yourself.
1.3. Research subjects
- Some positive teaching techniques
- The subject that I practiced pedagogy is the 7th grade students.
1.4.Research Methods [1]
- Method of reasoning, logical reasoning
2


- Methods of analysis, synthesis.
- Open method, question and answer.
- Method of materialization, abstraction.
- Test method.
2. EXPERIENCE CONTENT [4]
2.1. THE BASIS OF INTELLIGENCE IN EXCELLENT EXPERIENCE.
2.1.1. Teaching methods
Teaching methodology is a way of interacting teachers and students in the field
of teaching and learning activities in order to educate and cultivate the education

of the young generation.
Today's teaching methodology is a teacher's guiding and directing approach to
organizing students' cognitive activities and practices, leading to a solid intake
of academic content, Form the world view and develop cognitive abilities.
In this view, teaching is the process of organizing students to acquire
knowledge. The role of the student in the teaching process is proactive. Thus, the
teaching of positive teaching methods is a necessary issue.
2.1.2. Teaching technology
Teaching technology is the measure, how to conduct equipment-based teaching
activities to ensure the quality and effectiveness of teaching and learning, or, in
other words, how teaching is taught. To study and organize the educational
reform in order to ensure the efficiency and quality of teaching.
Teaching techniques are not independent teaching methods, they are components
of teaching methods. Teaching technique is the smallest unit of teaching method.
In each teaching method there are many different teaching techniques, teaching
techniques differ from teaching methods. However, since they are the means of
action of teachers and students, teaching techniques and teaching methods have
similarities, difficult to distinguish clearly.
Ability to use different teaching techniques in each teacher and it is considered
very important to the classroom, especially in the context of innovation in
teaching methods in high school. Training to improve this capacity is a task, a
very important issue for every teacher, in order to meet the requirements of
improving the quality of teaching and learning at school.
Positive teaching techniques are measures and ways in which teachers act in
small action situations to implement and control the teaching process. Teaching
techniques are not independent teaching methods but are components of
teaching methods. Teaching techniques are particularly important in promoting
the active participation of students in the process. Teach, stimulate the thinking,
creativity and collaboration of students.
3

There are many different teaching techniques that teachers can use in their
instruction to promote student activeness. And in this topic, only some of the
active teaching techniques used in teaching English are included. 7. Include
techniques: questioning techniques, tablecloth technique, piece technique
Grafting, technical thinking diagram ......
2.2. REAL ISSUES BEFORE APPLYING EXCELLENT EXPERIENCE
According to the program of the Ministry of Education, starting from 2015 has
made a new textbook. Therefore, the application of active teaching methods and
techniques in teaching is very necessary. However, the application of these
teaching techniques in order to promote students' creativeness and activeness is
still limited and many places are formal. The kind of teaching that is so popular
in many subjects today is still the teacher who transmits the content presented in
the textbook, students hear and memorably passively.
At present, the application of active teaching techniques to teaching is limited.
The reason is that some teachers still have the view that positive teaching
techniques are very difficult to apply to teaching in 45 minutes in class so very
few use these techniques. There are also limited facilities for teaching. Life of a
part of teachers is still difficult, so we have not invested adequately in
renovating technical teaching methods.
For students, most do not pay attention to lectures, lack of concentration to
answer questions asked by teachers. They are always worried that they are
mispronouncing or misleading, leading to their lack of initiative and lack of cooperation while working in pairs or groups with you.
Through the tests for 7th grade, I used teaching aids and applied some common
teaching techniques, mainly students who are good at studying, the number of
students with weak learning opportunities is low. Active activities. Therefore,
learning is often less exciting, monotonous, less interested in the development of
personal capacity.
At the beginning of the 2018-2019 school year, I conducted a survey of seventhgraders attending the following results:

Survey results of 7th grade
Quantity: 36 students
Content
Frequent
Sometimes
Not
Listen to lectures
14
12
10
Answer question
13
15
10
Comment your opinion
10
14
12
Self-realization exercises
11
13
12
4


The results of the examination showed that the level of listening attention is
limited. Students participate in answering questions, comments are few, still
students do not voluntarily do homework. At the same time, in many students
communication activities, life skills are very limited, not boldly put forward his
views in the classroom, not dare to argue especially with teachers, do not have

the habit of cooperation in learning has a very negative impact on student
learning. There are many causes for these limitations but the main reason is still
the education method.
2.3. SOLUTIONS USED TO SOLVE THE PROBLEM
During English teaching 7 I have actively used the most active teaching
techniques in the teaching process to improve the quality of teaching. The
teaching techniques are mainly applied are: tablecloth technique, grafting
technique, mind mapping technique ............
2.3.1. Piece technique [2]
1. Concept:
Technique piece is a technique for organizing collaborative learning activities
between individuals, groups, and groups between the groups to:
- Solve a complex task
- Stimulate active participation of students in group activities
- Enhance the role of the individual in the collaborative process (not only to
realize completion of Round 1 tasks but also to communicate results and
accomplish tasks in Round 2)
- Strengthening the independence and responsibility of each individual
2. How to proceed
Technique piece is conducted through two stages:
- Stage 1: "Intensive Team": Classes are divided into groups, each tasked with
one problem. After a certain time of discussion, each member of the group has a
firm grasp of the results of the group.
- Stage 2: "Piece group": After completion of the task in the first stage, each
student in different special teams grouped together into a new group of pieces.
And the group "piece graft" received a new task, this task is generalized,
synthesizing the whole content was learned from the "deep" group.
- Each group is separated and grouped according to the new scheme.

5

• Each member in turn presented the results of their discussion.
3. Applying the "puzzle piece" technique in teaching English 7
In terms of teaching in the classroom, during one lesson, the technique is most
appropriate in the pieces when the discussion includes two main contents. How
to proceed as follows:
+ In the first stage, the teacher divides the class into 8 or 10 groups according to
the tables. Requires individual groups (groups 1,3,5,7,) to discuss 1 content;
Even groups (groups 2,4,6,8) discuss the contents of the unit. After 2 to 3
minutes the team members have mastered the content of their group discussions.
In the second stage, the teacher asks the groups to come down and form a new
group, groups 1 and 2 forming group A; 3 and 4 are group B; 5 and 6 are group
C; 7th and 8th make up group D. So in the second round new groups know the
full contents of the lesson and fill in the discussion table in the extra table for
presentation to the class.
When applying the grafting technique, if the group is divided as above,
the students do not have to change their seats much to mess up the class. Also
actively participate in the discussion process and master the content of the unit.
Example:
Unit 10: B - A bad toothache [3]
- Stage 1: Teachers divide the class into 8 groups (8 tables), ask the groups based
on the textbook + their own knowledge + image on the board made into the
number 1 learning card.
+ The odd group: The causes of toothache
+ Even group: The ways to protect toothache.
4. Comment:
Through the application of transplant technique in the English program 7, it can
be clearly seen that this technique creates diversified and diverse activities,

6


students are engaged in different tasks and different levels of requirements. In
grafting technique, students are required to actively engage in and engage in
activities to fulfill the roles and responsibilities of each individual. Through this
activity, students develop an active, active, flexible, creative and responsible
sense of learning. At the same time, students develop communication,
presentation, cooperation, problem solving skills.
However, in order to work effectively, teachers need to develop students'
cooperative learning habits and social skills, initiative and sense of
responsibility in learning. Need to select the appropriate content / topic. It then
defines a complex task to be solved in the second round based on the results of
the various tasks that were done in the first round. At the same time, the teacher
should monitor the progress of the groups to ensure that all Every student in the
group understands the task and accomplishes the task assigned
2.3.2 "Tablecloth"
1. Concept
It is a collaborative learning organization that combines individual and team
activities to:
- Stimulate, promote active participation
- Strengthening the independence, responsibility of the individual student
- Develop a model that interacts with students
2. How to proceed
- Divide the students into groups and give each group a paper A0
- On the A0 paper divided into parts of the middle and surrounding parts. The
surrounding area is divided by the number of members of the group. Each
person seated in the position corresponding to the surrounding part.
- Each individual works independently for a few minutes, concentrating on
answering the question in the personal understanding of each individual and

writing on his or her paper in the A0.
- On the basis of each student's individual group discussions, agree and write in
the middle of the A0 paper "tablecloth"
3. Use the technique of "table cover" in the English program 7
In the English program 7, it is possible to use table cloth technique in all lessons.
However, this technique also takes a lot of time so in English teaching 7
I myself have used some of the questions with open discussion questions as
follows:
Example: Unit 11: B4
- Teachers raise questions to discuss: How can you help prevent a cold?
7


- The teacher divides the class into 4 groups of 7 to 8 members (because the
class has 31 students), giving each group 1 A0. On paper A0 divided into the
parts of the middle and the surrounding. The surrounding area is divided into 8
sections for 8 students.
- Each individual thinking, answer the question on his piece of paper on the
"tablecloth"
Then the groups discussed, agreed, scored the result in the middle of "table
cover"
After 5 minutes, representatives of the groups presented the results. Other
groups participate in feedbacks, teachers comment, conclusions
4. Comment:
Through the application of table cloth technique in English program 7 can draw
some comments as follows:
The "tablecloth" technique is a simple, easy-to-implement technique that can be
organized in all the lessons. This technique overcomes the limitations of group
teaching: in group teaching if the organization is not good sometimes only active
members, passive members often rely, Not positive leads to time-consuming but

not high academic efficiency.
In the "tablecloth" technique requires all members to work individually, think
and write their opinions before group discussions. So there is a combination of
individual and group activities. Since then, discussions often involve all
members and members who have the opportunity to share their ideas,
experiences, self-assessments and adjust their perceptions in a positive way. As a
result, improving the learning efficiency and developing life skills for students.
However, this technique also has the disadvantage that if the teacher does not
pay attention to urge students to actively work in personal and group activities, it
will take a lot of time in school.
This technique is best suited to functional classrooms that have a large
enough table to cover the A0 paper for the members to write their own personal
ideas. For the junior high school in the conditions of facilities are still limited,
lack of functional rooms, tables of small students can hardly enough to cover the
A0 paper on the table to the members of the group Can write at the same time
personal opinion. This limitation can be overcome by giving students small
pieces of paper for students to write their own ideas and then attaching them
around the "tablecloths".
2.3.3. Mind map
1. Concept
8


Mind Map is a teaching technique that organizes and develops thinking, helping
learners to convey information to the brain and to move information out of the
brain easily. At the same time, it is a very creative and effective means of
recording.
Mind Mapping is a form of recording that can use colors and images to expand
and deepen ideas. Thanks to the connection between the branches, the ideas are
linked together so that the thinking diagram can cover the ideas on a wide range.

The attractiveness of the image causes strong stimuli on the periphery of the
brain to help maintain long-term memory.
The thinking diagram used in teaching is highly effective, develops logical
thinking, analytical ability, comprehension, long memory, memorization, rote
learning. At the same time, the mind map is in line with the physiology of the
student, simple and easy to understand, rather than memorizing the theory in the
form of a map of knowledge.
2. How to proceed
- At the center of the diagram is an image or a keyword that represents an idea or
topic, the main content.
- From the big topic, find out the small topic related.
- From each small topic to find the relevant elements / content.
- The branching goes on and the content elements are always connected. This
alignment will create a "master picture" that will describe the topic in a full and
clear manner.
3. Use mind mapping in teaching English [5]
Mind map can be used in all lessons with different levels and content. In terms
of usage, it may be partly or wholly. On usage activities, can be used in the test
of the old post, the introduction of a new lesson, the instruction of the student to
learn the lesson, the reinforcement exercise and the preparation of the homework
in the student's home and in the examination Regularly periodically.
In the English teaching process 7 I usually use the thinking diagrams in the
reinforcement section to system the basic contents for the students. As soon as
you start teaching English, 7 teachers need to teach students how to draw a
thinking diagram. Then ask each student to have a separate notebook to draw a
thinking diagram. After each lesson, students return home to revise their lesson
plans. Each time the oral examination, students will have to bring a diagram of
the teacher's thinking. At the end of the exam period, the teacher collects a
sketch of the mind to get a regular check mark.

9


Here are some examples of diagrams of thinking that students have drawn in the
English program. 7.
+ Language focus 1: prepositions

+ Review of adverbs

10


+ Tenses

+ Comparasion

11


+ Review preparation for the second semester examination

+ Map of students to use vocabulary review: Unit 12
12


+ The student thinking diagram is used to review the sentence structure with
"should".

13

4. Comments.
Through the understanding of the mind map and teaching practice can clearly
see some of the effects of the mind map as follows:
- Mind map helps students learn methodology: The training of learning
methods for students is not only a means of improving teaching effectiveness
but also teaching purposes. The fact that some students study very hard but still
learning poorly, these children often study which songs know the lesson, the
next module has forgotten the previous and do not know the link to know each
other, do not know how to use Knowledge learned earlier in the following
sections. The majority of these students, when reading or listening to the class,
do not know how to record their own information, save their focus on their
memory. Using proficiency in thinking in teaching, students will learn methods
of learning, increase independence, initiative, creativity and development of
thinking.
- Mind map helps students learn positively. Some research results show that
the human brain will understand deeply, remember long and in bold what selfthinking, self-writing, drawing on his language so the use of thinking diagram
Help students learn positively, maximize the potential of the brain.
Learning to draw a diagram of thinking has the advantage of maximizing
students' creativity, developing their artistic talents and interests, freely
choosing colors (blue, red, yellow, The lines of writing (bold, light, straight,
curved ...), the children themselves "compose", so on each diagrams of thinking
clearly illustrate the way of understanding, the knowledge of each student and
the diagram. Thinking of children design their own children love you, cherish
your "work".
Mind map helps students to take effective notes. Because of the characteristics
of the Mind Mapping, the mind mapping designer must select information,
words, arrangements, and layouts to "write" the most essential information and
logic, so use a diagram of the mind It will help students to gradually form
effective notes. By doing this, they train their minds toward logical and coherent

thinking and also help them understand and remember knowledge in the brain
rather than memorizing rote learning.
In short, through the teaching, I find myself interested in this technique to help
students develop their confidence, logic, creativity and development of thinking
ability. In addition, teaching with a thinking diagram helps students to deal with
problems in the classroom, remember quickly, remember deeply and accurately
the contents of their lessons. In particular, this method also helps students are
14


not boring but always excited and excited in the class, which creates conditions
for students to focus on discussion and find the core problem in the content of
lesson. With this method forces students to be proactive in their learning, from
which the efficiency in learning is constantly improving.
2.4. EFFECTIVENESS OF EXPERIENCE IN EDUCATION,
EDUCATION, COMMUNITY AND SCHOOL
In the course of teaching English 7 at Quang Hop lower secondary
school, I myself tried to use as many positive teaching methods and techniques
as possible on some possible lessons.
The results show that students are familiar with the operation of teaching
techniques, more attention during class time, the number of students
participating in more activities makes the course exciting, exciting, open And
achieve higher results.
At the end of the first semester of the 2018-2019 school year, the teacher
conducts a controlled test and attains the following results:
Grade: 7
Quantity : 36 students
Content
Frequent
Sometimes

Not
30
6
0
Attention listening to lecture
32
4
0
Answer question
30
6
0
Comment your opinion
34
2
0
Self-realization exercises
The end result of the first semester is also quite high:
Total number of Good type Fair type
Medium
Weak
students
type
Number of
36
8
14
14
0
students

Percentage
100
22,2
38,9
38,9
0
(%)
At the same time, when applying positive teaching techniques to teaching, I
found that the students liked the subject better, the number of students who
registered for the better English language exam and the district's excellent
student examinations. Achieved more prizes than in previous years.
3. CONCLUSION, RECOMMENDATIONS
- Conclusion:
Through the process of research, investigation, testing, field survey, the topic has
been implemented and achieved some results:
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- Identify some of the active teaching techniques that can be used in teaching
English 7 to improve the quality of students.
- Provide a number of specific lessons that can be applied in each teaching
technique and provide practical examples for the lessons.
- There are some practical measures to be taken in the context of limited
facilities.
- Suggest some ways to proceed, some stages of teaching techniques are
effective during class time
However, there are still drawbacks: only set out some key techniques, not yet go
into all the techniques. The subject area is only in the English program 7 due to
limited time.
Therefore, the direction of further development of the topic will be: Applying

active teaching techniques in English subjects in junior high school.
- Request
After applying this initiative, I have the following suggestions:
- When using teaching techniques, there should be active support from the
school's facilities to support teaching.
- Active research in active teaching techniques should be actively employed to
effectively and effectively apply the teaching process.
- It is necessary to have a consistent combination of teachers so that students can
master the operation of teaching techniques.
- Teachers should continually reinforce their knowledge and methods during
instruction to further enhance a student's level of proficiency.
When applying the above experience, I myself have strengthened my
knowledge. Draw more experience in the teaching process.
During the course of the project, due to the limited time and study time,
shortcomings are inevitably avoided. I hope to receive the contribution of
colleagues to complete the topic.
I sincerely thank you!
Quang Xuong , April 18
th

, 2019
I declare I don’t copy
Writte

n by

16


Nguyen Thi

Confirm of the Principal

Ngoan
REFERENCES

[1] "Some general issues on innovating teaching methods in
upper secondary schools" - Nguyen Van Cuong
[2] "Innovative teaching methods of upper secondary
education"
[3]Text book: English 7, Teacher’s book
[4] Dictionary : Vietnamese- English, English- English
[5]Internet source

17


Mẫu 1 (2)

DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Ngoan .
Chức vụ và đơn vị công tác: Trường THCS Quảng Hợp

TT
1.

Cấp đánh giá

xếp loại

Tên đề tài SKKN

(Ngành GD cấp
huyện/tỉnh; Tỉnh...)

Kinh nghiệm trong công tác chủ

Trưởng phòng
GD&ĐT huyện
Quảng Xương

nhiệm lớp 7A trường THCS
2.

Quảng Hợp
Kinh nghiệm trong việc phối hợp
với phụ huynh và các đoàn thể

Trưởng phòng
GD&ĐT huyện
Quảng Xương

trong công tác chủ nhiệm lớp 9A
----------------------------------------------------

18

Kết quả

đánh giá
xếp loại
(A, B, hoặc C)

C

Năm học
đánh giá
xếp loại
2004-2005

2014-2015
C