Đăng ký Đăng nhập
Trang chủ Giáo dục - Đào tạo Tiếng Anh Skkn tiếng anh 7 how to arouse students’ interest in learning english...

Tài liệu Skkn tiếng anh 7 how to arouse students’ interest in learning english

.DOC
41
584
118

Mô tả:

How to arouse students’ interest in learning English I. Problem situation: 1. Reasons for choosing the theme: 1.1. Rationale of theory: Nowadays, English is playing a very important role in the global development. Therefore, the teaching of English has been improved in method in the light of the communicative, learner-centered approach which is adaptable to give students many opportunities to communicate in English. However, at many junior high schools in Viet nam, the teaching of English has not really developed students’ ability, activeness and motivation. In order to make his English lessons more effective, the teacher himself must find out the ways of teaching suitable for his students. I think that in a good English period, the students play active roles and the teacher acts as both a guider and an organiser. 1.2. Rationale of practice: I have been working as a teacher of English at several junior high schools for over ten years. I realize the fact that a rather big number of students are not interested in learning English and they do not usually get desired results for this subject. They think English is a difficult subject at school. As a teacher, I have been spending plenty of time thinking about this problem. In fact, students should be aware of importance of the language in their study and in their future life so that they can be active in learning this foreign language. Besides, their teachers of this subject must give interesting and suitable teaching methods to their lessons. There have been many teaching activities which help arouse students’ motivation in each language lesson such as teaching English through games and music, eliciting,…… In this limited unit, I would like to suggest some common and useful ones. 1.3. Urgency: Now I am teaching English at a junior high school near my house. I used to teach English at two other junior high schools in my district. What I have realized is that a large number of students are afraid of learning English and say that it is difficult for them to be good at English and there is not a real language environment for them to do their practice every day. Their awareness of importance of this language for their life is not made clear. Moreover, some teachers of English do not still manage to put real interest in their lessons. Another reason is because of the lack of necessary equipment for teaching English 1 How to arouse students’ interest in learning English at many schools in Viet Nam. In deed, the school where I am working as a teacher of English has been famous for its good quality in education for years. Most students of my school are well brought up by their parents and they identify a good motivation in their studying, which leads to better study results for English as well as other subjects at school. 1.4. My ability: Necessarily, among the teachers of my school I should work harder and harder so as to master the language and always give my students good lessons, which means that my students’interest in learning English is aroused. That is the matter I have been absorbed in and that is the reason for my theme. 2. Purpose of study: I would like to give out some of my own experience in arousing students’ interest in learning English. 3. Researched knowledge: Ways to make students more excited about their English language lessons so that they should get better knowledge of English from their English lessons. It means that their level of the language should be developed. 4. Researched participants: Students of my junior high school. 5. Ways to conduct the theme: - My real teaching in classes - Surveys 6. Time and place for conducting the theme: - Time: School year 2013- 2014; School year 2014- 2015 - Place: At my junior high school 2 How to arouse students’ interest in learning English II. PROBLEM SOLUTION: 1. Logical basis: In deed, English has been a newer subject than the other subjects taught in junior high schools in Viet Nam. Teachers of English in Viet Nam should manage to learn a large amount of teaching experience from foreign teachers of the language. The most important points are the number of teaching techniques which help develop students’ motivation in learning the language and ways teachers use to apply these teaching techniques in their classes. 2. Practical basis: Many methodological materials present a great number of interesting classroom activities. However, some teachers may not have the good chance to be familiar with most of these activities or some may be afraid of spending a lot of time thinking about their best activities for their lessons or some may know those teaching activities half-way. Consequently, many Vietnamese pupils has very little interest in learning English. 3. Some activities to arouse students’ interest in learning English: There are various activities in a classroom to arouse students’interest in learning English. The following may be extremely helpful: 3.1. Eliciting: In many classes, it is the teacher that talks while the students listen. If the students take speaking tasks, it is usually to repeat what the teacher says, or to answer a set of questions. This way of teaching will obviously make the students feel bored and frustrated. Instead of simply giving words, sentences, or structures directly, the teacher should involve the students more by eliciting them from the students. He should ask them for their ideas and suggestions, get them to contribute what they already know, and encourage them to guess new words. This is called eliciting. Eliciting involves the class by focusing students’ attention and making them do some thinking activities. This happens even if students do not know the words which are being elicited, so elicitation can be used for presenting a new language item as well as reviewing what was taught earlier. Furthermore, eliciting 3 How to arouse students’ interest in learning English encourages students to draw on what they already know or partly know or do not know. So it is a useful technique for mixed ability classes or classes of students from different learning backgrounds, from which different students know different things. In addition, eliciting gives teachers a chance to see what students know and what they do not know, so teachers can adapt the presentation to the level of the class. Of course, an eliciting presentation takes more time than a straightforward presentation of a new thing. However, eliciting will catch students’ attention and they will remember the new knowledge better. Some ways of eliciting: 3.1.1. Eliciting from pictures: - Using pictures to elicit is the easiest way to introduce a new topic or new vocabulary. When students are elicited from pictures, they should be asked fairly general questions that allow a variety of responses. This encourages more students to respond and leads them to say more. For example, to elicit from the pictures in unit 12 of the textbook “TIẾNG ANH 7”, section A1 (on pages 114 and 115), I can ask my students to look at the picture and answer the question: “Where are the people?” and then I say: “ You can answer the question in Vietnamese.” and my students can answer my question in Vietnamese like this: “Họ đang ở tại quầy bán hoa quả”. Then I give out the answer in English, “ They are at a fruit stall.”. As a result, I have succeeded in presenting the word “ fruit stall” to my students. 4 How to arouse students’ interest in learning English This picture is shown as the illustration Then I can ask my pupils to look at the following picture and ask them to answer my question,“where are they?” and without any of my further explanation, my pupils can answer the question in English, “They are at a meat stall.” The result is that the word “meat stall” is presented in an interesting and easy way. The following picture can be the example of illustration extracted from my powerpoint lesson plan – (“TIẾNG ANH 7”/ Unit 12-A1) 5 How to arouse students’ interest in learning English And the same elicitation is used to introduce the word “vegetable stall” 6 How to arouse students’ interest in learning English The pictures below can be the examples of illustration extracted from my powerpoint lesson plan – (“TIẾNG ANH 7”/ Unit 12-A1) when the words such as “cucumber”, “spinach”…….. are presented. 7 How to arouse students’ interest in learning English 8 How to arouse students’ interest in learning English 9 How to arouse students’ interest in learning English Of course, different questions (as above- illustrated) are designed in order to make my presentation of the new vocabulary more interesting. - In fact, sometimes students may not answer one or two of teachers’ eliciting questions because they may have very little knowledge about that field . In this case, teachers should give out this presentation . The advantage of trying to do some eliciting first is that students’ attention will now be focused on the word/words and they should be learning it/them with their greater interest. 3.1.2. Getting students to guess: - Because the language follows rules, it is often possible to guess things which students have never actually been taught, and an important part of learning a language is developing this ability to make guesses. Eliciting is one way of encouraging students to make guesses and to work out rules for themselves. Learning through this way will fill students with enthusiasm. - For instance, to elicit the topic of Unit 12 of the textbook “TIẾNG ANH 7”, I let my students play Kim’s game with some nouns showing food and encourages them to guess the topic of the unit by circling the three choices. The following slide from my powerpoint lesson plan is shown as the illustration. 10 How to arouse students’ interest in learning English - Another example is extracted from my powerpoint lesson plan for Unit 5 (B3) of the textbook “TIẾNG ANH 7”. Before letting my students read the text (B3) in silence in order to answer the question “ What do American students usually do at recess?”, they try to guess the answers by completing a network. 11 How to arouse students’ interest in learning English - When getting students to guess, the teacher should pay attention to these points: + The teacher should pause after asking each question so as to give students time to think. + The teacher should vary his or her questioning techniques according to the difficulty of the questions, letting good students answer difficult questions and directing easier questions at weaker ones. In this way, the whole class will be involved. + The teacher should try to elicit “onto the blackboard’, building up a set of examples as students respond. 3.1.3. Getting students to imagine: - A textbook often includes only questions that will elicit key vocabulary or structures, or to establish a situation or a topic. Therefore, the teacher should take every opportunity to ask questions that require students to interpret what is in a picture or a text (EX: To get students to interpret the picture in Unit 10 (B1) of the textbook “TIẾNG ANH 7”, I can ask my pupils to look at the picture and imagine “What is happening to Minh?”), or to imagine things beyond a picture or a text (EX: What will Minh do ?/ How will he feel when he sees the dentist?/……..). 12 How to arouse students’ interest in learning English - There may be no single “right” answers to these questions but a wide range of possible answers. Students are encouraged to express their own ideas and feelings. Questions of this kind encourage students to give a more imaginative, personal response. If we ask questions like that, we can involve the class in discussion and can stimulate freer use of language. 3.2. Using visual aids: - There are various kinds of visual aids that teachers can use to teach English such as the blackboard, real objects, flashcards, charts, teachers themselves, etc. - Using visual aids has a lot of benefits: + Showing visuals focuses attention on meaning, and helps to make the language used in the class real and alive. + Having something to look at keeps students’ attention, and makes the lesson more interesting. + Visuals can be used at any stage of a lesson. Visual aids are used to present a new language, to introduce a topic, as a part of language practice, and to review the language that has been presented earlier. Good visual aids are not just used once, but again and again, and can be shared by different teachers. In this part, I would like to study some familiar visual aids used in a classroom. * The blackboard: The teacher or students can use it to note the important points of the language, to draw pictures, diagrams, maps, etc. Simple pictures drawn on the blackboard can help to increase the interest of a lesson, and are often a good way of showing meaning and conveying situations to the class. Blackboard drawings should be as simple as possible, showing only the most important details. It is not necessary for teachers to be good artists to create their drawings successfully on the blackboard. A lot of information can be conveyed by means of very simple line drawings and “stick figures”, which are easy and not timeconsuming for teachers to draw. It is important for these drawings to be drawn as quickly as possible so as not to lose the interest of the class. Teachers should also talk while drawing. In this way, the class will be more involved and will understand the picture on the board both from seeing it and from listening to the teacher. The following photos were taken from one of my lessons - (Unit 6/B2TIẾNG ANH 7) at my classes (school year: 2014- 2015). The fact is that the whole class involed the lesson with interest. 13 How to arouse students’ interest in learning English This game was used to warm up the lesson at the beginning of the lesson The technique was used for the “Post- reading” activity of the lesson 14 How to arouse students’ interest in learning English The photo below was taken from my lesson taught at my classes Unit 7 (A2,3) – “TIẾNG ANH 7” The technique was used here as an exercise for the “While- reading” * Real objects: (sometimes called “realia”): They can be the things that are already in the classroom such as fans, desks, tables, walls, clothes, etc. Teachers can also bring real things into the classroom like foods, clothes, household objects, containers, etc. Real objects are in many 15 How to arouse students’ interest in learning English ways the easiest kind of visual aids to be used in class as teachers need no special preparation. Simple objects can be used not only for teaching vocabulary but also as prompts to practice structures and develop situations. Realia can be used in many lessons in TIẾNG ANH 6, 7 Example: The teacher can show a ruler. ** to teach the word “ruler” ** to practice the structure “What is this/that/it?”- It is a ruler. * Charts: They are large sheets of card or paper with writing, pictures or diagrams, used for more extended presentation or practice. They can usually be displayed on the wall or on the blackboard, or the teacher can hold them up for the class to see. Using charts is convenient because of the following reasons: ** The teacher does not have to spend time in the lesson drawing or writing on the blackboard ** As the chart is prepared in advance, it is possible for teachers to draw pictures or tables more carefully and also to make them more attractive (e.g. by colouring them) ** The chart can be kept and used again with the same class (e.g. for review), or used with other classes and by other teachers. The textbooks we are using now are up-to-date and have good illustrations. There may be no need for teachers to make charts. However, it may still be worthwhile to copy some visual materials from the textbooks onto charts, so that the teacher can introduce the lesson in a more interesting way, or review earlier lessons, or simply make a change of activity. * Flashcards: They are cards with single pictures which can be held up by the teacher. They can be used for presenting and practising new words and structures and for revision. Teachers can draw a picture on the flashcard, or stick on a picture from a magazine; flashcards can also be used to show words or numbers. Good flashcards can be made by paying attention to these points: ** They should be large enough – at least 20 x 14 cm (half a piece of typing paper). ** Pictures can be drawn with a thick pen so that they are clear, or they can be cut from a magazine. Pictures from magazines are often more interesting for students to look at, but it is difficult to find pictures which are in the right size and which are simple enough. ** If possible, flashcards should be made on pieces of white card. Then they can be kept and used again. * The teacher herself: The teacher can use gestures, facial expressions, and actions to help show the meaning of words and to illustrate situations. The teacher can smile before the 16 How to arouse students’ interest in learning English class to teach the word “smile”- (TIẾNG ANH 7). The teacher can mime someone sneezing to teach the word “sneeze”- (TIẾNG ANH 7). Most action verbs (sit, stand, write, etc) - (TIẾNG ANH 6) and some adjectives (happy, worried, etc)(TIẾNG ANH 7) could be taught in this way. 3.3. Teaching English through games: - Students are greatly keen on participating in games. So teaching English through games is the most effective way to make students interested in learning English. From my personal experience and from some reference books, I would like to introduce some common games. 3.3.1. Guessing game: There are different ways to organize different guessing games: For example: + The student who is chosen writes a word or a sentence on a piece of paper. + The teacher has this student go to the front of the class. Other students ask him/her yes-no questions to guess the word or the sentence. + The student who can guess the word or the sentence will replace this student and continue the game. + The teacher can also divide students in groups. Each group will think of a word or a sentence and the representative of each group will go to the front of the class in turn. The group who can guess the word or the sentence will get three marks. The group with more marks will be the winner. Or +The teacher searches old magazines and finds photos of simple things such as dogs, cats, cereal boxes, baseballs, pencils, school bags, and so on, to use them as objects +The teacher cuts out the selected photos and pastes them on 3x5 index cards. +The teacher places the cards in a large box and jumbles them up. + Students take turns to pick up a card from the box. +The student will have to use words that describe the object on the card. He/ She has to make sure that he/she does not speak out the name of the object. +The others seated have to guess the name of the object. +The one who guesses it right takes the next turn. 3.3.2. Lucky numbers: This game is usually designed as a way to check students’ answers to a series of reading comprehension questions so that students will feel more excited about their lesson. The game is played as follows: + Have students form groups (It is up to the number of the students in class). + Write some numbers on the board. E.g: 1 2 3 4 5 6 7 8 9 10 + There are some lucky numbers (e.g. 2, 5, 9). The group who choose the 17 How to arouse students’ interest in learning English lucky number will get 2 marks without doing anything. + The other numbers each will show a question or an order. If the group can answer the question or perform the order well, that group will get 2 marks. If that group cannot answer the question or cannot perform the order, the other groups will have the right to do that. + When all the numbers have been chosen, the group with more marks will be the winner. Lucky stars and Lucky animals are very similar to Lucky numbers. The only difference is that the numbers (1,2,3,……….) are replaced by the stars or animals that are numbered 1,2,3,………….. 3.3.3. Jumbled words: This example (including the answer keys in red) is taken from my lesson (Unit 6: Places/ A1- « TIẾNG ANH 6 »). I hold the game to check my students’ homework. JUMBLED WORDS hotel lake aelk ohtel dray yard retes wfleros vrier trees flowers river 3.3.4. Word square: + The teacher shows a word square on the board and form 2 or 4 groups of students. The teacher gives the topic related to the words and the number of words that need to find. The representative of each group will go to the board and circle the words. The group with more correct words will be the winner. E.g: A Word square with its answer keys 18 How to arouse students’ interest in learning English Warm-up stage of Unit 13 (A3) – Tiếng Anh 6 3.3.5.Word forks: + The teacher writes the word forks on the board E.g: a bed a cake a decision an error make a mess … … … + The teacher has students work individually or in groups to find the information to fill in the word forks. +The first student or the first group that can complete the task correctly will 19 How to arouse students’ interest in learning English be the winner. 3.3.6. Network: + The teacher writes the network on the board. + Students work individually or in groups to find the information to fill in the network. + The first student or the first group that can complete the task correctly will be the winner. The technique was used for the “Post- reading” activity of the lesson 3.3.7. What and where: The game is often played after the vocabulary is presented. This teaching technique helps students remember the new words better in an exciting way. The teacher conducts the game in the following steps: + Draw circles on the board, corresponding to the number of the words that have just been taught. + Write the words onto the circles. + Have students read the words. + Rub out the words in turn and have students read aloud the word that has just been rubbed out + Have students write the words again onto the correct circles. 3.3.8. Kim’s game: This game is designed to help develop students’ ability of memory. The teacher can follow these steps: + Divide the class into groups. + Show students some objects or pictures 20
- Xem thêm -

Tài liệu liên quan