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1, 2, 3 Vocabulary ............................................................................................................................... 3 Dy hc bng bn t duy: Kch thch s ham hc, sng to ca hc sinh......................................... 3 One of the effective ways to teach English to Primary school students ................................................. 4 USING THE THEORY OF MULTIPLE INTELLIGENCES IN TEACHING ENGLISH ................... 5 Lm th no t b ging Anh - Vit ................................................................................................ 6 1, 2, 3 Vocabulary ............................................................................................................................... 1 Dy hc bng bn t duy: Kch thch s ham hc, sng to ca hc sinh......................................... 1 One of the effective ways to teach English to Primary school students ................................................. 2 USING THE THEORY OF MULTIPLE INTELLIGENCES IN TEACHING ENGLISH ................... 4 Lm th no t b ging Anh - Vit ................................................................................................ 5

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1, 2, 3 Vocabulary Mc ch ca hot ng ny l to khng kh nh nhng, vui v gip hc sinh bc vo bi hc mi mt cch t nhin, n t vng hc sinh hc v gip hc sinh luyn pht m v phn ng nhanh. Ni dung: - Cc t vng bi trc cc em hc ( Unit 5 : Work And Play ( B1,2) Tit 29, English 7 ) bao gm : 1. To ring (v) 2. Recess (n) 3. To chat (v) 4. Blindmans bluff ( N.P) 5. Catch ( n) 6. To play marble ( Phr. V) 7. To skip rope (Phr.V) - Lut chi : S dng s m 1, 2, 3, 4, 5, 6, 7, 8, 9. Quy nh cc s 3,6,9 khng c c s m m phi c bng 1 trong s cc t vng hc ca bi trc. Ngi c sau khng c c trng vi t ngi c trc. V d : Thy ch vo mnh c one (1), ri ch 1 hc sinh khc, th hc sinh c l two (2), ri thy li ch 1 hc sinh khc na nhng hc sinh ny khng c c three m phi c 1 trong cc t hc trn. Ngi c sau khng c trng vi t ca ngi c trc. Nu hc sinh no phn ng chm hoc c khng ng quy nh trn th b thua. V c tip tc nh th n khi ngi no cn sau cng th s thng cuc chi. Nguyn Hu Ti (Theo Trng THCS Nhn L - TP Quy Nhn) Dy hc bng bn t duy: Kch thch s ham hc, sng to ca hc sinh Dy hc c hiu qu, ph hp vi la tui hc sinh l mt trong nhng ni dung quan trng ca phong tro "Xy dng trng hc thn thin, hc sinh tch cc". t c mc tiu ny i hi cc nh trng phi i mi phng php dy hc, hng hc sinh n cch hc tch cc v t ch, nng cao kh nng t duy, gii quyt tnh hung. Xut pht t yu cu , ngnh gio dc Lng Giang (Bc Giang) trin khai mt phng php mi kh hiu qu, l dy hc bng bn t duy (BTD). "Cha" li "hc vt" Gi hc Vn ca lp 9A, Trng THCS i Lm (Lng Giang) tht si ni v hp dn. C gio Nguyn Th Hng cho cc em hc sinh n tp v h thng li kin thc ca tc phm "Truyn Kiu"; thn th, s nghip ca tc gi Nguyn Du bng phng php BTD. Xoay quanh hai "t kho" trung tm l Truyn Kiu v Nguyn Du, bng nhng cu hi gi m ca c gio, s tham gia si ni ca hc sinh, "bn " dn hin ln tht sinh ng v hp dn. Cha y 20 pht, ton b ni dung kin thc ca bi hc trong sch gio khoa c tm gn bng mt BTD. Phn thi gian cn li, c cho cc hc tr tho sc sng to v pht trin tng lin h ca mnh nh so snh cuc i ca nng Kiu vi cuc sng ca ngi ph n thi phong kin v hin nay; nhng tc phm khc ca Nguyn Du ngoi Truyn Kiu Tit hc kt thc trong s nui tic ca c c v tr. C gio Nguyn Th Hng cho bit, sau khi nh trng trin khai phng php dy hc bng BTD, ng thi tham kho cc ti liu v phng php ny, c ng dng vo tng tit dy ca mnh mang li hiu qu thit thc nh: gip hc sinh thuc bi ngay ti lp, nh nhanh, nh su v lu nhng ni dung ca bi hc. Mt khc, dy hc bng BTD gip hc sinh khng nhm chn v bi hc m lun si ni, ho hng t u n cui tit hc. Phng php ny c bit c ch trong vic cng c kin thc v rn luyn, pht trin t duy logic cho hc sinh, nht l nhng hc sinh kh, gii. Em Hong Th Hng Ni cho bit: Trc y khi hc theo li c- chp sau v hc thuc lng tr bi cho ngy hm sau em khng thy ho hng hc v khi chuyn sang bi khc c th qun ngay kin thc hc. Nay hc theo phng php BTD, em thy gi hc vui hn v nh lu hn. Nht l khi n tp, em ch cn nhn xem lt qua l c th nh li hu ht nhng kin thc hc. Cn em Hong L Quyn th chia s: Em rt thch hc nhng gi c s dng phng php v BTD. Bi hc thoi mi, khng p lc. Bn thn t lp dn v h thng ton b ni dun g chnh ca bi hc ngay t khi trn lp nn em khng nhng hiu m cn nh rt lu bi hc . Mt phng php hiu qu Phng php dy hc bng BTD c ngnh gio dc Lng Giang thc hin th im vo cui nm 2010 ti Trng THCS Hng Sn v trin khai rng ri trong cc trng hc trn a bn huyn t nm 2011. Phng php ny c gio vin, hc sinh h hi n nhn. Thc t cho thy, trong qu trnh dy v hc trc y, m hnh dy hc bng BTD c hnh thnh nhng mc n gin hn nh lm s , bng biu Vic thc hin ca cc thy, c gio cng cha hon chnh, bi bn v cha p dng thng xuyn. i vi BTD tuy hnh thc tng t nhng c thc hin mc cao v c nhng u im tch cc hn hn, gip hc sinh khi qut c vn v pht huy tnh ch ng, sng to ca mnh. Cc thy, c gio trc tip ging dy bng BTD u c chung nhn xt rng, vt liu lm BTD d kim, kinh t, cch lm n gin v c th vn dng vi bt k iu kin no ca cc nh trng hin na y. BTD c th c v trn giy ba, bng ph, s dng bt ch, mu, phn, ty hoc cng c th thit k trn powerpoint hay cc phn mm chuyn dng h tr thit k BTD. Vi cc trng c c s h tng thng tin tt c
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th ci vo phn mm my tnh cho cn b, gio vin, hc sinh s dng. Tuy nhin, a s u cho rng vic s dng giy, bt ch, bt mu, ty v BTD c u im l gip ngi hc d dng pht trin tng v b sung tng, qua pht huy tnh sng to ca mi ngi. Mt khc, BTD cn gip pht trin nng khiu hi ho, s thch la chn t do mu sc, ng nt. Do t "sng tc" nn mi BTD th hin r cch hiu, trnh by kin thc ca mi c nhn; ng thi do chnh bn thn lm ra nn cng yu qu, trn trng "tc phm" ca mnh. Hin nay 100% cc trng THCS trn a bn huyn Lng Giang trin khai ng dng BTD vo dy v hc, y l mt trong nhng cng c h tr c lc cho vic hc tp ca hc sinh. Nhiu trng t hiu qu cao trong vic nng cht lng gio dc thng qua i mi phng php dy hc bng BTD nh THCS Hng Sn, i Lm, Hng Lc, th trn Vi Thy gio Nguyn Vn Qu, Hiu trng Trng THCS i Lm (Lng Giang) cho bit: Tr cc mn hc mang tnh c th nh th dc, m thut cn li tt c cc mn hc khc nh trng u p dng phng php dy hc bng BTD nng cao cht lng gio dc ca nh trng. Cn c gio Nguyn Th Thnh, Hiu trng Trng THCS Hng Lc cho rng: u im ln nht ca BTD trong dy hc l d p dng, d nhn rng, gip hc sinh rn luyn k nng v t duy khoa hc, logic, ghi nh su sc kin thc, trnh c li hc vt, thuc lng my mc Qua trao i, chng ti nhn thy hc sinh rt hng th vi BTD; nhiu em hnh thnh c k nng thit lp BTD cho cc bi, cc chng. a s cc em u c thc lu gi cc BTD ca mnh nh mt ti liu m khi cn c th b sung, sa i. c bit va qua, Phng Gio dc v o to Lng Giang va t chc nh gi vic vn dng BTD vo dy hc. kin ca cn b, gio vin cc nh trng u nh gi cao vic vn dng BTD vo dy hc. Tuy nhin, nhiu thy, c gio cng cho rng khng nn tuyt i ho vai tr ca BTD, coi BTD l cng c vn nng trong dy hc. Bn cnh , vic p dng BTD vo dy bi mi mt cch thi qu cng l iu khng nn. Vi nhng bi c ni dung di, kh m yu cu hc sinh v BTD ti lp th s khng ph hp v vic v BTD mt nhiu thi gian do phi cn nhc la chn hnh nh, ng nt, mu sc; phi xoay t giy theo nhiu chiu vit t kho theo nt lin kt. Mt khc, vic sa vo "trang tr" BTD s tn nhiu thi gian, lm chuyn hng t duy v vn cn quan tm sang t duy hi ho. Khc phc nhng iu ny, BTD s thc s pht huy hiu qu, l phng php dy hc tch cc, gp phn nng cao cht lng gio dc trn a bn. Tc gi: Hng Minh (Bo Bc Giang) BTD (Mind Map) l mt hnh thc ghi chp s dng mu sc, hnh nh m rng v o su cc tng. K thut to ra loi bn ny c pht trin bi Tony Buzan (sinh nm 1942, Anh), chuyn gia hng u th gii v nghin cu hot ng ca b no. BTD c cu to nh mt ci cy c nhiu nhnh ln, nh mc xung quanh. "Ci cy" gia bn l mt tng chnh hay hnh nh trung tm. Ni vi n l cc nhnh ln th hin cc vn lin quan vi tng chnh. Cc nhnh ln s c phn thnh nhiu nhnh nh, ri nhnh nh hn, nhnh nh hn na nhm th hin ch mc su hn. S phn nhnh c th tip tc v cc kin thc, hnh nh lun c ni kt vi nhau. S lin kt ny to ra mt "bc tranh tng th" m t tng trung tm mt cch y v r rng. Co-admin (Theo Bo Gio dc & Thi i) One of the effective ways to teach English to Primary school students Using songs to create activities for teaching English to primary school students is one of the effective ways to teach English to them. It is very difficult for young learners to learn grammar and vocabulary of a language. So, making grammar and vocabulary memorable by using songs plays an important role in teaching English to them. There are a number of good reasons why songs can be used to teach English to young learners. Firstly, Children are sensitive to the sounds and the rhythm of new language. They enjoy playing with their voices and copying new sounds as well as patterns of intonation. So, they have great potential to acquire the rhythm of English right from the beginning. Secondly, using songs integrate activities for students who refer oral (speaking), aural (listening), visual (seeing) and kinesthetic (doing) activities. Oral: songs and chants give a lot of opportunity to speak in a supportive or safe environment. Aural: give students chances to practice with listening for details and listening for pronunciation. Visual: Students connect ideas that they hear, with pictures and diagrams. Kinesthetic: Students do actions to match the words of the songs, to help them remember the new vocabulary. Thirdly, changing the pace/speed of the lesson and motivating learners.
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Very young children often say they like English because they like the teacher. They are motivated by their teachers positive feelings about English and the learning context. They want to learn English because they enjoy the activities and the comfortable atmosphere in the class. The more they like English, the more they want to learn it. Fourthly, presenting language in a fun and less scary way. Learners can give non-verbal responses first by pointing to pictures or doing actions before they have to say the words. While singing, they can use TPR, dance and clap their hands. Fifthly, developing concentration, coordination and confidence. Learners need to concentrate to combine the language with the movements; remember the songs; listen and watch others in the class such as questions and response. When learners learn the language in songs, they do it chorally (everybody speaks or sings together) and so they have the support of others. Its safe. Songs can create favorable chances for weaker students who can sing in front of the class. At last but not least, making language easy to remember. Songs consists of chants and rhymes. They naturally include a lot of catchy tune and repetition. Most of the students like singing. The more they like English songs, the better they learn English. And now, I would like to create a song, a chant and a rhythm whenever I teach my students how to learn Lesson one - Unit 4 page 28 in Family and friends 1. The song that follows the tune of the Vietnamese song Ka con bm vng She is a teacher I am a pupil How about you? How about you? Are you a fireman? Are you a housewife? No, Im not. Im a pilot. The chant Whos she? (2 beats) Whos he? (2 beats) Shes a teacher,but hes a student. (3 beats) Whos she? (2 beats) Whos he? (2 beats) Shes a pilot,and hes a pilot, too. (3 beats) The rhythm The teacher has an eraser. The pupil has a pencil. The pilot has a lot of money. Im a housewife and Ive a fireman. The fireman likes a hero Oh,oh, oh! These activities can be used as a warm-up, pre-practice or free practice. Singing in combination with using funny gestures will easily attract students and make them learn by heart some jobs (teacher, student, housewife, fireman and pilot.) and practice some grammar points (WH Question, Yes/No Question). I hope that these activities will be useful and my students will enjoy them a lot. In conclusion, every language has its own music (rhythm and intonation); it is not time-consuming and it is effective to encourage children to learn the music of that language by using songs relating to the content of the lesson. Phan Thi Mau - Phuoc An 1 PS (Theo Binh Dinh ELT Specialist) USING THE THEORY OF MULTIPLE INTELLIGENCES IN TEACHING ENGLISH Have you ever thought about why your students react in different ways to the activities you do in the class? Or even why different groups react differently to the same activity? Why do some students really enjoy working in groups while others are much more productive working alone? Why do some learners draw pictures in their vocabulary books while others seem to need to just hear a word to be able to use it themselves? In fact, every classroom is full of students who are different from each other in many different ways. It is undeniable that when students learn through
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their strengths, they not only learn more effectively but also show the improvement in their weaker areas. Dr. Howard Gardner - professor of education at Harvard University developed a theory called Multiple Intelligences (1983) which can go some way towards explaining different learner styles. According to Gardner, there are eight different types of intelligences The theory of multiple intelligences suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much In addition, the theory of Multiple Intelligences maintains that students who have one area of intelligence which is more fully developed than the others should be encouraged to approach their learning by using that particular intelligence as an entry point. As a result, it is vital for teachers to utilize such strengths or intelligence of students to help them absorb the knowledge in the most suitable way by deciding what kind of knowledge would be most relevant and in what way this knowledge can be acquired. I have used the theory of Multiple intelligences as an initial step in order to investigate the diversity which exists in class 10A2 of Tran Cao Van High School, Qui Nhon city, Binh Dinh province to find out more about students'' strengths and weaknesses as related to the learning process. At the first meeting, I try to use various warm up activities so that I can touch upon all the types of intelligences now and again. By observing the students and making notes on how they react to different activities I may well discover that I have a class with a majority of visual learners so I have planned my lesson as followed: I- Warm-up: Game: MATCHING. Preparation: some pictures of famous Vietnamese or foreign singers or music bands and their name cards Procedures: - Divide the class into 2 groups - Ticks the pictures on the board - Asks students to go to the board and match name cards with the pictures II- Pre speaking - Asks students to work in pairs and match each of the description to a type of music - Asks students to stand up and tell their ideas - Corrects mistakes and give correct answers - Pre teaches some new words by using some pictures to illustrate the meaning - Pre teaches some useful languages. I have used 3 emotion expressing faces so that students can easily know which expressions are negative , positive or neutral attitudes Task 1 - Asks students to look at the picture of a Dad and his daughter to tell the situation of the dialogue - Asks students to play roles and practise the dialogue Task 2 - Ticks the pictures of some Vietnamese and foreign famous singers or bands on the walls around the class - Asks students to stand up, choose one partner then go around the classroom, practise asking and answering about these pictures Task 3 - Asks students to work in groups of three tables and practise talking about their favourite singers or musicians or bands 3. Post speaking: - Asks some leaders to go to the board and represent their work - Gives comments and gives marks Nguyn Th Thanh Huyn (Theo Chuyn vin Ting Anh) Lm th no t b ging Anh - Vit Rt nhiu ngi s hu mt vn ting Anh kha kh, ni ting Anh nh gi nhng k nng nghe li yu hn rt nhiu so vi cc k nng cn li, nh hng n vic s dng ting Anh trong giao tip. L do rt n gin l v h c thi quen ni ting Anh theo ging Anh - Vit v t lm cho vic nghe ca h b nhiu. iu ny cng hp l-gc thi, bi v trong u h lu ngy hnh thnh mt hnh nh hi lch lc ca m thanh ca cc t, dn n qu trnh nghe - gii m m thanh b nhiu. Chng ti c mt bui trao i hu ch vi ng Paul Bell, c vn chuyn mn ca Tp on Ngn ng & K nng AAC, v vic lm th no khc phc tnh trng ny:
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Vic hnh thnh ging Anh Vit l mt iu rt d hiu do c th v pht m ca ting Vit v ting Anh qu khc nhau, thm na l c a ca ngi phng Ty cng khc ngi phng ng. Sng trong mt mi trng ni ting Vit th ting Anh ca chng ta b nh hng cng khng c g l.

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Nhng ti sao c nhng ngi con ca Vit Nam, ln ln ti Anh, Php, c li vn c th ni ting bn a chun xc khng khc g ngi dn ca chnh quc gia ? chnh l do mi trng tc ng ln h, gip h luyn ni c chun. iu ny c ngha l nu chng ta chu kh luyn, mt ngy no khng xa, chng ta cng c th t b c ging Anh Vit ca mnh, khi ni ting Vit c ging Vit chun v khi ni ting Anh c ging Anh chun. Ti xin a ra mt s li khuyn gip cc bn c th nhanh chng t b ging Anh Vit v c th giao tip, s dng ting Anh vi ging Anh chun: 1. Hy bao trm cuc sng ca bn trong ting Anh cng nhiu cng tt, cho no b ca chng ta quen vi ging Anh chun. Vic ny ngy nay c th thc hin d dng thng qua vic nghe nhc, xem phim hay ch n gin l bt cc knh thng tin, thi s bng ting Anh. 2. Kin tr luyn tp nhng ng bt p bn thn qu ng. Vic vo quy c rt kh khn trong thi gian u nn khi thy luyn mi m li vn cng th nn ngng li. Bn s thy ngc nhin rng ti sao hm qua li cng th m ch qua mt hm thi mm nh th ny ri. 3. Hy nghim tc lm quen vi h thng phin m quc t lm sao khi nhn qua phin m l bn c th hnh dung ra chnh xc t phi pht m th no. iu ny khng c ngha l phi pht m chun ngay, nhng t nht n gip chng ta bit c chng ta sai u v cn lm g sa. 4. Mt vn rt quan trng l chuyn ng, v tr ca ming, li, mi cng nh hng rt ln n vic pht m. Bn c th bt chc mi m pht m mt t khng chun nhng ch cn ming ca ngi bn ng mt ln, bn c th nhanh chng nhn ra s khc bit. Mt hc sinh ca ti d mt rt nhiu thi gian nhng vn khng th th hin c s khc bit gia mt t rt hay dng - beach vi mt t khng nn dng - bitch. Nu nhm ln pht m 2 t ny th hu qu rt khng hay. Ti ch cho anh ta rng, pht m t beach, anh ta ch cn lm cho 2 khe mi cng cch xa nhau cng tt, nh th ang chun b ci vy. V vn c gii quyt ch trong chp mt. 5. Nu c iu kin, hy t ghi m v nghe li thy rng cng mt ngi ni (chnh l ging ca bn) nhng nhng g bn t nghe thy khi ang ni khc xa so vi nhng g m ngi ta tht s nghe thy. 6. Trc khi luyn tp su hn, hy c gng pht m tht r rng cc m ui trong ting Anh, tt nhin ng pht m tha. Thi quen ny s lm cho c ming ca bn quen hn vi vic pht m ging Anh chun. 7. Mt s trng hp kh d th nhiu ln m khng c, bn hy lit k li ri nh mt ngi bn ng hay mt ai c ging chun hn gip bn. Khng g bng kinh nghim thc t ca ngi i trc c.
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8. Cui cng, hy kin nhn, dc tc bt t. Hy c gng ni ting Anh chm ri m chun cn hn ni nhanh m khng chun, tt nhin nu bn vn mun luyn tp t b ging Anh Vit ca mnh. Admin (Theo http://dantri.com.vn/c25/s2)

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