Tài liệu Skkn integrated skills in writing lessons to improve language input

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SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI Đơn vị TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH Mã số: ................................ SƠ LƯỢC LÝ LỊCH KHOA HỌC –––––––––––––––––– I. THÔNG TIN CHUNG VỀỀ CÁ NHÂN 1. Họ và tên: CHÂU HỒỒNG LAM SÁNG KIẾN KINH NGHIỆM 2. Ngày tháng năm sinh: 18/08/1983 INTEGRATED SKILLS 3. Nam, nữ: Nữ IN WRITING LESSONS 4. Đ chỉ: 468/19/5, P. Tân TOịaIMPROVE Hiệp, Biên Hòa, Đồồng Nai INPUT LANGUAGE 5. Điện thoại: 6. Fax: (NR); ĐTDĐ: 01223953854 E-mail: hl18_8@yahoo.com 7. Chức vụ: 8. Nhiệm vụ được giao: Giảng dạy và chủ nhiệm lớp chuyên Anh Người ng THPT CHÂU HỒNG LAM 9. Đơn vị cồng tác: Trườthực hiện:Chuyên Lương Thêế Vinh Lĩnh vực nghiên cứu: II. TRÌNH ĐỘ ĐÀO TẠO - Phương pháp dạy học bộ môn: TIẾNG ANH  Học vị cao nhâết: Thạc syỹ  Năm nhận băồng: 2007 Có đính kèm:  Chuyên ngành đào tạo: Phương pháp giảng dạy Mô hình Phần mềm Phim ảnh Hiện vật khác III.KINH NGHIỆM KHOA HỌC  Lĩnh vực chuyên mồn có kinh nghiệm: giảng dạy Tiêếng Anh Sồế năm có kinh nghiệNăm học: 2016 - 2017 m: 12 năm 1  Các sáng kiêến kinh nghiệm đã có trong 5 năm gâồn đây:  SƠ LƯỢC LÝ LỊCH KHOA HỌC I. THÔNG TIN CHUNG VỀỀ CÁ NHÂN 1. Họ và tên: CHÂU HỒỒNG LAM 2. Ngày tháng năm sinh: 18 - 08 - 1983 3. Nam, nữ: Nữ 4. Địa chỉ: 468/19/5, KP3, Tân Hiệp, Biên Hòa, Đồồng Nai 5. Điện thoại: (CQ)/ 6. Fax: E-mail: hl18_8@yahoo.com (NR); ĐTDĐ: 01223953854 7. Chức vụ: 8. Đơn vị cồng tác: Trường THPT Chuyên Lương Thêế Vinh II. TRÌNH ĐỘ ĐÀO TẠO  Học vị (hoặc trình độ chuyên mồn, nghiệp vụ) cao nhâết: Thạc syỹ  Năm nhận băồng: 2007  Chuyên ngành đào tạo: Phương pháp giảng dạy tiêếng Anh III. KINH NGHIỆM KHOA HỌC  Lĩnh vực chuyên mồn có kinh nghiệm: 12 2 Sồế năm có kinh nghiệm: 12  Các sáng kiêến kinh nghiệm đã có trong 5 năm gâồn đây: Making speaking lessons in English textbooks more meaningful CONTENTS I. RATIONALE II. IMPLEMENTATION A. LITERATURE REVIEW B. METHODOLOGY 1. Sample lesson plans 2. Observation and findings III. CONCLUSION AND RECOMMENDATIONS IV. REFERENCES 3 INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT I. RATIONALE Whenever confronted by the question “what English language skills are the most challenging to you?”, most learners will definitely say they are speaking and writing skills, the two productive skills in English acquisition. The reasons bedind this are numerous; however, the major cause is that they lack the topical language. After a few lessons, learners of English writing can master the structure a a certain type of writing, but when it comes to writing practice, the majority of learners are discouraged from the task by the lack of ideas and the vocabulary appropriate for a certain topic. During the first two months of taking charge of the writing skill for the English class, the author realised that most of the students use inappropriate vocabulary for the topic given and wrong combination of words or collocation. In the scope of this paper, the author attemps to suggest a method that could be considered effective in helping students improve their language input. 4 II. IMPLEMENTATION A. LITERATURE REVIEW The importance of vocabulary is central to English language teaching because without sufficient vocabulary learners cannot express their own ideas. Wilkins (1972, pp. 111–112) wrote “. . . while without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Lewis (1993(p. 89) wrote “ lexis is the core or heart of language” . As learners develop greater fluency and expression in English, it is significant for them to acquire more productive vocabulary knowledge. The concept of a word can be defined in various ways, but three significant aspects teachers need to be aware of and focus on are form, meaning, and use. Nation (2001) stated that use involves the grammatical functions of the word or phrase, collocations that normally go with it, and finally any constraints on its use, in terms of frequency, level, and so forth. Teachers teach vocabulary to build students’ knowledge of words and phrases, helping them learn any and all of these different components assists them in enhancing their English vocabulary knowledge and use. Jordens , et al (1996:359) believe that vocabulary is more important than grammar because people generally use vocabulary and reduce grammar particularly when getting a message across quickly and precisely is of the utmost importance; like telegrams, panic situations or times when emotions are very high. Ellis (1995:42) distinguished between comprehension and acquisition of vocabulary, Ellis asserts that the acquisition increases with the rise of the number of context in which the word appears. Learner need enormous encounters with word not only to consolidate a word accrued knowledge but also master the various type of word knowledge, Schmitt (2010:36). Jack and Willy (2002, p.268) assert that there is a close relationship between vocabulary growth and the amount and variety of meaning-focused input. They also stress that vocabulary learning through reading and listening is an essential strand of a language course. This can be done by providing large quantities if suitably graded input, and by providing language- focused activities to support it. Jack and Willy (2002, p.268) also add that spoken production of vacabulary items helps learning. According to the main findings of the research into spoken communicative activities by Newton (1995), Joe (1995) and Joe, Nation, and Newton (1996), the written input to a communicative task has a major effect on what vocabulary is used and negotiated during the task. Learners are able to provide useful information to each other on most of the vocabulary in a typical communicative task; that is, if someone in a group does not know a particular word, there is likely to be someone else in the group who knows something useful about it and who can communicate this information effectively. As for writing 5 tasks, Jack and Willy (2002, p.269) confirm that writing requiring the synthesis of information from several related sources could provide very favorable conditions for learning from input and strengthening this learning through generative use in written output. Therefore, for any essay writing lesson, the teacher should first provide the students with sufficient vocabulary by using authentic material such as reading texts and audio/video clips, then ask the students to discuss the topic using the language from the material. The final stage is to use the language again in their writing. B. METHODOLOGY  Subjects The subjects of the study are 27 students from class 10 English 2, Luong The Vinh Specialised High School in the school year 2016-2017. Generally speaking, all the 27 students are rather good at English. However, most of them seem reluctant to write in English.  Research instruments: experimental teaching, observation.  Procedures 1. Sample lesson plans Question 1: Many people say that cooking and eating at home is better for the individual and the family than eating out in restaurants or canteens. Do you agree or disagree? Type of lesson: Essay writing - Integrating listening, speaking, and writing skills. Level: Upper - intermediate Aims: To develop note-taking skill To practice debating skill To familiarise students with the topical language that can be used in their writing Stage 1 6 Divide the students into six groups. Ask students to listen to three short clips about the advantages of home-cooked meals and take notes. Groups 1&2 take notes on clip 1, groups 3&4 clip 2, and groups 5&6 clip 3. Ask the students in each group to exchange their notes. Ask 6 representative from 6 groups to come to the board and write down what they have heard. Teacher give the correct answers and highlight the phrases and expressions that students should pay more attention to. Children’s development Develop language skills Better grades at school/boost academic performance/the family meal setting was where children learn the most vocabulary/more words makes better readers Dramatic behavioural benefits for family meals Less likely to end up with substance abuse problems/risk-taking behaviours Better health Strong association between frequent family meals and better eating habit Instill healthy eating habits Good for your family mentally as well as physically Protective factor of dinners together: from depression to anxiety to sexual promiscuity to academic achievement to criminal behaviour Commit to sitting down and having dinner: better communication, parents are more aware of what their kids are involved in Willing to talk about their struggles and temptations Less likely to get involved in risky behaviours Making family meals a priority 7 Stage 2 Teacher writes the question on the board. Many people say that cooking and eating at home is better for the individual and the family than eating out in restaurants or canteens. Do you agree or disagree? Ask the students to work in their own group and discuss the question, using the language they have just learned. Ask 2-3 students to present their ideas in front of the class. Stage 3 Ask the students to write an argumentative essay, using the language and ideas drawn from their group and class discussions. Question 2: The exploration and development of safe alternatives to fossil fuels should be the most important global priority today. To what extent do you agree or disagree? Give reasons for your answer. Type of lesson: Essay writing - Integrating reading, speaking, and writing skills. Level: Upper - intermediate Aims: To develop reading skill To practice debating skill To familiarise students with the topical language that can be used in their sparsely populated extensive use excessive capacities writing deploying these intermittent renewables immediate hike Stage 1 make some fundamental shifts in our behaviour on the rise enable substantial economic benefits inextricably linked to Ask the sudents to read a text about the related topic and fill in the numbered weaning ourselves off our fossil fuel habit chews its way blanks with the phrases provided. lowest electricity demand the daily output The biggest energy challenges facing humanity reached unprecedented levels on a path towards Every day, our species (1) ……………………………… through more than a million bring in significant revenue an associated demand terajoules of energy. That’s roughly equivalent to what we would use if all 7.5 taken a potentially devasting toll at full capacity global population swelling 8 rising sea levels bleak sucked up provide an answer leading contributor underway gas guzzling outstrip panel of experts hurdles billion of us boiled 70 kettles of water an hour around the clock. Or 3,000 times (2) ……………………………… of Palo Verde nuclear power station in Arizona – one of the world’s largest – running (3) ………………………………. With the (4) ……………………………… and industrialisation (5) ……………………………… in developing nations, humanity’s hunger for energy has (6) ………………………………. More than half of our energy comes from fossil fuels extracted from deep within the Earth’s crust. It is estimated that since commercial oil drilling began in the 1850s, we have (7) ……………………………… more than 135 billion tonnes of crude oil to drive our cars, fuel our power stations and heat our homes. That figure increases every day. But our (8) ……………………………… over the past two centuries has (9) ……………………………… on the planet. Burning of coal, oil and gas has been (10) ……………………………… the rising levels of greenhouse gases in Earth’s atmosphere and is a (11) ……………………………… of climate change. The world’s scientists agree that we are (12) ……………………………… disaster that can only be stopped by (13) ………………………………. But that leaves us with a problem. How do we ensure the lights stay on? “The energy industry is facing decades of transformation,” according to a recent report by the World Energy Council. Yet the implications of the changes underway go far deeper. There are political, economic and social issues at stake, but it may also require each of us to (14) ……………………………… too. There can be no doubt that implementing a shift in where we get our energy from is one of the grand challenges facing our planet today. BBC Future Now spoke to a (15) ……………………………… about what (16) ……………………………… we must now overcome and where technology may (17) ………………………………. Perhaps the greatest issue raised by the scientists, policy experts and companies we spoke to is how to cope with the (18) ……………………………… in energy demands expected in the coming decades. As developing nations become more industrialised, they will need access to reliable electricity supplies. In countries where development is already (19) ………………………………, energy use will soar as increasing wealth leads to a swelling middle class and the lifestyle trappings that brings with it. “With the growth of the middle class in India and China, there will be an (20) ……………………………… for air conditioning. The United Nations' Intergovernmental Panel on Climate Change suggest that by the middle of the 9 present century, the demand for cooling will (21) ……………………………… the demand for heating.” But faced with global agreements to reduce the amount of carbon dioxide being released into the atmosphere, how will we meet this growing demand without dooming our ice caps and drowning low-lying regions beneath (22) ………………………………? In truth, the picture may not be as (23) ……………………………… as it could be. Around a fifth of the world’s primary energy supply already comes from renewable sources such as wind, solar, hydro and geothermal. Hooking up these new energy producers to existing grids won’t be straightforward, however. “One of the big challenges of (24) ……………………………… like wind and solar is the impact they could have on the system,” says Watson. “Transferring electricity from regions that need it least to those that need it most would help to (25) ………………………………,” says Ksenia Letova, project manager of the Asian Supergrid at Skoltech Institute for Science and Technology in Russia. “In countries like Japan and South Korea, the maximum seasonal load falls on the summer because of (26) ……………………………… of air conditioning. In the Russian Far East and Siberia this is the period of the (27) ……………………………….” Using the (28) ……………………………… of neighbouring countries may help to reduce costs of building new energy projects. For example, there are plans to develop large-scale wind and solar power stations in the Mongolian Gobi desert and in northern regions of China. These regions are (29) ……………………………… but allowing the excess energy produced to be exported could (30) ………………………………. Stage 2 Teacher writes the question on the board. The exploration and development of safe alternatives to fossil fuels should be the most important global priority today. To what extent do you agree or disagree? Give reasons for your answer. Ask the students to work in their own group and discuss the question, using the language they have just learned. 10 Ask 2-3 students to present their ideas in front of the class. Stage 3 Ask the students to write an argumentative essay, using the language and ideas drawn from their group and class discussions. 2. Observation and findings Level of using language in writing Poor Rather good Very good July – August 25/27 2016 2/27 0/27 May 2017 15/27 7/27 5/27 After 9 months of implementation, the author found out that the number of students who have improved their using of vocabulary in writing has increased significantly from only 2 at the starting point to a massive 22 students at the end of the school year. III. CONCLUSION AND RECOMMENDATIONS After one year of implementation, the author realises that the students have become more confident in argumentative essay writing. Most importantly, the students take more active roles in their learning through reading and listening to more authentic material given by the teacher and of their own research. However, the preparation stage is quite a challenge for the teachers because once you have come up with the idea for your lesson, it is not easy to find a suitable video to use in that particular lesson. One solution is there should be a network created for ESL teachers, where they share the videos for particular topics. This can really help to lift the burden of material shortage that most ESL teachers have been carrying for years. IV. REFERENCES 1. Ellis, R. (1999). Learning a second Language through Interaction, pp.46 -47 John Benjamin Amsterdam. 11 2. Jack, C.R. and Willy, A.R. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press. 3. Jordens, P .et al (1996). Investigating second language Acquisition, pp.358 -359, Berlin, Foris publication Holland 4. Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158. 5. Joe, A., Nation, P., & Newton, J. (1996). Speaking activities and vocabulary learning. English Teaching Forum, 34 (1), 2-7. 6. Lewis. M. (1993). The Lexical Approach. Hove: Language teaching Publications. 7. Nation, I.S.P (2001). Learning vocabulary in other in other language, p 9 -21 Cambridge university press. 8. Newton, J. (1995). Text-based interaction and incidental vocabulary learning: A case study. Second language Research, 11 (2), 159-177. 9. Schmitt ,N. and Jiang , X. (2011). The relation between percentage of vocabulary knowledge and level of comprehension. The modern language journal , 95, 1, p. 26. 10. Vocabulary-Input-in-English-Language-Teaching-Assessing-theVocabulary-Load-in-Spine-Five. Available at http://www.eajournals.org/wp-content/uploads/Vocabulary-Input-inEnglish-Language-Teaching-Assessing-the-Vocabulary-Load-in-SpineFive.pdf, retrieved on May 24, 2017. 11. Wilkins ,D.A.(1972). Linguistics in Language Teaching. Australia: Edward Arnold. 12. https://www.youtube.com/watch?v=GFNWbxyivVs 13. https://www.youtube.com/watch?v=Umxbkk2-xLk 14. https://www.youtube.com/watch?v=CLQw_nwrPzc Người thực hiện 12 Châu Hồồng Lam 13 SỞ GD&ĐT ĐỒỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Đơn vị: Trường THPT Chuyên Độc lập - Tự do - Hạnh phúc Lương Thêế Vinh –––––––––––––––––––––––– ––––––––––– Biên Hòa, ngày 24 tháng 05 năm 2017 PHIỀẾU ĐÁNH GIÁ, CHÂẾM ĐIỂM, XỀẾP LOẠI SÁNG KIỀẾN KINH NGHI ỆM Năm học: 2016 -2017 ––––––––––––––––– Tên sáng kiêến kinh nghiệm: INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT Họ và tên tác giả: Châu Hồồng Lam Chức vụ: ............................................. Đơn vị: Trường THPT Chuyên Lương Thêế Vinh Họ và tên giám khảo 1: ............................................................ Ch ức v ụ: ...................................... Đơn vị: ........................................................................................................................................... Sồế điện thoại của giám khảo: ......................................................................................................... * Nhận xét, đánh giá, cho điểm và xếếp loại sáng kiếến kinh nghiệm: 1. Tính mới ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Điểm: …………./6,0. 2. Hiệu quả ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Điểm: …………./8,0. 3. Khả năng áp dụng ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Điểm: …………./6,0. 14 Nhận xét khác (nêếu có): .................................................................................................. Tổng sồế điểm ....................../20. Xếếp loại: .................................................................. GIÁM KHẢO 1 SỞ GD&ĐT ĐỒỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Đơn vị: Trường THPT Chuyên Độc lập - Tự do - Hạnh phúc Lương Thêế Vinh –––––––––––––––––––––––– ––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2017 PHIỀẾU ĐÁNH GIÁ, CHÂẾM ĐIỂM, XỀẾP LOẠI SÁNG KIỀẾN KINH NGHI ỆM Năm học: 2016 -2017 ––––––––––––––––– Tên sáng kiêến kinh nghiệm: INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT Họ và tên tác giả: Châu Hồồng Lam Chức vụ: ............................................. Đơn vị: Trường THPT Chuyên Lương Thêế Vinh Họ và tên giám khảo 2: .......................................................... Ch ức v ụ: ........................................ Đơn vị: ......................................................................................................................................... Sồế điện thoại của giám khảo: ........................................................................................................ * Nhận xét, đánh giá, cho điểm và xếếp loại sáng kiếến kinh nghiệm: 1. Tính mới ......................................................................................................................................................... ......................................................................................................................................................... Điểm: …………./6,0. 2. Hiệu quả ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... Điểm: …………./8,0. 3. Khả năng áp dụng ......................................................................................................................................................... ......................................................................................................................................................... 15 ......................................................................................................................................................... Điểm: …………./6,0. Nhận xét khác (nêếu có): .................................................................................................... ......................................................................................................................................................... Tổng sồế điểm: .............../20. Xếếp loại: ................................................................ GIÁM KHẢO 2 SỞ GD&ĐT ĐỒỒNG NAI Đơn vị: Trường THPT Chuyên Lương Thêế Vinh ––––––––––– CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc –––––––––––––––––––––––– Biên Hòa, ngày 18 tháng 05 năm 2017 PHIỀẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIỀẾN KINH NGHIỆM Năm học: 2016 -2017 ––––––––––––––––– Tên sáng kiêến kinh nghiệm: INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT Họ và tên tác giả: Châu Hồồng Lam Chức vụ: ............................................. Đơn vị: Trường THPT Chuyên Lương Thêế Vinh Lĩnh vực: (Đánh dâếu X vào các ồ tương ứng, ghi rõ tên bộ mồn ho ặc lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học bộ mồn: ...............................  - Phương pháp giáo dục  - Lĩnh vực khác: ........................................................  Sáng kiêến kinh nghiệm đã được triển khai áp dụng: Tại đơn vị  Trong Ngành  1. Tính mới (Đánh dâếu X vào 1 trong 3 ồ dưới đây) - Đêồ ra giải pháp thay thêế hoàn toàn mới, bảo đảm tính khoa học, đúng đăến  - Đêồ ra giải pháp thay thêế một phâồn giải pháp đã có, b ảo đ ảm tính khoa h ọc, đúng đăến  - Giải pháp mới gâồn đây đã áp dụng ở đơn vị khác nhưng chưa từng áp d ụng ở đ ơn v ị mình, nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị  2. Hiệu quả (Đánh dâếu X vào 1 trong 5 ồ dưới đây) - Giải pháp thay thêế hoàn toàn mới, đã đ ược th ực hi ện trong toàn ngành có hi ệu qu ả cao  - Giải pháp thay thêế một phâồn giải pháp đã có, đã được th ực hi ện trong toàn ngành có hiệu quả cao  - Giải pháp thay thêế hoàn toàn mới, đã được thực hiện tại đơn vị có hiệu quả cao  - Giải pháp thay thêế một phâồn giải pháp đã có, đã được th ực hi ện t ại đ ơn v ị có hi ệu quả  - Giải pháp mới gâồn đây đã áp dụng ở đơn vị khác nhưng chưa từng áp d ụng ở đ ơn v ị mình, nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị  16 3. Khả năng áp dụng (Đánh dâếu X vào 1 trong 3 ồ mồỹi dòng dưới đây) - Cung câếp được các luận cứ khoa học cho việc hoạch định đường lồếi, chính sách: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành  - Đưa ra các giải pháp khuyêến nghị có khả năng ứng dụng thực tiêỹn, dêỹ thực hiện và dêỹ đi vào cuộc sồếng: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT Trong ngành  - Đã được áp dụng trong thực têế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả trong phạm vi rộng: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành  Xếếp loại chung: Xuâết săếc  Khá  Đạt  Khồng xêếp loại  Cá nhân viêết sáng kiêến kinh nghiệm cam kêết khồng sao chép tài li ệu c ủa ng ười khác hoặc sao chép lại nội dung sáng kiêến kinh nghiệm cũ của mình. Tổ trưởng và Thủ trưởng đơn vị xác nhận sáng kiêến kinh nghiệm này đã được tổ chức thực hiện tại đơn vị, được Hội đồồng khoa học, sáng kiêến đ ơn v ị xem xét, đánh giá, cho điểm, xêếp loại theo quy định. NGƯỜI THỰC HIỆN SKKN XÁC NHẬN CỦA TỔ CHUYỀN MÔN 17 THỦ TRƯỞNG ĐƠN VỊ
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