SKKN Sử dụng phương pháp hoạt động nhóm trong giảng dạy môn tiếng Anh 6

Giá:
50.000 đ
Cấp học: THCS
Môn: Tiếng anh
Lớp: 6
Bộ sách:
Lượt xem: 846
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TÀI LIỆU WORD
Số trang:
22
Lượt tải:
5

Sáng kiến kinh nghiệm “SKKN Sử dụng phương pháp hoạt động nhóm trong giảng dạy môn tiếng Anh 6” triển khai gồm các biện pháp nổi bật sau:

4.1. The implemented solution
4.2. The requirements for the teacher
4.3. The requirements for the students.
4.4. Some activities in pairs and groups
5. Lesson plan

Mô tả sản phẩm

  1. INTRODUCTION
  1. Reason of the theme choice

Language is both a means of an expression and a means of keeping the cultural values of the nation that produces language. Therefore, language courses are to equip students with new communication tools and through the use of communication tools, students acquire the cultural values of ethnic groups including knowledge of the country, people, customs, science and technology … Today with the importance  in the world in general and Vietnam in particular, English was chosen as  required courses at schools, this is the advantage to promote the students to learn better.

The goal of the English is to help students to form and develop the basic skills of English and intellectual qualities needed to further educate or enter working life. We can say that one of  positive expressions, typicals of students in learning English is that students need to acquire knowledge and skills applied to communication, know how to work in pairs, groups  and cooperate with partners if necessary during practising speaking and writing,  know to initiatively present  his or her  intention to communicate through speaking or writing.

Work in pairs and  groups – a new teaching method has been applied by many teachers in  training  students,  aims to help students learn actively, resist passivel habits. Under the current reform program,  English requires students training on communication skills or rather,  listening and speaking skills are especially valued. Work in pairs, groups contributes to improving communication, exchanging and cooperating between students.  Work in pairs and groups will effectively bring to them dynamic and positiveness, attract all the participants, and also give opportunities to teachers to work as an instructor, consultant for students.

In years of teaching under the new method, I myself have evolved this experience: to improve the training efficiency, improve the quality of  English, the most important factor is to identify and organize  in process of  the teaching “ consider learners centered, in teaching and learning procedure we must know the effective use of learning activities and practice in pairs and groups. Above thoughts  are  important orientations in teaching and are  the theme that I myself thought, made in the teaching process and has obtained certain results. That is why I chose the theme: “How to help students learn to practice in pairs, groups effectively”

  1. Study purposes

Being a teacher of English, I  always concern myself and explore the best solutions to impart knowledge to his students in a positive way and have the best efficiency in order to promote self-discipline and initiative of students in English lessons. Teachers must be appealing to them for playing a central role, guiding students in this form or other forms of teaching activities.

So I wrote this theme aims to share, get feedback from colleagues to thereby improve and continue to apply it in the teaching process to increase the quality of English.

  1. Study tasks:
  • Research on  methods, skills and steps to guide students to learn and train in pairs and  groups effectively.
  • Research to uncover the appropriate methods, procedures and guide students to learn and practise in pairs, groups in grades at Muong Min secondary school.
  1. Study scope

How to help student to learn to practise in pairs, groups effectively is the  experience initiative that is studied within given situations and some appropriate exercises to work in pairs or in groups.

At the same time these are ways to organize and control activities in pairs and  groups.

With the scope of this study, we can apply in the development of all the skills of listening, speaking, reading, writing mainly –  communicative activities.

With the desire to improve the quality of  English lessons and help students to be able to communicate directly in English, students who learn  in 6 class of  Muong Min secondary school.

These are  the objects  studied in this theme to offer  the best solutions  and help them overcome difficulties in learning, be confident to acquire knowledge of the teacher’s lectures.

  1. Methods of study

In the process of my study on this theme, I myself have used a combination of the following study methods:

Method of observation: the person, who implements the project, looks for new research,  visit colleagues’ classes. 

        The method of exchange, discussion: after visiting the classes of colleagues, colleagues take an attendance at the lectures of the person that  implements the project, colleagues and the person  implements the project start to exchange and discuss to draw experiences from those lessons.

– Experimental methods: teacher conducts to teach  experimental lessons with purposes of  some specific requirements, use active forms in pairs and groups.

-Methods of investigation: The teacher ask questions to check students’ understanding of lesson content assessment. 

  1. STUDY CONTENT
  2. Reasoning and real  bases  

1.1 Reasoning  bases  

The essence of new teaching reason is  a positive and creative promotion of students, students-centered, students are the subject of the learning activity, the teacher is the organizer and guide them to receive new knowledge, practise language through a variety of communicative activities in the form of individual work, pairwork and groupwork.

In the teaching process, for promoting students’s positive initiatives, the pairwork and groupwork are  forms of well-done learning activities. Through this form of learning they have chances to present, exchange and express their thoughts about the amount of information on the lessons that they understand, feel and from these they are able to respond to personal information processed. The amount of information of each student can be right or be wrong. Through pairs or groups they respond to information for teachers. Then the teacher grasp the level of thinking, their understanding. This process is taken place with the two-way relations. In terms of learning theory, this is a dialectical relationship. Besides, to be exchanged  in pairs, groups  students should be trained more in skills and habits of thought, expression and presentation of a problem before a collective. Through this activity, the skills of listening, speaking, reading and writing of students is increasingly improved.

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