Promote some forms of organized activity practiced english for students in grade 67

THANH HOA EDUCATION & TRAINING DEPARTMENT.
QUAN SON EDUCATION & TRAINING DEPARTMENT

RESEARCH TOPIC

PROMOTE SOME FORMS OF ORGANIZED ACTIVITY
PRACTICED ENGLISH FOR STUDENTS IN GRADE 6&7

Writer : Đỗ Thị Huyền
Position : Teacher
Place to work : Trung Thượng Secondary School
Research topic of subject : English

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QUAN SON, 2016

INDEX
A. INTRODUCTION
1. The reasons of choosing the topic.............................................................page 2
2. Aims of the topic.......................................................................................page 2
3. Research objects........................................................................................page
3
4. Research methods.....................................................................................page 3
B. CONTENT
1. Rationale...................................................................................................page 4
2. The actual subjects………………………………………………………page 4
3.Content……………………………………….......................................... page 5
4.The researched results…………………………………………...….......page 16
C. THE CONCLUSION AND THE PROPOSALS

1.The conclusion…………………………………………………………page 17
2. The proposals.........................................................................................page 17

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A.INTRODUCTION
1. The reasons of choosing the topic.
Nowadays, English in our country is regarded as one of the basic subjects in
the school. Many instrutions, resolutions and guided circulars are given to
improve the method of teaching and learning English. It is necessary to find out
the best method so many methods are discussed to apply in teaching and
learning it. Today on the media they appear in many television game, attracting a
large audience, especially young audiences such as students. All the games, the
music television, if asked: Please include the name of the game, the music
television that I know? They will answer Vanh walls such as gold dragon, loss of
three stars, music, garden, do you sing along, ... Because this is the audience
most loyal.
Real surprise, the children enjoyed learning, more open, not shy anymore,
they also participate in more active, recently students have improved in many
subjects English. Although results have not really high but the first step of me
uppermost in. After class, one very interesting that I have encountered them
singing the songs that I have integrated the new form to me. Indeed, it was a
success.
So this year, my decision to the topic: " Promote some form of organized
activity practiced English for students in grades 6 -7 " and write here the
experience of their exiguous, have it can not new, but I've made and some results
relatively. Because Practice communication is one of the important steps in the
student's classes . In order to promote a positive , creative students and studentcentered, teachers organize group activities - pairs - teams - individual and class.
Hope that this experience contributed additional and more diverse methods of

teaching your colleagues.
2. Aims of the topic
As you know, the teaching methods in fact some items make us perplexed
to solve the stages for each lesson. Consequently, I’d like to show you how to
organize the activities in groups, in pairs, individual for “The Practice Stage”.
- To make teachers aware of the difference between mechanical and meaningful
practice.
- To show teachers ways of organizing from controlled to less controlled oral
practice in class.
- To show teachers how to use real and imaginary situations for free practice.
+ Another hand, to raise awareness about the differences between the traditional
and the communicative approach.
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- To show how the Practice Stage in the language classroom creates an
opportunity for Students to speak
- Guide students to remember the knowledge: practice reading, speaking of
lessons have been learned.
- Strengthen both the surface meaning and form of the word. Understand
characteristics of each sample questions, first is to reach children effectively in
the semester, as well as each school year.
In addition, this little song is also used to entertain, to create a playful,
renaissance chalk study for the children to illustrate or to learn more about the
vocabulary, the sound, a train and more points English grammar, help them more
easily under items. Through the training center in the morning, enjoy the beauty
of cultural foreign language in general and or the subjects of English in
particular, help them shape and personality development skills and
comprehensive than .
1.3. Research objects

The students are in grade 6&7 at Trung Thuong Secondary School.
1.4. Research methods
- Study textbooks, teachers' books and documentation, references to the English
subjects from Grade 6 to Grade 7.
- Teaching practices in the class and evaluate students’awareness.
- Researching documents on innovative teaching methods in English in
secondary school.

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B. CONTENT
1. Rationale.
As we know, from practical and social development of Vietnam education
background. Ministry of Education and Training has made reform program for
textbooks and teaching methods innovation to match the global trend of
integration today. Way to the Party and our country has defined the goal of
education is training people to completely meet the requirements of the country the industrialization and modernization.In particular, foreign language - English
is one language with roles as a means of positive support for the most effective
process of integration on deeper integration of the country. Therefore improving
the quality of education in general and quality of the subject English in
particular is one of the concerns leading the current educational.And it is
especially important for the audience as students in secondary - beginners access
to foreign language.
Subjects account for the number of hours in the very small secondary
schools now, have particular importance for the industrialization, modernization,
strengthening the WTO of our country at present, it is professional English him.
The purpose of formation and personality development for students through
providing them a system of knowledge, systems skills, ki stars necessary for the
behavior of students with the world after school finished level secondary school.

According Loror NR: "The master language for each person is key, means
for all cognitive activities, is the way to develop wisdom." This means teaching
English in schools purpose is to teach students how to use English well,
effective. On the world today, English is the language of communication
generally, is second language for most countries in the world. Thanks to the
English in the world with the exchange, learn, experience cultural essence of the
Friends.
Therefore, innovative methods of teaching in the subjects English becomes
more important. As everyone knows, the purpose of foreign language teaching
and learning in order to form 4 skills: Listening - Speaking - Reading - Writing,
past as well as today. However, earlier; target mainly reading comprehension to
serve the study of literature, science and technology ... previous teaching method
focused on key objectives is to read, often referred to as the method (old)
tradition. Thus the lack skills to communicate.
Indeed, the new textbook program changes inevitably lead to us to change
and improve teaching methods to promote capacity Listening - Speaking
through communication of students
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Results to help students self-confidence and have the opportunity to
practice the language easy naturally, actively under Group - Pair ... That's what I
want to show some initiative.
2. The actual subjects:
Current status learning, students learn to cope, without study traces the selfstudy, students weak lot. How to overcome this situation? How to attract
students in the learning problem is people do require education and teachers
interested in training with blood, the board of teaching school top concern,
always, the efforts planned, programs, forms, improved methods to teach and
learn better, improve the quality and effective education.
Most of the students and not intended for investment professional language,

prepare items a lean, to cope while they learn this very subject. Since then, they
have a psychological study subjects English. In the class, most children usually
passive, lack flexibility, afraid to read, speak English and less involved speeches
to learn lessons.
Secondary students are the children, their awareness of them is low, the
quality of academic subjects is not synchronous. Also this is the first get familiar
with a foreign language, while a small number of students do not is not good in
language by themselves. More English in secondary school is only a secondary
subject chosen, so the students themselves and even parents are not interested in
the subject this ...
Although English subjects are chosen. However, it is nature important start in
the next school year at 2. So they hold a role not in the learning of children. It is
equipped for your vocabulary, grammar and other questions form the minimum,
basic, simply the best around the topics are very close, they are your favorite and
familiar, are the topics introduced the Family, school topics, friends, family
topics and other topics (World around you). Therefore the cause excitement and
enhanced knowledge to students is a very important regular. By this influence is
very much motivated by studying them, a factor the impact of learning through a
foreign language: No engine will not children and the strengthening of
knowledge also improved further the speaker's learned more in a school system,
the firm foundation to help children learn better, more confident in the study
later.
To study the quality of their achieving the best results it is not a story easily.
So how do they form and develop learning skills most comprehensive? How do
they love, following the knowledge capital of the foreign culture? With any form
of help students grasp firmly items that insatiability chán, to really attract, create
playful atmosphere comfortable in class, causing excitement when students
experience foreign culture that they themselves not know what bit.
3. Content:
* How to organize the activities for teaching: “The practice Stage”

a) General theory.
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- The first part of the practice stage is controlled practice. This is usually a drill.
The teacher stands at the front of the class, works with the whole class, and
controls what they say.
- The second part of the practice stage is not so controlled. It is usually pair work
or group work. The students work on their own with the cues that the teacher
gives them. The teacher moves from group to group helping them.
During the practice stage students work in pairs or groups for 3 reasons:
* PARTICIPATION: to give everyone in the class a lot more practice time.
* INDEPENDENCE: To teach students to clean from each other without the
teacher always being there.
* CONFIDENCE:
To encourage guieter students who don’t usually like
speaking in front of the whole class.
- Practice is not the same as repetition. In the practice Stage students don’t just
repeat what the teacher says because repetition without thingking is not real
learning. Instead the students use cues to make sentences for themselves.
- Cues are used for 2 reasons:
* Memory to get students to think for themselves and therefore remember better.
* Build confidence to get students to formulate as many sentences as they want
from a basic pattern with confidence.
- The teacher close a lot of correction in the practice stage. If the target language
is new then Students will make a lot of mistakes then they haven’t learnt
anything new. Mistake is a positive thing because it is a sign of progress. The
aim of the practice stage is to get Students to say the new language accurately
through a progress of controlled to less controlled activities.
b) Main content.

* Practice activities:
+ Aims:
- To introduce you to some activities from controlled to less controlled practice.
- To show how different types of activities can motivate Students to speak.
1. Guessing activities:
a) Guess my - (word sentence)
- On a strip of paper, S s write a vocab-item or a sentence using the target
language sometimes the teacher might give them a gap-fill sentence on the board
to complete. One student comes to the front. The rest of the class ask: Yes/No
question to guess what is on the student’s strip of paper. The one who “wins”
then comes to the front and the game goes on.
Eg1: Unit 12 - English 6.
* I like cool weather.
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S1: Do you like hot weather? (No)
S2; Do you like warm weather? (No)
S3: Do you like cold weather? (No)
S4: Do you like cool weather ? (Yes)
EG2: * Play table – tennis. (English 6 - Unit 12)
S1: Do you play soccer ? (No)
S2: Do you play volleyball ? (No)
S3: Do you play basketball ? (No)
S4: Do you play skip ? (No)
S5: Do you play table tennis ? (Yes)
After that, the teacher comments and praises.
b) Guessing the place and action.
Eg: Target item:
Simple past Yes/No – Question.

- The teacher elicits 3 places from from the students and writes them on the
board.
Eg1: The Train station ___ Town ___ School.
- The teacher asks students to suggest 3 actions we do at each place. As the
students make suggestions the teacher writes them on the board.
Eg: The train station
- Wait for a train

- go shopping

- by a ticket

- visit relatives

Etc…

Etc…

The students – on their own – choose 1 place and 1 action and write them
down in a sentence on a piece of paper. If students are weak the teacher can give
them a gap – fill sentence on the board to copy and complete.
Eg: I went to …. to….
and Ss write: “I went to the Train station to meet a friend”
The teacher calls 1 student to the front of the class and the other Ss must
ask questions to guess the place and the action. The answer can only be Yes/ or
No.
S1: Did you go to town? (No)
S2: ….. to the train station ? (Yes)
S3: ………….. to wait for a train?
The student who guesses correctly is the next one up.

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I went to …. to …..
* Post office ….. market.
- make a phone call
- buy somefood.
- send a letter
- sell vegetable.
- buy some newspaper - buy clothes.
* STEPS:
- give an uncomplete sentence.
- eclicit from Ss 3 place and 3 actions (verbs) for each.
- Ask Ss to prepare a small piece of paper (place check)
- Ask Ss to choose one place + one action.
(How many places…../ check / make sure Ss keep it secret)
- Ask Ss to complete the sentence using the words they’ve chosen.
- Instructions (check).
- give a model / an example.
Eg3:
- tell me some places in your town.
- tell me 3 things in your park / zoo/ cinema.
Park

Zoo

Cinema

- go for a walk
- go camping

- wait for a friend
etc…

- see the animals
- take photos.
- meet people
etc…

- see a film.
- make friends.
- meet the film stars.
etc….

- prepare a piece of paper (Ss prepare).
- get Ss to choose an action or one place (keep secret)
* I went to …. to …..
2. Collecting Information Activities.
a. Find some one who … (survey)
Eg1: Model sentence (Target Item).
CAN for abitity.
Can you swim ?
He (She)….. ?
Yes/ No …
- The teacher puts the following table on the board. The Ss copy it.

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Name
Swim

Hoa

Play the guitar
Cook
Speak English
Dance well
Sing well
Do maths well
- get Ss to get into groups.
- get Ss to stand and ask each other Qs “Can you swim ?”
When they find someone who says: “Yes” they fill in the name. They can not fill
in some one’s name more then once. The first one with all the names is the
winner.
FEEDBACK: Ss tell the teacher what they have found.
Eg: “Hanh can play the guitar” etc …
Eg: 2: - give instructions:
What am I doing?
Name

Sports

Ha

Football

tennis

Badminton

Dung

Football

tennis

Badminton

Nam

Volleyball

Basket ball

Table tennis

Hoa

Chess

Table tennis

badminton

* Target item.
Model: Which sports do you play?
S1: I play football.
- Get Ss to ask and answer.
- Call Ss to report.
* Steps:

- I draws a table on the board.
- I maintains talking.
* Give instructions:
- What’s this?
- How many columns are there ?
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- Get Ss to copy the table.
- Model the sentence by asking – Ss answer.
- Get Ss to work in pairs by asking and answering.
Groups
- T asks for information.
- Ss report.
- Ask them to more.
- Monitor.
- Check what they were doing ?
- Find out who’s the first one finish.
- Check Ss to complete.
- Finally, get Ss to write.
* Eg 3: “Word / picture cues”
Target item: ask and answer with.
How many/ much? - There’s a little ….
- There are a few ...
- Glue them on the board.
- Give instructions.
- Run through all the cues.
Model first: T: How much sugar is there ?
S1: There’s a little.
Get Ss to practice in pairs.

Monitor – check the mistakes – feedback.
3. Thing Guess in practice Activities.
a) Mapped dialogue.
- How to buil a mapped dialogue for practice activities.
+ General steps:
- The teacher puts a dialogue on the board which is only pictures, the pictures
are cues.
- The teacher “model” the dialogue, poinsing to each picture in turn.
- The teacher runs through the cues like a drill with the whole class to make they
know what to say at each picture.
- The Ss practice the dialogue in pairs.
Eg1: Target structure: “Let’s” for invitations.
Set the scene: - give instructions.
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- Elicits from the Ss
- You: Let’s go shopping.
- Friend: No, Let’s go down to the lake.
- You: OK. Let’s take my bike.
- Friend: No, Let’s walk.
- You: Ok, Let’s go at 4 o’clock.
- Friend: Ok.
Eg2: Target item: Offer, request, suggestion.
Unit 13 - A2  3 – English 6 – Page135
.. Hanoi? --> .. cold!
… not … Can Tho? Like?
… cold …. Ha Noi
…. Like? …. Hot….
…. Can Tho!

Example exechange:
S1: What’s the weather like in Ha Noi?
S2: It’s cold. What’s the weather like in Can Tho?
S1: It’s hot.
S2: What weather do you like?
S1: I like cold weather.
S2: Come to Ha Noi!
S1: What weather do you like?
S2: I like hot weather.
S1: Come to Can Tho!
* Find out the steps:
- Set the scene: draw, what’s her/her name?
Where’s he/she?
Why? Say about the weather.
Ss know about content.
- Eclicit the questions --> dialogue with some keywords.
- Model one by one.
- Repetition – in choral – individual.
- T – whole class --> half - half --> Ss - Ss
Open pairs - closed pairs.

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- Recycle --> get Ss to remember (begin --> end).
- Further practice --> between: Practice and production.
Note: When the teacher does this, he (she) may use the method:
“SHOW DON’T TELL” for stronger students.
b) Noughts and crosses.
This is a game for “Practice Stage”

- Ss play in pairs. The first, getting a straight line of 3 noughts or 3 crosses is the
winner.
Each space in filled with a cue. Ss have to make a correct sentence with
that cue to put their noughts or their crosses there.
Eg: Target item: To talk about where people are from practice: asking and
answering.
-Steps:
Laura

Marie

Lee

John

You!

Yoko

Susan

Bruce

Minh

- Get Ss to look at the board.
- Set the scene.
- Get Ss to call out the names in each pace.
- Model first.
T: Where’s (Laura) from?

S1: She’s from (Canada).
- When, divides Ss into 2 teams: Blues - Reds.
- Get Ss to choose any name for asking and answering each time, if any pair of a
team practise correctly and exactly, they get 10 marks for each time. If they
confuse or do wrong, they miss the right to practise.
- Get 2 teams to play.
- Monitor, comment, finally, praise the winning team.
c) Chain Game:
The Ss get into groups of 10 and sit in a circle. The first student in every
group starts the chain by repeating a sentence the teacher has given.
Eg1: Target item: Simple past (statements, irregular verbs)
“Yesterday I had the day off”
S2: repeats what S1 has said and adds to it.
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S3: repeats what S1 and S2 have said and then adds to it etc…
S1: Yesterday I had the day off.
S3: Yesterday I had the day off. I slept in. I went to a restaurant for
breakfast.
S4: etc...
Eg2: Target Items: introduce the name and hobby.
T call 5 Students to go the board standing in a rank (line) in front of the class.
- T calls and checks the position: 1, 2, 3, 4, 5.
T models: My name’s Duy. I like dog.
- Get 2nd student to repeat what the teacher’s said and adds to it.
S1: My name’s Duy. I like dog.
S2: His name’s Duy. He likes dog and I’m Lan. I like cat.
S3:…
d) More illustrated examples.

1. Find some one who….
Target item: Practice in simple present habitual actions
Unit 7:
C4 + 5 - Pro - English 6.
* Steps:
Find someone who…

Name

…. gets up at 5:30

Nhan

…. gets up at 6.

Nga

…walks to school.
…goes to school by bus.
…. goes to school by bike
…goes to school by car.
- Set the scene.
- Get Ss to look at this.
- Draw a table on the board, get Ss to do it in their notebooks.
Elicit Qs: How many columns are there?
- Run through all word phrases in the table.
- Are there any new words?
- Get Ss to make Qs: Yes/No – with the words in the first column.
- T models: Do you get up at 5:30? – Nam: Yes, I do.
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- Ask any Q in the table. If any student answers “Yes.” Copy his (her) name in
column: Name.
Remember to copy the different names.
- Each student gets each student to stand up and go around the class and ask her
(his) friend. If any student fills in full column with the names inadvance. He
(she) is a winner.
2. Mappes Dialogue.
Target Item: “Introduction and greetings”
Unit 1 - A1 - 3 – 5 - English 7.
Steps: - Set the scene - draw.
- Model - Good morning, Nam --> Goodmorning, Ba: Nice to see you again.
Ba

Nam

… morning …
…., to How …?
…. thank you
Good bye … see …
Example exchange:
- T - WC
-H - H
- open pairs
- closed pairs.
- write.

… morning
Nice … again.

…. thanks … about…
Bye
Ba: Good morning, Nam.
Nam: …, Ba.
Nice to see you again.
Ba: Me, too/ Nice to see you, too.
How is everything?
Nam: Not bad, thanks. How about
you?
Ba: Pretty good, thank you.
Good bye. See you later.
Nam: Bye.

3. Word cue Drill.
* Target Item: Using “How far” Questions and Answers with “Kilometers/
meters” to talk about distances.
Unit 1 - B4 --> 7 – English 7.
* Steps:
(T glues 6 word cues on the board)
- Run through all of them.
- Model: T --> 1 student.
T: How far is it from your house to school?
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S1: (It’s) about 2 km.
The market/ 2 kms
school/ 2 kms
The P.O/ 700 ms
The movie theater/ 3kms

The bus stop/ 500 ms The lake/ 1 km
T – WC (for weaker Ss).
Half - half
- open pairs/ closed pairs.
4. Substituation Prill.
* Target Item: The “Will” future tense “WH” Q 3 to talk about some events in the
future.
* Steps:
T says:
Where will we meet?
- Get Ss to repeat: S3 say: Where will we meet?
- Get Ss to replace: We by you.
Ss say where will you meet ?
T: - What time --> what time will you meet?
- go
--> … go?
- How
--> How will … ?
- What/ see
--> What will you see?
5. Board Drill (S3 use the Grid as cues)
Unit 15 – A5 – English 6.
* Target Item: Talk about where people on the board.
OK: use a big poster to do.
- Instructions: elicit some Qs.
- How many columns are there?
- What’s this/ that?
- Model: T : Where are you?
S1: I’m in Japan. I’m visiting Tokyo.
T : What are you going to do tomorrow?

S1: I’m going to visit Mount Fujiama.
Country

City

Interesting Place

Japan
Viet Nam
The USA
China
Australia

Tokyo
Ha Noi
New York
Beijing
Sydney

Mount Fujiama
The Citadel.
The statue of Liberty
The Great Wall
Bondi Beach

15


France

Paris

The Eiffel Tower

T copies it on the board.
Monitor, help Ss to practice.
*Unit 10 - grade 7
Revision : "Guessing Game" ( PAIRWORK)
Teacher writes this incomplete sentence on the board.
"Everyday I ……………….. ?
Ss copy the sentence and fill the gap with a suitable word. Then they make
Yes/No questions to guess the word.
Example Exchange :
S1 : Do you play soccer everyday ?
S2 No, I don't / Yes I do
* "Chain Game" ( Ss work in group of four or five! )
Ss take turn to retell the story, using the "Ordering Statements" and the
answer of the Comprehension Questions
Example :
S1 : Last week, Hoa had a bad toothache.
S2 : Last week, Hoa had a bad toothache and she went to the dentist
S3 : Last week, Hoa had a bad toothache and ……….
4. The reached result:
THE ACHIEVED RESULTS AFTER APPLYING THE ABOVE SOLUTIONS

After reseaching and applying this reseach topic, I find that students`s
learning results have improved a lot, and become higher than the beginning of
the year, presented as below :
* Before applying the research topic:
Quality

Class

Quantity

Excellent
(%)

Good
(%)

Fair
(%)

6A
21
3 (14,3%) 4 (19%)
9 (42,8%)
6B
21
3(14,3%)
5 (23,8 %) 7 ( 33,3%)
7
18
1(5,5%)
3(16,6%)
4(22,2%)
* After applying the reseach topic :
Quality
Class

6A

Quantity

21

Unsatisfactory
(%)
10 ( 23,9%)
11 (52,3%)
10(55,5%)

Excellent
(%)

Good
(%)

Fair
(%)

Unsatisfactory
(%)

6(28,5%)

8(38%)

4 (19%)

3 (14,5%)
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6B
7

21
18

6(28,5%)
3 (16,7%)

7 (33,3%)
5 (27,7%)

5 (23,7%)
4(22,3%)

3 (14,5%)
6(33,3%)

C. THE CONCLUSIONS AND PROPOSALS:
1. Conclusion:
Through the application of the topic are self-designed integrated into the
content lessons in the process of teaching English in Trung Thuong secondary
school year, I noticed the obvious changes of attitude in learning more students
in learning English.
Recently, last semester I had my statistics to the interests of the children
for individual subjects in English and received the results more. Praiseworthy

than they completely overcome the difficulties in reading - English-speaking,
boldly participate in communication and that they more actively in the activities
involved in the unit. Students ardent, excited, exciting in a study, items prepared
at home more thoroughly. Therefore, the tracking quality professional learning
by students between II also advanced remarkably.
With great efforts and efforts, with the broken heart blood for training, I
always strive to find and teach new ways to attract students from a more to the
subject English, the subjects in English.
These are some exiguous experience that I've done and achieved spectacular
results during the last teaching. Although not very good but also helps the
students learn the days of my favorite and as close to subjects.
I hope the contribution of teachers and colleagues to my topic is more
complete in order to supplement the teaching methods of English class quality
higher.
2. Proposals.
To apply the topic in the process of teaching and English becomes
students`s favourite subject, I would like to propose some following ideas :
+ For the school:
- Facilitate and maintain reasonable time regularly to enhance training
- Tutoring for students, especially for the average student to improve the quality
of language practice.
- Equip the additional visual aids necessary for the purpose of teaching.
+ Department of Education - Training.
- Direct purchase additional library for some reference supporting materials for
teaching the latest.
- Facilitating the time to organize for the teachers in the district exchanges,
exchange of experiences on teaching methods.
+ Department of Education - Training.
- To organize periodic seminars on teaching methods.
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- Regularly inspect and help with teaching methods in the field of Education in
specific rooms.
THE HEADMASTER`S CONFIRMATION

Quan Son, April 20th

2016

COMMITING NOT TO COPY

Đỗ Thị Huyền

18


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