“GUIDE STUDENTS TO REVIEW AND DO HOMEWORK”

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT YÊN ĐỊNH 2

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI
“GUIDE STUDENTS TO REVIEW AND DO HOMEWORK”.

Người thực hiện : Trịnh Xuân Dũng
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Yên Định 2
SKKN thuộc lĩnh mực môn Tiếng anh

THANH HOÁ NĂM 2018
PART ONE: PREAMBLE
1.Reason for choosing the topic


More than 20 years ago, in the educational magazine there was an excerpt from
Uncle Ho’s teaching: “ Teachers must find out how to get students to understand
quickly, remember in a long time, progress,… students should not grind, rote…
Learning must think, contact with reality, experiment, practice. Learning and
practising must combine together…” (No. 8/1970).
From the pressing issues and the extremely important, our party had the
resolution of the 7th Central Committee : “ We should innovate the teaching and
methods in all level of education, combine with all branches, study with production
labor, experimentation and scientific research, link school with society, apply
modern educational methods to foster for students with mental abilities, creativity,
problem solving capacity”.
When we mention this issue, we should have methods of teaching students to
review, do homework in the right direction

The development of modern English teaching techniques has given us an accurate
and effective direction
For these reasons , I choose this subject to study.
2.Purpose of the topic.
Help students to firstly contact with English, held students to practise four skills
well: Listening, Speaking, Reading, Writing.The focus is on listening and speaking.
Especially, help them to self-study and homework, give them some vocabulary,
idioms, and sentence patterns. Students can use English to talk, exchange some
specific situation according to the points set out in the program.
PART TWO: RESEARCH CONTENT
1.Reality
1.1. The problem about theoretical basis
* Scientific argument of subject: English progam in high school is to form and
develop the knowledge, the basis skills, and the intellectual qualities to continue to
learn higher or communicate in English in everyday life.
* Skill: Students must meet the daily Englisg communication requirements in the
classroom, outside the classroom, express simple content which relate to topics,
language content learned in the program through the conversation.
* Psychological basis: Studennts must have attitudes, emotions that are right for
the country, culture and language they are learning. On that basis, they must foster,
develop a good attitude and lovefor the language , culture of the nation. Students
must have the demands, self learning method to master and use in learning in the
life. Student should build and develop the awareness as well as the ability to work in
the community through the language forging activvities.
1.2.Reality.
1.2.1. Educational staff.
Educational staff is generally lacking, unexperience, not meet actual needs of
education and society. Teachers are asynchronous, not really done.

1.2.2. Teaching method.
It is mainly and very urgent. There are many opinions, views put forward, but
still not consistency. It is still generic, especially in high school. Although there has
been much interest, it is not enough especially in English subject. From that urgency,
I give some experience to teach students how to learn, better approach about
exercises and do homework.
Specifically, I have achieved results on the students through the survey several
times:
Class
12A3
12A9

Number
Excellent
Sts
SL
%
44
2
4,55
41
1
2,34

Good
SL
%
5
11,36
4

9,75

Average
SL
%
7
15,9
12
29,27

Below average
SL
%
30
68,18
24
58,53

From the statistic table above, I realize that students (for the most part) do not
spend a lot of time to practice.
2.Solution.
1. Review- Activated process.
Review is an activated process, regeneration and practise the problem about
vocabulary, grammar or language skill which students have learned before to
reinforce and deepen their knowledge and skill. This is an assurance for teaching and
learning with high result.Normally, unless textbooks are based on the principle “…”
and knowledge is repeated many times and advanced, students are easy to forget
what they have learned without reviewing. In this program, we will discuss what
problems should be reviewed and the way to proceed the review activities.
1.1.Role of revision and homework.

Homework is a way to help students review and consolidate the knowledge and
skills that they have learned at class. One of the important factors that affact to the
result in learning and teaching at school, especially with the condition of high school
in Vietnam. The amount of time for this subject is too small, but the amount of
knowledge and skill students need a lot. So the homework assignment and the guide
for students is very necessary. It gives students a lot of time to contact and practise
with foreign language. It helps student to improve their foreign language skills. In
fact, the studens who are given homework seriously, carefully, will achieve high
results in examinations compare with the students who are given little homework.
1.2. When should review ?
The most common way is that teacher usually review a grammar point or any
content that they learned at the last lesson at the beginning of the lesson. Teachers
ask the questions, students answer. Students can be serialized, continuous by this
way. The limit about the time of reviewing is not appropriate. According to some


educational experts, the necessary for the beginning of lesson is a gentle launching
activity such as a song, a funny story or a game. Students should be comfortable
before the lesson to do a duty which is not easy with them. Students must contact
with a strange sound and script in another language. So the revision of old lesson
should be let behind the launching activity. If the grammar points or the reading
lesson relate to or continue the old lesson, teacher should review th old lesson before
the new lesson. And the reviewing can be seen as a preparing activity (pre-listening
or pre-reading activity). For other cases, the revision can be proceeded in anytime
during learning hours. It will make a change in the activity of lesson, make the
lesson richer
1.3. Grammar revision.
The most difficult problem in teaching grammar is that teacher must introduce
and practise the new grammar points. Revision can become an interasting activity.
Teachers can recall the grammar points or structures that students have learned with

artifacts or visual aids. The problem is that teacher should confirm grammar points
which need giving to review and how to review them.
2. Select the issue to review.
First, teacher should have a list of grammar that students have learned , select any
issue to review (tenses of verb, passive voice, reported speech…). To make sure that
all the grammar points are reviewed fully,teacher should mark again and write date,
month of revision . During teaching, teacher should note and write out the low
capacable students, usually mistake to practise or consolidate more. When students
can use foreign language freely to express their opinions without fear to be
correcting the mistakes. But they also wish teacher should take care of their
drawbacks and help them to correct in tasks.
The grammar issue can also be combined with th revision in teaching new lesson.
Based on the characteristics of the new lesson, teacher should inform which
language phenomenon need reviewing during the learning period. For example,
teacher should review the way to express opinion, agreement or disagreement about
the topic which students have many arguments. In the lesson of collecting food,
student can need the way to express the choice , hobby… etc in the free practice
period. The scope of any conversation can also be extend by reviewing the relevant
language functions before student work in pairs or groups. This will help student
braver , express more comfortable the issue which they have just learned.
3.The way to review grammar.
The reviewing job need happening quickly because students are already familiar
with that grammar issue. To make the revision become interesting with students,
Teachers should try to use the way to proceed in many different directions.
3.1 Using object or person, the rays in algebra to practise the grammar issue.
Teachers can use the present location of students to review the preposition pharse
of place such as: in front of, behind, between, next to… For example, some students
do to board and line up to review the comparative morphology of adjective : shorter,

taller, fatter, thinner… Every little bag can be used to review the structures : “Have
you got? or Is there a?” In another way, teachers can use the instruments of students
to review the adjectives, possessive pronouns….
Example:
T: “Whose is this?”
S: “It’s mine/ Lan’s/ hers.”
T: Whose are these spetacles/ scissors?”
Are they yours, Hung?”
S: No, they are Nam’s/ his.
-Teachers can use chalk to draw the ray expressing action on the board as follows:
Example: If a action was happening in the past , there was an action intervening
( happening action is the continuous past, the intervening action is the simple past).
S+was/were +Ving

V2
S+Ved/c2
When

V1
S+was/were +Ving

V
S+Ved/c2

V
S+was/were +Ving

QK

QK

V
When

S+Ved/c2

QK

V

-To express two actions happening in the past, we use the way to express as follows:
Example: If two action happened in the past , the first action is the past perfect,
the second action is the simple past.
-If “before” stands at the beginning of sentence , the action stands near “before”
on the right side , we use the simple past and the past perfect for the remaining
action.
V2
V1
Now
Before
S+Ved/c2
S+had+
Ved/C3
-If “before” stands
between the sentence,
the action
stands near “before” on the
right, we use the simple past and the past perfect for the action on the left.

V1

S+had+ Ved/C3

Before

V2
S+Ved/c2


-Similar to “before”, We can also apply with “After” through the following
expression:
After
V1
V2
S+Ved/c2
S+had+ Ved/C3

After

V1

V2

S+had+ Ved/C3

S+Ved/c2

Example: Two actions happen paralell with each other:
While

V1

V2

S+was/were+Ving

S+was/were+Ving

-Another type of exercise is also very difficult for students. They usually make
mistakes during process of doing exercises.
Example:
1.Choose one wor whose underlined part is pronounced differently from the
others. Identify your answer by writing the corresponding letter A, B, C or D.
1.A.math
B.month
C.with
D.both
2.A.selection
B.education
C.collection
D.suggestion
3.A.chemistry
B.orchestra
C.ache
D.chew
4.A.watched
B.looked
C.fitted
D.stopped
5.A.took
B.moon

C.book
D.good
2.Pick out the word with the underlined part pronounced differently from that
of the other.
1.A.blood
B.food
C.moon
D.pool
2.A.cell
B.centre
C.city
D.cube
3.A.of
B.cafe
C.knife
D.leaf
4.A.after
B.advice
C.agree
D.alone
5.A.house
B.hour
C.hundred
D.head
3.Choose the word which is not the same group.
1.A.visisted
B.watched
C.needed
D.waited
2.A.French

B.Australian
C.American
D.Japan
3.A.lovely
B.beautifully
C.carelessly
D.skillfully
4.A.depth
B.thickness
C.heavy
D.width
5.A.can
B.must
C.shall
D.should
-With this type of exercise , what should we do to help students to review and do
better?


-First, we need to help students to understand more clearly four ways to read the
plural words. For example, “S” read like “s” after voiceless consonant (f, k, p, t…).
* “S” read “z” after the consonants and the vibrated vowels
* “ES” read “iz” after the wind tones /s/, /z/, /ts/, /dz/.
* Read “z” after the letters l, v, o.
-Second, we need to help students to understan more clearly three ways to read the
third singular number.
* Read /s/ when the word ending /f/, /k/, /p/, /t/
* Read /iz/ when the verbs ending /s/, /z/, /dz/
* Read /z/ when the verbs ending with the other sounds
-Third, we need to help students to understand more clearly three rules to pronounce

the regular verbs. (the verbs ending “ed”)
* Read /t/ when the verbs ending /k/, /p/, /t/, /f/, /ts/
* Read /id/ when the verbs ending /t/, /d/
* Read /d/ with the remaining sounds.
Use the alternative and assembly exercises to review the grammar structures.
The type of the alternative and assembly exercises is suitable for reviewing the
structure of sentences. However, teacher should design the exercises to avoid
practising mechanically. By that, students know the real purpose with what they are
learning. Teacher make a sample sentence about the structure which will be taught,
mark the part of the alternative sentence , ask students to answer in one minute. This
activity will be interesting for students and high competition if teachers check and
give marks the best answers. Checking will not be time-consuming if teacher only
ask students to read their answers loudly. Each student can write some alternative
phrases so there are many good answers, original content . Teachers should give the
sample sentences to students to develop high imagination.
Example:
-I am sorry to hear that you broke your leg.
-How nice of you to call
-I’d be only too please to carry the case for you.
3.2. Normally, I often orient students to review the grammar part which they usually
make mistakes :
+ what should students pay attention to the correct form of verbs:
-Determine the tense in sentence (simple present, simple past, continuous
present…) they should pay attention to what factor in sentence.
Example: I (learn) English now.
She (learn) English last week.
He (learn) English tomorrow
-Determine the kind of sentences (affirmative sentence, negative sentence,
interrigative sentence) they should pay attention to what factor in sentence.

Example:

He (learn) English now ?
I (not, learn) English now.
-The kind of subject (singular or plural):
Example:
I (learn) English now.
She (learn) English last week.
They (learn) English tomorrow.
-The last step: give the correct form of verbs:
+Moreover, what rules do students remember in each tense?
Example: Students should remember the following rules in the continuos present:
+Normally, we add “ing” to the ending of verb.
+If the verbs end “e”, we remove “e” and then add “ing”
+If the verbs end with a consonant ( there is a vowel in the front) we double
the last consonant before adding “ing”.
+If the verbs end “ie”, we change into “y” and add “ing”.
+If the verbs end “ic”, we change into “ick” and add “ing”.
+If the verbs end “y” we keep the same and add “ing”.
Example: Students should remember the following rules in the simple past:
+Normally, we add “ed” to the ending of verb.
+If the verbs end “e”, we add “d”.
+If the verbs end “y”, we change into “i” and add “ed” (there is a consonant in
the front of “y”).
+If the verbs end with a consonant (there is a vowel in the front) we double
the last consonant before adding “ed”.
+The irregular verbs must be learned by heart.
4. Review the vocabulary.
4.1. The criteria to sellect the word.

The criteria to sellect the word is similar to the grammar. The relevant word to the
coming lesson, the learning result show that students need reviewing those words.
Teachers can put words together in groups (food, clothes, …) or in situation (the
bank, the super market, post office…) or in meaning (boy, man, chap, guy…) or in
grammar categories (adverbs, adjectives,….).
4.2. the way to proceed to review the vocabulary.
Teachers can reuse the used visual aids to introduce the new words. The simplest
way is that teachers should bring all the visual aids which were used last week on the
first day of week . After the launching stage, teachers should carry out a general
revision from vocabularies of the last week. Beside, teachers should have another
ways to review some more words.
*Use the sentence to illustrate.
-While teachers teach new words which are introduced in context, teachers can
ask student to repeat the illustrative sentences (sample sentences) they learned a few
days or weeks ago. This revision will have a high communicative value if teachers
ask student to emulate at setting up the illustrative sentences they learned before.


The form of this revision can be carried out in oral form.By this way and given
context, Students can reproduce many words they learned without time-consuming .
*Set up the vocabulary network.
Teachers sellect any topic (sport, school, or seasons in a year…), write these topic
on the board, ask students to think (name all the relevant words to these topic).
Teacher write out those words on the board (net word) or call a student to work as a
secretary.
Example: About topic “bedroom”, teachers ask students to find the words of
firnitures in the bedroom to make the following network.
Shelf

Bed

Chair

Bedroom
table

wordrobe

-Words in the first round : “ bed, table, chair” are used as the topic and teachers ask
students to give the words relevant to these words.
*Make the word table:
This way is similar to the above but the result is instead of a network which is
easy to follow. It is a table of the phrases with the same category and topic. Although
they are arranged neatly, It looks less attractive.
Example: Shop + Shopping
Baker’s
Chemist’s
Grocer’s
Butcher’s
Bread
Aspirin
Cheese
Steak
Cakes
Shampoo
Cereals
Lamp chops
Croissant
Sun oil
Cold meat

Beef
Cosmetics
Conserves
Any way to use the word table is ok, the most important thing is that teachers should
prepare the words in table .In case, Students can not remember all the words, teacher
must suggest or supply those words for students.
* Arrang those words in the same category
This way is also used to review the words with the same category or topic. Teachers
read a series of the confused words. After that, teachers give some main words and
ask students to arrange them into a group of itself-word.
Example:
-Read the words in the topic : food, milk, apples, melon, cheese, potatoes, ice-cream,
butter, then teachers supply the main words : vegetables, dairy products, and ask
students to arrange those into two main groups.


*Rearrange the letters in order
Students usually like the word search gameplay by rearranging the letters in words.
Teachers write these words on the board or cardboard and ask students to guess what
the word is.
Example: BALTE
NLCPIE
PALPE
*Puzzle games.
For the higher level students, Not only does this game help students to review but
also create conditions for students to practise the listening skill. Teachers say the
meaning of the word , students must find out that word.
Example:
+Teacher: Sometimes this is on the door, but it is also found on a fishing line.
+Student: It is a hook.

*Review prefixes and suffixes.
Review the prefixes and suffixes is very useful. When student know the function and
meaning of this issue, they can understand and create the new words. Bisede, some
prefixes and suffixes have grammatical functions.
Example: (-er, -est, -ing, -ed…).
Some of them contain meaning (-ness: a condition of ….
Example:
unlock, unwrap, untie or the meanging of negative: uncertain, unclear,
unreliable
5.Homework
Different from other subjects, the foreign language teachers can not ask students to
learn what they have not been learned in the textkook. Normally, teachers do not
force students to learn what they have never learned . If teachers ask students to
prepare new lesson and learn new words in the textbook, this is mean that the
foreign languague subject is evalutated as a pure subject. So teacher must give
homework to students . what is a good homework? A important standard is that it is
not a burden for teachers. It is not waste of time to check and correct. Correcting the
exercise can be seen as a review activity and help students to realize and correct
their mistake.
Teacher want students to have a good result, they need to review all what are taught
in class. It is not necessary to review everything on the class at the beginning of the
lesson. If the lesson is related to th next one, the revision can be carried out after the
launching activity. In this time, It can be seen as a preparing activity.
Homework helps students to have a chance to contact with foreign language more
and more. Homework should be interesting with students and it is not too difficult
for student to do. It is better for give students to correct for each other. Teachers
should be a instructor, and help them when needed. Teacher will save the time and
get the expected result .
5.1. The type of homework.

With the different reasons, there are lots of homework which can not be put in
textbook, but they are helpful supports and convenient.
*Panting, colouring, illustrting.
Panting or colouring a map with any writing is an attractive activity for students. Do
like that, students can be practised vocabulary, listening and comprehensive reading.
*Language games.
Use the language games, create new words by the way arranging the given letters in
some orders, or find the word involving with the given root.
*Compound sentence, compound paragraph.
Comound sentence is a useful way to review the words. The way to proceed as
follow: The left column is the words which are subjects, the left column is the words
with function of predicate. The duty of sudents is that they must match these words
to be suitable with the words on the left column.
Example:
When it rain
It often freezes
In sunny weather
People use an umbrella
During sunny shower
It is best to stay inside
On dull days
A picnic is most enjoyable
When it thraws
Water drips from the icicles
During European winters
We sometimes see a rainbow
*Fill in the blanks.
This is a common exercise to practise the comprehenvive reading, guess the words.
Teacher can give a essay or paragraph that are suitable with students. The shorter the

distance is, the higher the difficuty is. Exercises should have context, necessary
condition for student to complete .
*Choose True or False.
For the kind of this exercise, students must read a passage and then answer some
questions which have given answers. In these answers , there are some true and false
answers.
*Simulative writing.
Essentially it is writtenin the form. Teachers supply some topics or paragraphs
with contents, program target as well the requirement of th student object. Example,
when students write about Hanoi, a vacation, teachers should provide necessary
structures, vocabulary…
*Instructuve writing.
Teachers provide for students a writing lesson about interview, survey which
have common contents. Students read and write their answers according to the
requirements about content of that lesson
*Read at home.


Teachers give reading exercises to students (written in text, story, travel guide
paper with the difficult levels suitable for students, interesting content). There should
have suggestive and specific questions which studens must perform (make a plan
and say why that plan is chosen.)
Students do the task at home, discuss in groups at school about what they have
prepared , supplement and complete, choose a representative to present in front of
the class. Teachers check and correct.
PART THREE: ACHIEVED RESULTS AND PROPOSIONS, PETITIONS
1.Results
It is right when people say “martial arts training”. This motto is suitable for
learning the foreign language . Revision include not only what has learned in class
but also any the necessary things to serve for new lesson. Revision should not only

be done at the beginning of the lesson but also at any stage in a lesson. A lesson is
considered as a package teaching activity, attractive, interesting when students can
learn both old and new things .
Homework is a form of reviewing, rise the learning time of students. The more
diverse, attractive, suitable the Exercises are, the more interesting the students are.
Especially, students can avoid making mistakes. In case, Students still make
mistakes, teachers should guide students to correct their mistakes . Homework
should not be evaluated and given marks.
After applying the above experiences in teaching two classes, I feel students have
good progressions, high results. In the process of learning , students love English
subject more and more. Students feel more confident with the easy conversations,
practise speaking the short conversations.There have teacher’s guide at the
beginning, but the guide will decrease slowly. Students will feel more confident with
more difficult conversation. It is shown in the following survey table:
Class
12A3
12A9

Number
Sts
44
41

Excellent
SL
%
9
20,45
5
12,2

Good
SL
%
23
52,27
19
46,34

Average
SL
%
12
27,27
17
41,46

Below average
SL
%
0
0
0
0

2.Proposions, petitions
In the limit of the article, limited time, I can not present more detail as well as
scaling up the teaching tips for students. The time for these tips is not much. I look
forward colleagues, Parents who are bloody to students, English subject to applying
and comment to me.

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Yên Định, ngày 15 tháng 05 năm 2018
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người khác.
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