Phuong phap day hoc tich cuc

MỘT SỐ GIẢI PHÁP ĐỂ PHÁT HUY TÍNH TÍCH CỰC HỌC TẬP CỦA HỌC SINH
PART 1

Goăm:
- D?y h?c d?a tređn vaân �eă.
- Dáy va� hóc chu� tróng re�n luyeôn ph��ng pha�p t�� hóc.
- D?y h?c thođng qua toơ ch��c hoát �oông theo caịp , nho�m.
- S�� dúng Classroom English th�ch h��p.
Căn cứ vào Chuẩn KTKN để xác định mục tiêu bài dạy . Chú trọng dạy học nhằm đạt được các yêu cầu Cơ bản và Tối thiểu về KTKN , đảm bảo không quá tải và không quá lệ thuộc hoàn toàn vào SGK, mức độ khai thác sâu kiến thức , kỹ năng trong sách giáo khoa phải phù hợp với khả năng tiếp thu của HS.Vì vậy: Giáo viên cần có sáng tạo về PPDH nhằm phát huy tính chủ động, tích cực, tự giác học tậpcủa HS. Chú trọng :
- Re�n PP t� duy, naíng l��c t�� hóc, t�� nghieđn c��u,táo nieăm vui , h���ng kh��i, nhu caău ha�nh �oông,tha�i �oô t�� tin trong hóc taôp cho HS.

Re�n PP t� duy, Naíng l��c t�� hóc, t�� nghieđn c��u,Táo nieăm vui , h���ng kh��i, nhu caău ha�nh �oông,Tha�i �oô t�� tin trong hóc taôp cho HS.
- Dáy hóc theơ hieôn moâi quan heô t�ch c��c gi��a Gia�o vieđn va� Hs, gi��aHs va� Hs, tieân ha�nh thođng qua vieôc toơ ch��c ca�c hoát �oông hóc taôp cụa hóc sinh, keât h��p gi��a hóc taôp ca� theơ v��i hóc taôp h��p ta�c, la�m vieôc theo nho�m.

Re�n PP t� duy, Naíng l��c t�� hóc, t�� nghieđn c��u,Táo nieăm vui , h���ng kh��i, nhu caău ha�nh �oông,Tha�i �oô t�� tin trong hóc taôp cho HS.
- Dáy hóc theơ hieôn moâi quan heô t�ch c��c gi��a Gia�o vieđn va� Hs, gi��aHs va� Hs, tieân ha�nh thođng qua vieôc toơ ch��c ca�c hoát �oông hóc taôp cụa hóc sinh, keât h��p gi��a hóc taôp ca� theơ v��i hóc taôp h��p ta�c, la�m vieôc theo nho�m.
- Dáy hóc chu� tróng �eân vieôc re�n luyeôn ky� naíng, naíng l��c ha�nh �oông, vaôn dúng kieân th��c, taíng c���ng th��c ha�nh gaĩn lieăn v��i cuoôc soâng.

Re�n PP t� duy, Naíng l��c t�� hóc, t�� nghieđn c��u,Táo nieăm vui , h���ng kh��i, nhu caău ha�nh �oông,Tha�i �oô t�� tin trong hóc taôp cho HS.
- Dáy hóc theơ hieôn moâi quan heô t�ch c��c gi��a Gia�o vieđn va� Hs, gi��aHs va� Hs, tieân ha�nh thođng qua vieôc toơ ch��c ca�c hoát �oông hóc taôp cụa hóc sinh, keât h��p gi��a hóc taôp ca� theơ v��i hóc taôp h��p ta�c, la�m vieôc theo nho�m.
- Dáy hóc chu� tróng �eân vieôc re�n luyeôn ky� naíng, naíng l��c ha�nh �oông, vaôn dúng kieân th��c, taíng c���ng th��c ha�nh gaĩn lieăn v��i cuoôc soâng.
- Dáy hóc chu� tróng �eân vieôc �oông vieđn, khuyeân kh�ch k�p th��i
TEACHER`S RESPONSIBILITY
(Yeđu caău �oâi v��i Gia�o vieđn)
1. Ba�m sa�t chuaơn KTKN �eơ thieât keâ ba�i giạng.
2. Xa�c ��nh ����c Teaching approach.
3.Language background (neăn hieơu bieât ngođn ng��)
4. Teaching with enthusiasm and interest. (Ham međ va� quan tađm t��i vieôc giạng dáy.)

5. Naĩm ����c nhu caău hóc taôp cụa HS(l��a tuoơi, �oâi t���ng, hoa�n cạnh HS m�nh �ang dáy.( their background and environment .)
6.Motivate learners.
- Motivation needs to be both created and continued.
- Choose activities and materials that are motivating.
- Praise learners frequently but honestly
7. Activate learner motivation.
Create a relaxed atmostphere in the classroom (try to prevent anxiety in yourself or the learners).
Vieôc kieơm tra ba�i cu� �aău gi�� : Khođng neđn kieơm tra �aău gi�� ma� la� trong cạ qua� tr�nh dáy hóc cụa tieât dáy �o�.
8. Thieât keâ , toơ ch��c , h���ng daên Hs th��c hieôn ca�c hoát �oông hóc taôp phu� h��p v��i �aịc �ieơm, tr�nh �oô Hs, �ieău kieôn cú theơ cụa l��p, cụa ��a ph��ng.
Techniques, approaches, classroom activities, teacher`s personality ., phại phu� h��p múc tieđu ba�i dáy, Chuaơn KTKN.
A merry teacher in an English class.(What is a merry teacher? )
Present tasks in a very interesting way which makes the tasks seem achivable to the learners
Develop a good relationship with learners.
Increase the learners` self confidence about the language learning.
Make the classses interesting.
Promote learner autonomy.(Cho hs chón chụ �eă hó th�ch va� cho chu�ng thạo luaôn)
Make the lesson feel relevant to the learners` lives.
increase the learners ` awareness of their goals".
Give learners opportunities to use English to talk about their own lives.
9. Ways of arousing interest in tasks
- Clear goal.
- Varied topics and tasks
- Visuals
- Tensions and challenge: Games
- Entertainment
- Persionalization (opinions,tastes,experiences,suggestions)
- Open-ended cues.
10. Encouragement and support : (from teacher, parents, school, society.)
11. Thieât keâ va� h���ng daên Hs th��c hieôn ca�c dáng cađu ho�i , BT pha�t trieơn t� duy va� re�n luyeôn ky� naíng, h���ng daên s�� dúng ca�c TBDH..
CLASSROOM ENGLISH
CLASSROOM ENGLISH

REPETITION AND RESPONSES
REPEAT, LOUDER
1. Louder, please
Speak up
Say it louder
Say it a bit louder, please
Once again, but louder
Say it so that everyone can hear you
I can’t hear you. Say it again, but this time louder
2. More clearly
Speak more clearly
Not so quickly, I can’t follow
Slowly does it!
Carefully does it!
3. Not so loud
Softer
There’s no need to shout
I’m not deaf
4. Again, please
Once more
Once again, please
Say it again
Say it once more
Once again, but more fluently
Let’s try it again
Again, but more quickly this time
Repeat, please
Reapeat after me: “He has gone”
Say it after me
5. The whole sentence, please
Use a complete sentence
Begin with the question word
Try it again from the beginning
6. Let her try it on her own
Don’t whisper the answer
Don’t help him
I’m sure she can manage on her own
Don’t keep prompting
GROUPING
1. Everybody
Everyone, listen and repeat
All together now, please
Everyone, say “She has gone”
All of you
The whole class, please
Not just this row
Let’s read in chorus
Let’s all say it together
Say it with me
2. Boys – Girls
Now all the boys
Just the girls
Girls only
Let’s begin with the boys
The boys can begin
3. This row
The next group
These two rows
The back row on its/their own
These tables on their own
Just the front row
4. In turns
One after the other, please
In turn, starting with Bill
Take it in turns, starting here
Don’t all answer together
One at a time, please
5. Your turn, Bill
Just you, Alison
You on your own/by yourself, Alison
Now you, Bill
One boy at a time! The rest (of you), wait your turn
Next one, please
Now let’s have someone else try it
Not you again, Bill
Don’t let’s leave it all to Alison
6. You, too, Bill
You join in, Alison
Join in with the rest of us, Bill
CYCLES, NOT CATCHING

1 I`ll begin
-I`ll ask first
-I`ll read first and then you can read after me
-I`ll start and you continue
-I`ll read the whole thing before you answer.
2 Now you ask Bill
- Ask Bill the same question
-Now it`s your turn to ask Bill
-Now Alison, say to Bill: `I`m very well`
-Ask the boy/girl (sitting) in front of/behind you
-Then you ask this boy, and he asks Bill and so on round the class
-Now ask the boys and girls: `Is it big or small?`
-Now it`s your turn to ask the question
-Now it`s Alison`s turn to give the commands
-You are the teacher now. Ask the class: `What is this?`

3 Sorry? What did you say?
-Sorry?
-What?
-Pardon?
-What was that?
-Speak up
-I missed that. What did you say?
-Sorry, I can`t hear you
-I didn`t quite hear/catch what you said
-The rest of you, keep/be quiet
-I can`t hear what Bill is saying for the noise
-I beg your pardon. I thought you said:`. ..`



CONFIRMATION
1. Good
Right Yes
You are right Fine
Hm-hm
Quite right
Uh-huh
2 .That`s the way
That`s right
That`s quite right
That`s it
Yes, you`ve got it
That`s correct You`ve got the idea

3 .Excellent
Very good Magnificent
That`s very good
Terrific
Well done
Wow!
Very fine
Jolly good
That`s nice
Great stuff
I like that
Fantastic
Marvellous
You made a very good job of that.


4.That`s perfectly correct
There`s nothing wrong with your answer
What you said was perfectly all right
You didn`t make a single mistake
That`s exactly the point
That`s just what I was looking for
I couldn`t have given a better answer myself

5 No, that`s wrong
Not really
Unfortunately not
I`m afraid that`s not quite right
You can`t say that, I`m afraid
You can`t use that word here
Good try, but not quite right
6 Could be
It depends
It might be, I suppose
In a way, perhaps
Sort of, yes

ENCOURAGEMENT

1. That’s better
That`s better
That`s more like it That`s a bit more like it That`s much better That`s a lot better You`ve improved a little
2.Try it again
Have another try
Not quite right. Try again
You were almost right that time
Almost right
Not exactly
Well, err,. . .
That`s almost it
You`re half way there
You`re almost there
You`ve almost got it
You`re on the right lines/track
Take it easy
There`s no need to rush/hurry
There`s no hurry
We have plenty of time
Go on. Have a try
Have a go!
Have a guess if you don`t know

3 Don`t worry
Don`t worry about your pronunciation .
Don`t worry about the spelling .
Not to worry, it`ll improve.
Maybe this will help you.
What if I give you a clue?
I`ll help you if you get stuck
4 You read quite well
You have very good pronunciation
Your pronunciation is very good
You sound very English
You speak/read very fluently
You have made a lot of progress
You still have some trouble with your spelling
You find it difficult to read aloud
Reading aloud is difficult for you
You need some more practice with these words
You`ll have to spend more time practising this
You`re getting better at it all the time
You`ve improved no end

GRUMBLING

1 That wasn`t very good
That was rather disappointing
That wasn`t up to much
Come on, now!
I wasn`t very satisfied with that/the way you did that
That was awful/terrible/rotten
2 You can do better than that
Come on, can`t you do any better than that?
There`s room for improvement there all right!
Try harder
A bit more effort
Pull your socks up!
Come on, wake your ideas up
Put a bit of life into it


3 I hope you do it better next time
In future I want you to bring your workbook
When you try this again, I shall expect you to ...
The next time we do this, I want you all to ...
From now on there will be no interrupting
This is the last time I shall tell you
4 You fool!
Idiot!
Nincompoop!
You buffoon!
Nitwit!
You stupid idiot!
I`ve never heard anything so ridiculous!
What a load of rubbish!

ABLE TO PARTICIPATE

1. Has everybody got a book?
Is there anyone without a book?
Who hasn`t got a copy of the text?
Where is your workbook, Bill?
Is there anyone who hasn`t got a copy of the article?
Can anybody lend Bill a copy of the book?
Would someone give Alison a sheet of paper?
2 Can you see all right?
Can you see the picture?
Can you hear all right?
Can you all see/hear?
Is the volume all right?
3 Have you found the page?
Is there anybody who still hasn`t found the page?
Have you all found the place?
Help him find the place .
Show him the place.
. Show him where we are

4 Who needs help?
Who can`t manage (on his/her own)?
Does anybody need any help?
Is anyone having trouble/difficulty?
Who is having trouble with this exercise?
Who is finding this difficult?
How are you getting on/along?
I`ll help you if you get stuck
Let me know if you run into a problem
5 Have you all prepared this chapter?
Did you all finish off this exercise at home?
Have you all completed the essay, as I told you?
Have any of you not made a list of questions?
6 All of you try
What`s the matter?
What`s the problem?

READINESS

1 Where did we stop last time?
- How far did we gel last time?
- Where did we finish/stop reading last time?
- What were we talking about last time?
- Let me refresh your memory. Last time we talked about.
- If I remember correctly/rightly, we were on page 20
-Last time we got to line 15
-If you can recall what I said last time about. . .
-Let`s revise some of the things we did last time
-Where was I?
-What was I saying before I was interrupted?
-What were we talking about before Marco came in?
2 Are you ready?
Who has finished?
Who has done them all?
Are you all ready now?
Have you all finished?
Anybody not finished?
Have you finished, Bill?
Have you done exercise 7 (yet)?
Have you finished reading page 10?
Anybody who still hasn`t finished?
Have you done everything?
How far have you got?
Which question are you on?
Where are you up to?

3 Who`s next?

Whose turn is it next?
Who is thenext one to try?
Your turn
You next
Now you
You`re next
Who hasn`t had a turn?
Who else is there?
Who`s left?
Who hasn`t been out to the board?
You have already had a turn
You have been out once already


CHOICES

1 Who wants to come out?
Who would like to do this?
Who wants/would like to write that on the board?
Who`ll write that up on the blackboard?
Who wants to be Mrs Brown?
Any volunteers to read (the part of) Sherlock Holmes?
Who would like to read the part of John?
Who`d like to be the reader?
Who wants to change the pictures?
Anybody willing to clean the board for me?
Is there anybody interested in carrying the projector?
If nobody is willing, then I`ll have to choose somebody
2 Which English name do you want?
Which name would you like (to have)?
Do you want to be John or Mark?
Which name do you like best/prefer?
3 Which team do you want to be in?
Do you want to be in Bill`s team?
Which group would you like to join?
Is there anybody in particular you would like to work with?
4 Which topic would you like to take?
Which subject do you want to work on?
Is there a particular topic you are interested in?
5 It`s up to you
You can decide/pick/choose
I`ll leave it up to you to pick your topic
It`s all the same to me which group you join
It makes no difference (to me) which exercise you do
I don`t mind either way


TRANSITIONS

1 Right
Good
Fine
OK
All right
Okey-dokey
2 Now we shall do some groupwork
Now let`s have a look at exercise 13B
Now I want you to turn to page 17
How about listening to the whole thing now?
Now we can relax
Now I have some music for you
3 First of all, we shall . ..
First, let`s listen to the dialogue
Firstly, a few words about your homework
To begin with, we shall do some drills
Let`s first listen to Mary`s dialogue
We can look up the new words first of all
The first time, you can try it with your books open
4 Next, I would like you to ...
For the next thing, could you take out your workbooks
And now a brief look at some grammar
First, .. . then we shall do it in pairs
After that, you can change roles
After each part, you can check the answers
When you have done that, you can continue with number 3
5 Now we`ll go on
Let`s move on to something different
Let`s turn to something a little less serious for a moment
Before we go on to chapter 10, let`s . ..
Let`s stop here for a while
I think we can leave it there for a while
We can come back to this exercise a bit later
If we could just go back to the last chapter
6 Finally, I want you to ...
To finish (off) with, you can do some reading
For the last thing today would you take out your notebooks
Last but not least, we have a radio programme to listen to
Finally, a brief word about next Monday
Firstly . . . secondly . . . and lastly, I want you to ...
Just before we finish/you go, could I...

EXPLAINING, OUTLINING
1 This is the way we`ll do it
This is how we shall do it
I would like you to do it in the following way:
Could you do it this way/like this:
Try to do it the way we did it last time
Do it the same way as last time
What we shall do is this:
Let me explain what I want you to do:
Before you begin, let me tell you how I want you to do it
This time we`ll do it with Maria reading
2 The idea of this exercise is to ...
The idea behind this is for you to ask questions
The idea is that you use the conditional
The purpose of this is (for you) to practise the future
What this exercise is trying to do is (to) make you think
The point of the second exercise is for you to ask me some questions
Are you all clear about what you have to do?
Are there any questions?
3 You can spend ten minutes on this
I`ll give you until ten past to finish this off
You have five minutes to complete this
You`ll have to stop in two minutes/minutes` time
Don`t spend more than a few minutes on/doing this

Part 2
English Games
Five-minute activities

PART 3
REFLECTIVE TEACHING
Gia�o vieđn tieâng Anh sau khi th��c hieôn gia�o a�n va� leđn l��p , ngoa�i vieôc ��ng dúng ky� naíng giạng dáy th�ch ��ng v��i t��ng phaăn ba�i : caăn T�� vaân nghieđm tu�c veă qua� tr�nh giạng dáy cụa m�nh, va� t�m nh��ng �a�p a�n th�ch h��p cho nh��ng toăn tái kho� khaín pha�t hieôn trong t� duy giạng dáy.Dáy xong roăi nhung ch�a ha�n la� xong. Co�n Post teaching th� sao?dáy xong GV veă ngaêm lái �a� �át ����c g� sau moêi lesson. Naím nay dáy ba�i na�y theo kieơu na�y sang naím se� dáy nh� theâ na�o? The same or different?
Reflective teaching introduces teachers to ways of Exploring and Reflecting upon their classroom experiences, using a carefully structured approach to self-observation and self-evaluation. Teachers are encouraged to collect data about their own teaching , to examine their attitudes, beliefs, and assumption.The approach is not linked to a particular method , but rather can be applied to a variety of approaches and teaching situations
Questions about what happened during a lesson
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materials did you use? How effective were they?
What techniques did you use?
What grouping arrangements did you use?
Was your lesson teacher dominated?
What kind of teacher-student interaction occurred?
Did anything amusing or unusual?
Did you have any problems with the lesson?
Did you do anything differently than usual?
Did you depart your lesson plan?If so, why?
Did your change make things better or worse?
What was the main accomplishment of the lesson?
Which parts of the lesson were most sucessful?
Which parts of the lesson were least sucessful?
Would you teach the lesson differently if you taught the lesson again?
Was your philosophy of teaching reflected in the lesson?
Did you discover anything new about your teaching?
What changes do you rhink you should make in your teaching?
II/ Questions about the students:

1. Did you teach all your students today?
2. Did students contribute actively to the lesson?
3. How did you respond to different students’ need?
4. Were students challenged by the lesson?
5. What do you think students really learned from the lesson?
6. What did you like most about the lesson?
7.What didn’t you respond well?
III/ Questions to ask yourself as a language teacher

Where am I in my professional development?
What is the source of my ideas about language teaching?