HƯỚNG DẪN CÁCH MUA TÀI LIỆU VÀ TẢI TÀI LIỆU TỰ ĐỘNG 
HƯỚNG DẪN ĐĂNG KÝ THÀNH VIÊN THƯỜNG 
[SKKN MÔN TIẾNG ANH] USING SONGS, GAMES AND COMMUNICATIVE TASKS IN GRAMMAR LESSONS được soạn dưới dạng file word/PDF/ powerpoint gồm 24 trang. Các bạn xem và tải về ở dưới.
I. THE REASONS FOR THE TOPIC BEING CHOSEN
English is a structure based language which has sets of grammar rules. To be successful in examinations as well as communication, learners should master those structures and grammar rules.
Students are supposed to acquire structures and grammar rules in language focus lessons with a considerate amount of time. However, students often find language focus lessons boring, dry and stressful. They also find it daunting to remember so many rules. Why don’t we try teaching structures and grammar rules in more interesting ways and in context. Only by doing so can students find it easier to remember English grammar rules and be able to use the grammatical points they have learnt to do the tests as well as to express their thoughts, opinions and feelings effectively.
II. REAL SITUATION BEFORE THESE SOLUTIONS ARE CARRIED OUT
1. Advantageous conditions
The portion of grammar points in a test is about half. Mastering grammar means getting higher scores in the tests. This encourages students to learn grammar.
Senior high school students are asked to do most of the revision in grammar lessons. They already studied these grammatical points in junior high school.
2. Difficulties
High school students are not as motivated as learners in language centres. Learners in those centres study English partly because they love it and because they have a clear target to study it. Therefore, they try their best in learning. Meanwhile, high school students learn English simply because it is a subject at school.
Most of my students do not like English. 9 out of 10 classes in my school major in natural science subjects. They don’t like social science subjects. English is not their favourite.
Teenagers like something funny. However, some teachers think that students must be serious in studying grammar. Therefore, they like to conduct structure based, formal rather than structure-discourse match activities in grammar teaching.
English language has so many grammar rules to remember. And the speaker must stick on these grammar rules to produce good English. This is so challenging.
3. Statistics
III. CONTENT
I. THE REASONS FOR THE TOPIC BEING CHOSEN
English is a structure based language which has sets of grammar rules. To be successful in examinations as well as communication, learners should master those structures and grammar rules.
Students are supposed to acquire structures and grammar rules in language focus lessons with a considerate amount of time. However, students often find language focus lessons boring, dry and stressful. They also find it daunting to remember so many rules. Why don’t we try teaching structures and grammar rules in more interesting ways and in context. Only by doing so can students find it easier to remember English grammar rules and be able to use the grammatical points they have learnt to do the tests as well as to express their thoughts, opinions and feelings effectively.
II. REAL SITUATION BEFORE THESE SOLUTIONS ARE CARRIED OUT
1. Advantageous conditions
The portion of grammar points in a test is about half. Mastering grammar means getting higher scores in the tests. This encourages students to learn grammar.
Senior high school students are asked to do most of the revision in grammar lessons. They already studied these grammatical points in junior high school.
2. Difficulties
High school students are not as motivated as learners in language centres. Learners in those centres study English partly because they love it and because they have a clear target to study it. Therefore, they try their best in learning. Meanwhile, high school students learn English simply because it is a subject at school.
Most of my students do not like English. 9 out of 10 classes in my school major in natural science subjects. They don’t like social science subjects. English is not their favourite.
Teenagers like something funny. However, some teachers think that students must be serious in studying grammar. Therefore, they like to conduct structure based, formal rather than structure-discourse match activities in grammar teaching.
English language has so many grammar rules to remember. And the speaker must stick on these grammar rules to produce good English. This is so challenging.
3. Statistics
| Grade | Number of students | Mark 5 and over | Under mark 5 | ||
| total | rate | total | rate | ||
| 10 | 45 | 16 | 35.5% | 29 | 64.5% |
| 12 | 120 | 50 | 41.6% | 70 | 58.4% |
| Total | 165 | 66 | 40%% | 99 | 60 % |
III. CONTENT
