Some teaching strategies for the purpose of promoting students’ abilities –grade 11

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG TRUNG HỌC PHỔ THÔNG NGA SƠN

SÁNG KIẾN KINH NGHIỆM

SOME TEACHING STRATEGIES FOR THE PURPOSE OF
PROMOTING STUDENTS’ ABILITIES – GRADE 11
Người thực hiện: Tạ Thị Nga
Chức vụ : Giáo viên
SKKN thuộc môn: Tiếng Anh

THANH HÓA NĂM 2019


Some teaching strategies for the purpose of promoting students’ abilities-grade 11

TABLE OF CONTENTS
PART I. INTRODUCTION :…………………………………….…………… 2
1. Reasons for choosing the study…………………………………………........2
2. Aims of the study…………………………………………………………….2
3. Object of the study……………………………………………………….......2
4. Study

methods…………………………………………………………..........2

PART II. CONTENTS:…………………………………………….………… .3
1. Rationale:……………………………………….……….…………. 3
2. Practical basis:…………………………….…………………….…. 3
3. Some teaching strategies for the purpose of promoting students’s
abilities :…………………………………………………………….…………..3

3.1: The ‘Flipped Classroom’………………………………………….3
3.2: Implementing Group Work ……………………………………...5
3.3: Peer teaching activities…………………………………………….8

3.4: Mind mapping……………………………………………………..9
3.5: The Jigsaw Technique……………………………………………..9
4. Lesson Plan Format:…………………………………………….…..11
5. The results of the study:…………………………….………………14
PART III: CONCLUSION AND RECOMMENDATION:….…………….....15

1. Conclusion:……………………………………….…………………15
2. Recommendation.:………………………….…….…………………15
PART IV: REFERENCES:……………………………………………………16

PART I. INTRODUCTION
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

1. Reasons for choosing the study
Innovation in teaching methods in oder to promote students’ abilities is
one of the significant issues in education. Some traditional pedagogical
techniques, based mainly on a teacher explaining a topic and students taking
notes, are no longer approriate. A lesson will be really boring when the students
put all of their focus on the teacher. The teacher talks, and the students
exclusively listen. During these activities, students work alone, and passively

receive information. As a result, students do not have adequate opportunities to
develop their critical thinking and problem solving skills. Students in teachercentered classroom are passive and respond to environmental stimuli. Based
from the problems above, it suggest to me- an engish teacher to choose other
methods to promote stdents’ abilities which gives students opportunities to
improve their analytical skills, problem solving skills, as well as skills in deep
learning, lifelong learning, self-directed learning, reflective learning, and
motivation. This is aimed to achieve the learning outcomes that satisfy all the
objectives of the learning process. Among strategies I used, teaching strategies
for the purpose of promoting students’s abilities brings good result for grade
eleven students. It is true that these strattegies helped my students to raise their
positiveness, activeness and creativeness when they are required to think and
solve problems actively. I hope that “Some teaching strategies for the purpose
of promoting students’ abilities –grade 11 ” can enable my students to
overcome students' difficulties in learning process as well as awaken their
curiosity and desire to learn.
2. Aims of the study.
This research aims to helps grade 11 students become active learners who
are more likely to be attentive and to be thinking about the topic, relating new
knowledge to previous learning and elaborating the implications of what they
have learned.
3. Object of the study.
This research focuses on some teaching strategies which allow promoting
grade 11 students’ abilities in learning english process.
4. Study methods.
- Find out drawbacks in the traditional learning appoach.
- Read reference books.
- Discuss with my colleagues.
- Apply teaching strategies to promote students’ abilities in teaching
- Observe and draw out experience
PART II. CONTENTS

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

1. Rationale.
As professor Bruner (1982) of Harvard University points out: "the
teaching process is a continuous activity of asking questions and solving them."
Traditional English teaching puts teachers as the center all the time, mainly
relying on class knowledge, which emphasizes the role of teachers too much. It
curbs personality and creativity of students and ignores the initiative and
potential of the students, therefore the knowledge is limited; the resource is
scarce; the learning is passive. The knowledge is well-formed, but departed from
real life. The main experience is insufficient or lack of subjective experience,
which will restrict the effectiveness of learning strategy teaching. Many students
lose interest in English because their initiative and enthusiasm cannot be fully
exerted in class. It is teaching strategies for the purpose of promoting learners’
abilities that increase the active involvement of the students and cultivate their
abilities for language learning through exploring, interaction, cooperation etc.
During the period of English learning, if all the senses can be triggered together,
then enthusiasm of students is mobilized furthest. With the help of teaching
strategies on onder to promote students’ abilities, my students join learning
activities delightfully, therefore, their motive and interest is stimulated.
2. Practical basis.
Acoording to Dr. Shendkar Deepak T “a good teacher is one who does not
teach but guides the students how to learn”. It is true that my applying traditional
learning method does not allow students deeper levels of understanding required
for complex concepts and lifelong learning. Under this training model, students

receive few opportunities to practice group dynamics and teamwork. Students
care less about and retain at lower rates after testing. It is these problems that
urge me to find out the solutions to hepl students have fun and interesting lesson.
Indeed, when students take the lead, their interest and confidence soars. For
teaching strategies for the purpose of promoting learners’ abilities, classroom is
a busy, noisy and productive place where teachers interact with students to help
them construct knowledge and, of course, the teachable moment comes alive and
give students the confidence to apply learning to different problems and contexts
and achieve greater autonomy over their learning and
3. Some teaching strategies for the purpose of promoting students’s abilities
3.1 The ‘Flipped Classroom’
The flipped classroom is a fairly new term in the learning and teaching .
Lessons are ‘flipped;’ meaning that most of the work like reading and research
are all done outside of class. This goes in contrast to the traditional approach
where most of the class time is used for lectures, and activities are assigned as
homework. Flipped classrooms can leave more time for students to interact
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

directly with the teacher. It can also mean that classroom time is more active and
engaging for students.
Examples:
Example 1
Unit 6: Competitions- Part E: Language focus English 11
The teacher should give students the following tasks before class:
- Task 1: Ask students to study how to pronounce the words in the part Listen

and repeat and identify the words which are pronounced /tr/ ; /dr/ ; /tw/ in the
sentences provided.
- Task 2: Ask students to find verbs which with gerund can be used to report a
speech
Expected verbs:
S+ V+ Ving : Admit /ədˈmɪt/ : Thừa nhận
: Phủ nhận
Deny /dɪˈnaɪ/
Suggest /səˈd ʒest/: Đề xuất, gợi ý
Regret /rɪˈɡret/ : Hối tiếc
S+ V+ Pre + Ving
Apologize for
/əˈp ɒl.ə.dʒa ɪz/ : Xin lỗi
Complaint about /kəmˈpleɪn/
:Phàn nàn
Insist on
:Khăng khăng
/ɪnˈsɪst/
Object to
: Phản đối
/ˈɒb.dʒɪkt/
Dream of
: Mơ tới
/driːm/
Confess to
: Thú nhận
/kənˈfes/
Think of
: Nghĩ đến
/θɪŋk/

Look forward to /lʊk ˈf ɔː.wəd/
:Mong đợi
S+ V+O+ Pre+ Ving
accuse sb of /əˈkjuːz/
buộc tội ai về việc gì
blame sb for /bleɪm/
đổ lỗi cho ai về việc gì
Criticize sb for /ˈkrɪt. ɪ.saɪz/ chỉ trích ai về điều gì Warns sb
against /wɔːn/ khuyến cáo ai đừng làm gì thank sb for
/θæŋk/ cảm ơn ai về việc gì Prevent sb from /prɪˈvent/ ngăn
cản ai khỏi việc gì Compliment sb on/ˈk ɒm.plɪ.mənt/ :
Khen ngợi ai về việc gì
praise s sb for /preɪz/
ca ngợi ai về điều gì
Example 2 Unit 8 Part D - Writing English 11 At
home students have to
- Name some polular celebrations
- Make a detailed outline to describle a celebration:
Expected outline:

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

An outline for describing of a celebration.
-

Name of the festival

I like…most./ I’ll write about…/ …is the one I like best.
- Time of the festival
It is celebrated on../ It is held on…/It falls on../It takes place on…/It
happens on…
- Purpose of the festival
It celebrates .../ It is the time when ….
- Main activities of a festival
On this day, people often do/ go/ visit…..
- Your feeling about the festival.
I like this day very much because….

Task 1: Work in groups
Make an outline for describing a celebration you like.
People decorate their homes,
eat a large meal with
pudding cake

People celebrate
the birth of Christ

Christmas Day

December 24th

In Britain and
in the world

-> The Flipped Classroom Model encourages students to prepare for the lesson

before class. Thus, the class becomes a dynamic environment in which students
elaborate on what they have already studied. Students prepare a topic at home so
that the class the next day can be devoted to answering any questions they have
about the topic. This allows students to go beyond their normal boundaries and
explore the knowledge curiously and naturally.
3.2. Implementing Group Work
Group work can be an effective method to motivate students, encourage
active learning, and develop key critical-thinking, communication, and decisionmaking skills. The teacher should give students a general topic and have them
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

form study groups about it before the formal learning about it begins. They can
do research, find examples, predict the main points, or complete other freeflowing activities that expose them in a general way to the material and provide
background knowledge in a way that engages students fully.

Group work should follow the following steps:
Step 1. Preparing for group work
- Think carefully about how students will be physically arranged in groups.
- Talk to students about their past experiences with group work
Step 2: Designing the group activity
- Identify the instructional objectives.
- Make the task challenging
- Assign group tasks that encourage involvement, interdependence, and a fair
division of labour
- Decide on group size.
- Decide how you will divide students into groups.

- Allow sufficient time for group work.
- Try to predict students’ answers.
- Design collaborative work in multiple forms: pairs, small groups, large groups
Step 3: Ending the group task
- Provide closure to the group activities.
+ Oral reports: Have each group give one idea and rotate through the groups
until no new ideas arise.

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

+ Written reports: Have each group record their ideas and either present them
yourself or have a group member do so

- Connect the ideas raised to course content and objectives.
Ask students to reflect on the group work process.
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

-> Group work helps increase student ownership of subject matter and the
opportunity for struggling students to get help from stronger students without
having to ask. In group-work settings, students can reinforce soft skills like

planning and communication. They can also learn accountability, problem
solving and project management.
3.3: Peer teaching activities:
Peer teaching activities help boost vital skills and behaviors including
student interaction, accountability, group processing. While the student-teachers
have the opportunity to improve their oral communication skills, the other
students in class might learn more when they are being taught by a classmate.
“When students listen to each other, they often benefit from hearing concepts
being explained from different points and in ways that might be closer to the
students’ way of thinking,” says the NDT report “Developing Communication
Skills.”

In a nutshell, learning by teaching means that you allow learners to
prepare and teach the lessons (or part of them) to their fellow students. Although
it may look like the facilitator is taking a very hands-off approach in this
method, it actually involves a very elaborate process where the facilitator is both
moderator and subject matter expert. peer teaching is an effective model that is
sure to have a positive impact on your classroom, both in terms of academic
performance and student camaraderie.

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

3.4: Mind mapping
A common technique for exploring self-learning is the use of Mind Maps.
Teachers can create a central node on a Mind Map and allow students the

freedom to expand and develop ideas. For example, if the focus is the your
friend, some students may create Mind Maps on his/her physical characteristics,
personalalities or hobbies that are uselful to discrible their friend . Later the
students would be evaluated according to the Mind Maps they have created and
could collaborate with each other to improve each others Mind Maps and come
to a more comprehensive understanding of their friend.
Example: A mind map designed by students for Unit 8: Celebrations: Part A
Reading- English 11

Mind Maps encourage creativity and, most importantly, teaching how to
learn rather simply memorizing content. Mind Maps have even been integrated
into emerging teaching techniques such as the Flipped Classroom and Design
Thinking as outlined in the Mind Map on the right.
3.5: The Jigsaw Technique
The Jigsaw Technique is another approach that fully reaps the benefits of
active participation and collaborative learning. In this approach, learners are
given a “piece of the puzzle” that they need to solve on their own. After this,
they need to collaborate with other learners to finally complete the puzzle.
This teaching strategy is effective for accomplishing multiple tasks at once and
for giving students a greater sense of individual responsibility. Here is the basic
way this popular teaching strategy is used in classrooms:
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

A jigsaw activity in your classroom should follow these steps:
Example

Unit 3: A Party Part E: Language focus English 11
Step 1: Deviding sutdents into four groups:
Step 2: Distribute each student a paper which is numbered.
Step 3: Assign one student with each number to be responsible for a task
- Sdudents with the number 1: Find common verbs followed by infinitives
- Sdudents with the number 2: Find common verbs followed by gerunds
- Sdudents with the number 3: Find common verbs followed by either infinitives
or gerunds
- Sdudents with the number 4: Form passive infinitve and gerund
Step 4: Put students who completed the same task of each groups together into
an “Expert group” to talk about and process the details of their segment.
Step 5: Have students return to their original “Jigsaw” groups and take turns
sharing the segments they’ve become experts on.
Step 6: Have students complete a task or a quiz that’s reliant on them having
understood the material from the contributions of all their group members. This
technique can be figured by this foowing table:

Elliot Aronson – one of the early pioneers of the jigsaw method – explains
that the jigsaw approach creates a cooperative classroom rather than a
competitive one. “In the cooperative classroom, the students achieved success as
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

a consequence of paying attention to their peers, asking good questions, helping
each other, teaching each other, and helping each other teach.” Students are not
pitted against one another in competitions to earn the teacher’s limited time and

attention. Instead, they are encouraged to embrace the knowledge from
individuals all around them. This method could also improve the quality of
teacher instruction as well.
4. Lesson Plan Format
Unit 4: Volunteer work- Lesson : Speaking- Grade 11
I. Objectives:
1. Knowledge:
- General knowledge: Students know how to talk about volunteer work
- Words: Words related to volunteer work
2. Skills
- Student can find out problems and solve them by themsevle.
- Identifying types of volunteer work
- Asking and answering questions about volunteer work
- Talking about volunteer work
3. Educational aim
- Teacher will see the difficulties the students have and find the better solutions
to help them.
- By the end of the lesson, students will be able to talk confidently about
different kinds of activities related to volunteer work.
II. Teaching and learning aids :
1.Teacher’s preparation
Photos, textbook , projector, hand-outs.
2.Students’ preparations
Student’s book, student’s workbook; notebooks.
III. Produce
Activity 1 : Warm up: Activating
1. Objectives
- Help students get in the mood for class, wake them up, make them happy to be
there, and to set the tone for new lesson.
2. Approach

Integrated, mainly communicative
3. Organization
*Step 1: Assigning task.
Students listen to a vietnamese song in which the musician talk about volunteer
work among young people
*Step 2: Performing task.
- Ss discuss and give the name as well as the meaning of the song.
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

- T : Observing
* Step 3: Discussing and presenting
- SS discuss with their partner and then give name and the meaning of this song
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating:
- T gives feedback and remark ss’products and attitude to the task.
Activity 2 : Building new knowledge 1. Objectives:
SS know how to name the voluntay activities in
English. 2. Approach
Integrated, mainly communicative
3. Organization
Task 1: Name some popular voluntary activities.
* Step 1: Assigning task
Ask students to give name of the
pictures * Step 2: Performing task
- Students base on reading passage and give the name of these activities.

- T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
- Students discuss in group of 4 and speak the names of voluntary
activities. - The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating:
- T gives feedback and remark ss’answers and attitude to the task.
Pictures

Task 2 . Actions for each volunteer work and making a dialogue
* Step 1: Assigning task
- Ask students to give some actions for each volunteer work.
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

* Step 2: Performing task
- SS find actions for each volunteer work.
- SS Based on sample conversations and choose the activity they like doing
most to talk about
- T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
- SS discuss with their partner and then present their product in front of class
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating:
- T gives feedback and remark ss’products and attitude to the task.
Your activities

What exactly you are doing

* Helping people in
mountainous areas.

* Teaching the children to read and write.

* Helping old or sick
people.

* Cleaning up their houses.
* Doing their shopping.
* Cooking meals.

Helping handicapped
or disadvantaged
children.

* Teaching the children to read and write
* Listening to their problems.
* Playing games with them.
* Taking them to places of interest.

Taking care of war
invalids and the
families of martyrs.

* Listening to their problems

Taking part in

directing the trafic.

* Giving them money.

* Cleaning up their houses
* Doing their shopping.
* Cooking meals
* Directing vehicles at the intersections.
* Helping old people and young children to
cross the road.

* Suggested dialogue
A: What kind of volunteer work are you participating in?
B: We're helping old or sick people.
A: What exactly are you doing?
B: We're cleaning up their houses/ cooking meals.
A: Do you enjoy the work?
B: Yes, I like helping people.
Activity 3: Practice
1. Objectives
SS can express their opinion about volunteer works in English Approach:
2. Approach
Integrated, mainly communicative
3. Organization

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

* Step 1: Assigning task
T asks ss to talk about a kind of vulunteer work your friends and you usually
do to help people
* Step 2: Performing task
- SS work in groups and talk about a kind of vulunteer work they usually do
- T observes and go round to help if necessary.
* Step 3: Discussing and presenting.
- SS discuss with their partners and then present their product in front of class
- The rest ss listen, remark, complement and copy down.
* Step 4: Evaluating:
- T gives feedback and remark ss’products and attitude to the task.
* The structure of the presentation may include:
- Kind of volunteer work
- Actions
- Meaning
Activity 4: Consolidation and application
1. Consolidation
- Kinds of volunteer work
- Things that people do with each kind of volunteer work
- How to talk about the volunteer work that you have done.
2. Application
SS use vocabulary and ideas discussed to talk about the significances of
volunteer work.
5. The results of the study
Promoting sutdents’ abilities in learning english is really necessary in the
morden society because it brings many good results for sudents. When they are
discussing, writing, debating, creating, discovering, processing, and involved in
higher-order thinking, students are encouraged to ‘think hard’, rather than

passively receive information from the teacher. The strategies I applied for the
purpose of promoting students’ abilities- grade 11 have lelf the following results:
- By working together in breakout groups, students develop the abilities they
will need to collaborate in the workforce.
- The preparation of sudents is much better.
- Sudents can process ideas and forge deeper understanding
- These teaching strategies help improve critical thinking of sudents
- The teaching approach sparks creative thinking
-It Fosters real problem solving

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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

PART III: CONCLUSION AND RECOMMENDATION
1. Conclusion.
It is said that the more we can activate students’ brains in different ways, the
more they learn. Truly, strategies applied in teaching english for the purpose of
promoting students’ abilities engage students in the learning process. This
teaching approach is not only an effective strategy in the traditional classroom
environment, it is effective and even crucial in the hybrid environment, where
students are being asked to take a more responsible and active role in learning. It
can also serve to accommodate different learning styles and enhance learner
motivation. And as noted above, These teaching strategies empower students to
take primary responsibility for their education. This study shows us that it is not
possible to transmit understanding to students by simply telling them what they
need to know. Instead, teachers need to make sure that they challenge their

students’ thinking. To promote their abilities, students play an important part in
their own learning process. They build knowledge and understanding in
response to opportunities provided by their teachers. Skilled teachers make these
deeper levels of understanding more possible by providing learning
environments, opportunities, interactions, tasks and instruction that foster deep
learning. Students are encouraged to ‘think hard’, rather than passively receive
information from the teacher, which creates positive classroom environment.
Because I can not avoid some mistakes in my writing, your opinions will be
useful for me to perfect it.
2. Recommendation.
Promoting students’s abilities in learning english is a hard process and
depends mainly on the awereness among students. Based on the results of the
study, I am giving the following recommendations:
- Firstly to the students, they should spend much more time at home on
preparing what the teacher asks
- Secondly, Encourage students to use the Internet to study outside the
classroom
- Thirdly, Teachers should play an influential role in increasing students’
situational interest in the active-learning classroom
- Finally, Students must become the teacher and the centre of learning process
I would like to thank.

The confirmation of the principle

Thanh Hoa, May 26th 2019
I promise not to have copied
Signature

Tạ Thị Nga
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Some teaching strategies for the purpose of promoting students’ abilities-grade 11

PART IV :REFERENCES
1. Active Learning Methods for Super Engaged Corporate Learners
by Nikos Andriotis 2017
2. The jigsaw technique of peer teaching and learning: Walker S, Olvet D.M and
Chandran L. MedEdPublish 2015, 6: 14
3. Using Mind Maps in the English Classroom -Adapted from Business Issues
Magazine - November 2016
4. Engish 11-teacher book(2010). Viet Nam Education Publisher.
5. Active teaching in higher education : Metodi čki obzori 7(2012)2 Preliminary
announcement UDK: 37.02:378.6
6. Lumturie Bajrami / Procedia - Social and Behavioral Sciences 199 ( 2015 )
7. Active learning in classrooms :Anđelka Peko, Rahaela Varga: Život i škola,
br. 31 (1/2014.)

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