TRAINING SOME LIFE SKILLS FOR STUDENTS THROUGH ENGLISH LESSONS AT GRADE 11

SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI TRƢỜNG THPT NGUYỄN HỮU CẢNH 1 Mã số:... (Do HĐKH Sở GD&ĐT ghi) TRAINING SOME LIFE SKILLS FOR STUDENTS THROUGH ENGLISH LESSONS AT GRADE 11 Ngƣời thực hiện: PHẠM NGỌC LAN HƢƠNG Lĩnh vực nghiên cứu: - Quản lý giáo dục - Phƣơng pháp dạy học bộ môn:...english... - Lĩnh vực khác:... Có đính kèm: Các sản phẩm không thề hiện trong bản in SKKN Mô hình Phần mềm Phim ảnh Hiện vật khác Năm học: 2011-2012

SƠ LƢỢC LÝ LỊCH KHOA HỌC BM02-LLKHSKKN 2 I. THÔNG TIN CHUNG VỀ CÁ NHÂN 1. Họ và tên: PHẠM NGỌC LAN HƢƠNG 2. Ngày tháng năm sinh: 29-11-1977 3. Nam, nữ: Nữ 4. Địa chỉ:11/51, Khu phố 3, phƣờng Tân Mai, thành phố Biên Hoà, tỉnh Đồng Nai. 5. Điện thoại: 061.3834289(CQ)/ 061.3812704(NR); ĐTDĐ: 0983.097736 6. Fax: E-mail: lanhuong@nhc.edu.vn 7. Chức vụ: giáo viên 8. Đơn vị công tác: Trƣờng THPT Nguyễn Hữu Cảnh II. TRÌNH ĐỘ ĐÀO TẠO - Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Cử nhân - Năm nhận bằng: 1999 - Chuyên ngành đào tạo: Sƣ phạm Anh văn III. KINH NGHIỆM KHOA HỌC - Lĩnh vực chuyên môn có kinh nghiệm: Giảng dạy bộ môn Tiếng Anh. Số năm có kinh nghiệm: 12 - Sáng kiến kinh nghiệm đã có trong 5 năm gần đây: * VẬN DỤNG PHƢƠNG PHÁP DẠY HỌC HỢP TÁC THEO NHÓM NHỎ TRONG TIẾT DẠY READING 12

3 TOPIC: TRAINING SOME LIFE SKILLS FOR HIGH SCHOOL STUDENTS THROUGH ENGLISH LESSONS AT GRADE 11 A. RATIONALE OF THE TOPIC Students are future owners of the country, who will play important roles in the country s development in coming years. Without life skills, students could not fulfil their duties to not only themselves but their families, their community and their country also. In school years, students are forming and developing their own characteristics, defining their big dreams, are eager to learn - and willing to discover new things. However, they still lack knowledge about social life, living experience and are easily affected, incited to bad things In the current international integration context, students are usually influenced by both positive and negative factors; therefore, they always have to fight to choose their own value, to confront difficulties and challenges. Without being trained in life skills, students may be embroiled in destructive behaviour, violence, selfish living ways, practical mind and easy to have a deviation in personality development. We all have seen many students having negative phenomena such as drug addiction, suicide, violence, car racing, etc. Many researches have proved that these negative phenomena come from lack of life skills in student generation such as: emotional control skills, support seeking skills, communication skills, consistence skills As a result, training in life skills for students is very necessary to help them form suitable behaviour and have responsibility with their own lives. Moreover, being trained with life skills can help them have the ability to respond positively to different situations in their social life and know how to create, and maintain good relationships with others to have better and healthier lives. There are many different viewpoints about life skills: * According to World Health Organization (WHO), life skills are defined as the ability for positive and adaptive behavior that enables a person to deal effectively with the demands and challenges of everyday life.

* According to United Nations Children's Fund (UNICEF), life skills are defined as a behavior change or behavior development approach designed to address a balance of three areas: knowledge, attitude and skills. The UNICEF definition is based on research evidence that suggests that shifts in risk behavior are unlikely if knowledge, attitude and skills based competency are not addressed. * According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), life skills have a strong relationship with four pillars of learning: - Learning to know skills: critical thinking/ creative thinking/ decision making skills - Learning to be skills: coping with stress and emotions/ self-awareness/ selfconfidence skills, - Learning to live together skills: empathy, effective communication skills, interpersonal relationship skills, - Learning to do skills: values analysis skills, problem solving skills * Based on the empirical analysis of international experience and the reality of Vietnam education, the content of life skills training consists of the below basic skills: 1. Self-recognition skills 2. Valuation skills 3. Emotion control skills 4. Coping with stress skills 5. Seeking support skills 6. Showing confidence skills 7. Communication skills 8. Active listening skills 9. Showing empathy skills 10. Negotiation skills 11. Dealing with conflicts skills 12. Cooperation skills 4

13. Critical thinking skills 14. Creative thinking skills 15. Decision making skills 16. Problem solving skills 17. Consistency skills 18. Taking responsibility skills 19. Target reaching skills 20. Time management skills 21. Information searching and processing skills 5 B. ADVANTAGES AND DISADVANTAGES IN PERFOMING THE TOPIC 1. Advantages: - The school has been equipped with good technology equipment (projector, television, and computer). - Training environment is very friendly. - My colleagues in English faculty and in other faculties (Liturature and Biology faculties) have given me much support. - With student-centered philosophy and ability to inspire the love of learning from the students, I myself always try to learn, update new knowledge and develop my professional to devote myself more thoroughly for the education. 2. Disadvantages: - The number of student in each class is quite many (43 students/class). - Students have quite far difference of knowledge and learning attitude. - Within limited time, I do not have enough time to extend, explore the lessons in details and focus more on the topics that students are interested. - Most of the students are not interested in activities organized by teachers. - Training life skills at lower grades in schools is not paid much attention. C. CONTENTS In order to train life skills for students, I apply a proactive technique and method to create conditions, opportunities for students to practise, experience life skills in the learning process. With this training method, students can be happy with learning

periods, not being overloaded or heavy. Moreover, students can learn many useful things which are close to their usual lives. Therefore, with this method, I am always very interested in answering the question What life skills can I train my students through the lesson? when composing the training plan before coming to class. In this initiative experience, I would like to mention some activities that I have applied in order to give my students the opportunity to practice life skills in their learning process. UNIT 2 PERSONAL EXPERIENCE READING AFTER YOU READ AFTER YOU READ (Textbook): Work in groups. Discuss the question: What do you think the girl had to do after she discovered that the money she had taken from the boy s bag was not hers? I re-design: Look at the pictures. Discuss the question What would you do if you were in that situation? (Pair-work) I. Objectives: My objective is to help the students feel more confident in solving difficulties that could suddenly happen in their lives: Once struggling with difficulties, they should always remember that they are not alone but there are always many people around them willing to help them, give them useful advice and share with them. II.Basic life skills: Communication skills / Problem solving skills / Cooperation skills Support seeking skills / Decision making skills III. Method: - discuss, analyze the situation and then practise 6 police parents psychologist friends Tel: 0838 450 626

7 Teacher s activities - T presents pictures on the TV (or gives each group a handout.) - T gives suggestions. + If I were in that situation, I would ask the police to help me return the money to the boy. - T encourages Ss to give as many solutions as possible. - (T and Ss correct mistakes.) -> In short, when we have difficulties we have many solutions. If we can t solve the solutions ourselves, we can ask for help. There are many best friends around. Students activities - Ss work in groups of 4 to find out as many solutions as possible S1: If I were in that situation, I would get on the same bus the next day and look for the boy to return the money. S2: If I were the girl, I would tell my father the truth about the embarrassing situation. My father would give me the best advice. S3: My father would be angry if he knew the truth, so I wouldn t tell my father. I would tell the truth to my mother and my mother would help me. S4: If I were in that situation, I would phone a psychologist (Mrs. Mai) to ask for advice. S5: I have a very intelligent close friend. If I were in that situation, I would ask her for help. This activity can not only help students to practise their English but also help them to develop their life skills to solve their difficulties. UNIT 4 VOLUNTEER WORK READING AFTER YOU READ AFTER YOU READ A: Look at the pictures and use suggested words to summarize what students often do as volunteers (pair-work): I. Objective: I design an activity to review the content of Unit 4 Textbook. II. Basic life skills:

Decision making skills / Showing empathy skills / Time management skills III. Methods Discussing / Content briefing/ Presenting 8 a. - hospitals/ orphanages/ homes for the aged/ volunteers/ reading books to the people there/ play games with them/ listen to their problems. b. Volunteers/ give care and comfort / help disadvantaged and handicapped children/ overcome/ difficulties c. Summer vacations/ students/ work/ remote or mountainous areas/ provide education for children.

9 Teacher s activities - T asks Ss to look at the pictures to summarize what students often do as volunteers. -T asks students a short question containing many meanings in order to train life skills to them. -> How do you feel when you can bring happiness to others? - T and Ss correct mistakes. Students activities - Ss look at the pictures and use suggested words to summarize what students often do as volunteers - They usually visit these places. They read books to people there, play games with them or listen to their problems. - They give care and comfort to them and help them to overcome their difficulties. - They volunteer to work in remote or mountainous areas to provide education for children. -> I feel very happy when I can bring happiness to others. -> I think/ believe that I am the happiest people in the world. Through these, students can have happy feelings once helping others. AFTER YOU READ B: What voluntary work do you intend to do after this class? I. Objective: I design an activity to review the vocabulary of Unit 4 Textbook. II. Basic life skills: Decision making skills / Showing empathy skills / Time management skills III. Methods: Discussing / Content briefing/ Presenting

10 Teacher s activities Students activities - T presents pictures on the TV screen - Ss work in pairs to talk about or gives handouts. volunteer work they intend to do this - T encourages Ss to do volunteer work afternoon after school. to help people around them. S1: I will spend 30 minutes talking (parents/ neighbors/ the lonely aged/ with the old living next to my house. the disadvantaged/ the handicapped ) S3: I will tell my grandmother a funny -> Just small gestures can bring story everyday so that my grandmother happiness to people living around us. doesn t feel lonely. - We should care and comfort people S3: I will visit the old man who I around us, especially the lonely old haven t visited for a long time. He man (woman)/ the disadvantaged/ the lives alone next to my house. handicapped/ our neighbors.) S4: I will smile and stop to talk to the handicapped who is always sitting alone in his armchair on the way I go home. (- Ss correct mistakes.) - Students will see their lives more meaningful once they can bring happiness to others.

UNIT 6 - COMPETITIONS READING AFTER YOU READ Discuss the reasons why Nga said: For me the most important thing was our participation in the competition and the enjoyment we had from it. (Individualwork) Taking advantage of the last five minutes in the training period, I help my students to present their thoughts and feeling about Nga's statement. I. Objectives: The objective of this activity is to help my students to recover from their failure and then try much more for next challenges (ex: examinations, contests ). Besides, this will help students know how to have empathy share with the losers. II. Basic life skills: Showing sympathy skills/ Effective communication skills/ Cooperation skills/ Dealing conflict skills/ Valuation skills III. Methods: Discussing / Content briefing/ Presenting 11 Teacher s activities T asks Ss to read (P3) in textbook. T leads Ss to this activity by asking Ss some questions: 1. Name members of group A? 2. Why did Thu feel disappointed? 3. Why did Thu s group lose the game? 4. What did Nga say? -T encourages Ss to give their opinion to Nga's statement For me the most important thing was our participation Students activities - Ss read the last paragraph.(p3) - Ss answer the questions. Hung, Thu and Nga Because her group was not the winner. Because Hung had difficulty reciting the poem. For me the most important thing was our participation in the competition and the enjoyment we had from it. S1: The purpose of the saying is to comfort Hung and Thu

in the competition and the enjoyment S2: I am really appreciated Nga s we had from it. saying. In that situation, Hung needed - T and Ss correct mistakes. everyone s comfort. S3: 12 - We have to learn from our mistakes so that we can do it better in future and become the winner someday. - And we should learn how to have empathy and share with the losers. UNIT 8 - CELEBRATIONS READING BEFORE YOU READ Match the activities to their pictures (Pair-work): I. Objectives: This activity is to review vocabularies for students in order to help them easy to present their usual activity on Tet holidays by English and make the learning period more actively. Besides, the students can know more about Vietnamese cultures on such holidays. II. Basic life skills: Self recognition skills / Decision making skills/ Time management skills III. Methods: Discussing / Content briefing/ Presenting Activities: 1. Cleaning up the house 2. Going shopping 3. Decorating the dining room with apricot blossom in the South and peach blossom in the North 4. Decorating houses with kumquat tree with its ripe deep orange fruits. 5. Cooking traditional foods (Making banh chung) 6. Watching fireworks 7. Visiting relatives and exchanging New Year wishes 8. Receiving lucky money

13 A B C E F G H I J Teacher s activities Students activities - T asks Ss to match the activities to their pictures. - T helps Ss train life skills by asking some questions. - What do you often do to help your - Ss match the activities to their pictures. 1. J 2 A 3. F, G 4. B 5.C 6. E 7. H 8. I S1: I often help my mother clean windows and tidy up the house. The atmosphere in

mother to prepare for Tet holidays? my family is very warm. And How do you feel? S2: I often help my mother make banh chung. I enjoy Tet holidays very much. S3: On Tet holidays, I don t have to go school. Therefore, I always help my mother do everything I can to prepare for Tet - T and Ss correct mistakes. holidays. I am really happy. I love Tet holidays very much. The time you help your parents to prepare for Tet holidays is also the time you have the opportunity to enjoy the family happiness and emotion. UNIT 8 - CELEBRATIONS READING AFTER YOU READ I design an activity AFTER YOU READ as below: Tell your friends about your plan. (Group-work) On Tet holidays, you have some days off. Therefore, you should plan what to do on your Tet holidays so that you can have meaningful and happy holidays together with your family, your relatives, your friends I. Objectives - T helps Ss know the meaning of Tet holidays. - Ss know how to plan what to do on these days. II. Basic life skills - Time management skills/ Decision making skills/ Target reaching skills III. Methods Discussing / Content briefing/ Presenting 14 Teacher s activities - T encourages Ss to plan what they do on Tet holidays. - T asks two groups to present their Students activities - Ss work in groups of eight to plan what they do on Tet holidays.

plans in front of the whole class. GROUP 1: On December 29 th of the lunar year: - My family will buy many things for -T corrects mistakes and give Tet holidays. (clothes, flowers, meat, comments fruits, candies, cookies, lemon seeds.) - We will gather to make banh chung On December 30 th of the lunar year: - We will help my parents clean the windows to welcome the new year. - We will decorate our house (flowers, apricot blossom, kumquat tree ) - We will sit around and watch TV to wait for The New Year coming. On Jan 1 st of lunar year: - In the morning we will go to church to pray for a happy new year. - After that I will visit our grand grandparents tombs. - We will wish best wishes to our parents. On Jan 2 nd of lunar year: - We will visit our neighbors, talk to them and eat traditional foods. On Jan 3 rd of lunar year - We will visit our teachers and wish good things to them. - We will visit our friends families and give them best wishes. -> We love TET very much. 15

GROUP 2: On The last day (December 30 th ) of the previous lunar year: - All members of the family will gather together to clean our house. - We will prepare food for celebrating the first three days of lunar New Year. - We always buy new clothes to wear to welcome lucky things for the next coming lunar year. On Jan 1 st of lunar year: - We will visit our grandparents and wish them all the best things in the next coming year. - We will receive lucky money from our parents, our grandparents which present that this lucky money will bring luckiness to us. On Jan 2 nd of lunar year: - We will visit our teachers and usually have a party and wish good things to our teacher and all members of the class. - (T and Ss correct mistakes.) On Jan 3 rd of lunar year: * Why should we plan what we do - We will travel to some traditional on Tet holidays? places as pagodas, our ancestor s - We have only some important days tombs to do many meaningful things. - We will meet and talk to our family Unless we plan everything carefully, members, friends after a year of hard 16

we may waste our time playing studying. games which are useless. -> We really love Tet because we have opportunities to enjoy the family s warm atmosphere through these holidays. 17 - In order to have meaningful holidays, we have to plan carefully what to do. - After the period, students will have more life skills (Time management skills) for themselves. UNIT 9 - THE POST OFFICE READING AFTER YOU READ Imagine you are a post office director. Introduce the services of your post office to your friends (Presentation: 2 minutes). I. Objectives - T helps Ss talk about services their post office has. - Ss try to please the customers by giving good services. II. Basic life skills - Time management skills/ Decision making skills/ Creative thinking skills/ Communication skills III. Methods Discussing / Content briefing/ Presenting Teacher s activities - T encourages Ss to discuss services that their post office should have. - T chooses three good groups to present their post office in front of the whole class. * Why should we provide customers with good services? Students activities - Ss work in groups of eight to design services that their post office should have. -> To please the customers -> To have more customers to our post office, we must fulfill our customers desire.

18 * These are students post offices that they have imagined Welcome you to our New Decade Post Office! New Decade Post Office has a well-equipped and has a spacious and pleasant front office. We offer the best services with a well-trained staff. Open daily from 7am to 9pm The seven telephone boxes The fax machine Mail and parcel service EMS Money transfer Press distribution It s convenient, modern and professional GROUP 1

19 Group 2 Group 2 ( Open daily from 6.30 a.m to 9 p.m ) Happy Post Office is equipped with advanced technology, a spacious and pleasant front office and a well-trained staff. Group 2 Group 2 We are proud of offering the best services to you and a well-trained staff, who are always polite and thoughtful to customers. Come with us, come with the best services Happy Post Office s Services Mail and Parcel service Data post service Money transfer service Press distribution Phone calls, faxes, internet services Flower telegram service Group 2 Mail and Parcel service Send letter by air or surface mail Express Mail Service. Your letter or parcel will be delivered in the shortest possible time. The prices of service are reasonable. Group 2 Money transfer service Your money will be sent to your relatives in less than 15 hours. Press distribution Just subscribe to your favorite newspapers and magazines and we will bring them to your houses early in the morning. Group 2 Group 2 Phone calls, faxes, Internet services We provide you with the ordinary Telephone call services, Messenger call service. Fax transmission has now become a cheap and convenient way to transmit texts and graphics over distances. Nowadays, Internet is necessary for people s life. Happy Post Office will install Internet for you with well-trained staff and the prices of the service are reasonable. We sell phone cards and internet cards. Flower telegram service We will send flowers for your woman on the day that you want. If you use this service more than 10 times/year, you will receive a Sale off s Card. With this card you will be sold off 10% for the next time. Group 2 GROUP 2 Our motto is: Our happiness is provide for you the best services Any questions or comments please contact: Tel: 0123456789 Mail: happy_postoffice@gmail.com

20 Open daily from 7 a.m to 9 p.m THE POST OFFICE Group 5 s Post Office is equipped with advanced technology. We offer the best services with a welltrained staff, who are always thoughtful and courteous to customers. Mail and Parcel Service You can choose to send your letters by air or surface mail. We also have the Express Mail Service. Express Money Transfer Just imagine your relatives are living over one thousand kilometers away from you and you want to send them some money quickly. The money will be sent to your relatives in less then 3 hours. RETAIL SERVICES Selling services for online gift www.postalgroụp5.com.vn and delivery at the customer s address in the postal system. please contact telephone numbers : 01647401495 GROUP 5

- T and Ss correct mistakes. -> Through this activity, I can see clearly that - Students are proud of their work and eager to present their post office in front of the class. - They try their best to please their customers and to provide their customers with best services. - They are more active and creative. UNIT 10 - NATURE IN DANGER READING AFTER YOU READ AFTER YOU READ (Textbook): Work in groups. Find out why some animals have become extinct. (Since we have discussed the question 2 in Before you read Textbook Can you explain why the numbers of these animals have become smaller?. The two activities are nearly the same. I re-design: What should we do to protect our environment? (Individual-work) I. Objectives: My objective is to help the students have responsibility to the environment. They encourage each other to join hands to make the environment clean and fresh. Once being able to do something to protect the environment, they will feel happy. II.Basic life skills: Communication skills / Problem solving skills / Taking responsibility skills Consistency skills III. Method: - Analyze the situation and then present their ideas. 21 Teacher s activities - T encourages Ss to discuss and suggest activities that they are Students activities Ss think carefully to decide what to do to protect the environment.

going to do or are doing to S1: After class, I and my friends often protect the environment. pick rubbish in our class. S2: I think we should plant a tree in our school yard. S3: From now on, instead of small plastic bags, I use boxes that can use many times to contain food such as meat, fish, vegetable, etc. (- T and Ss correct mistakes.) S4: I should go to school by bike -> T reminds them of keeping S5: To protect our environment, I and my promise. parents do not to eat rare animal s meat. S6: I think I must use paper economically. -> Ss feel happy when they know they can do many things to protect the environment. UNIT 13 HOBBIES READING AFTER YOU READ AFTER YOU READ (Textbook): Work in groups. Talk about your hobby. I re-design: What is your hobby? Why do you choose it? (pair-work) Taking advantage of the last five minutes in the training period, I help my students talk about their hobby I. Objectives: The objective of this activity is to help my students to realize that we have not only the pleasure of working but also the pleasure of entertainment. Our life is much more meaningful when we know how to use our free time properly. II.Basic life skills: Communication skills / Time management skills / Active listening skills/ Valuation skills 22

23 Teacher s activities - T encourages Ss to discuss and choose any hobby that they like most. - T helps Ss tell the reasons why they choose this hobby. Students activities Ss work in pairs to talk about reasons they choose the hobby. G1: We love to go swimming with our friends. -> To relax after studying period and have good time with our friends. -> To protect ourselves in case we need to swim to survive. G2: We love listening to English songs. ->To relax by music. ->To enlarge our English vocabularies and listening skills. Our life is much more meaningful when we know how to use our free time properly. UNIT 16 THE WONDERS OF THE WORLD READING AFTER YOU READ AFTER YOU READ (Textbook): Discuss the question: which of the wonders of the world do you like best and why? I re-design: Have you ever visited Ha Long Bay? If not, would you like to visit it? Why? (pair-work) I. Objectives: The objective of this activity is to help my students to realize that Ha Long Bay is our nation s pride. It is one of the New Seven Wonders of Nature. Many visitors come there every day. We are Vietnamese. We must do something to make Ha Long Bay become more famous. II.Basic life skills:

Communication skills / Valuation skills / Self-recognition skills 24 Teacher s activities Students activities - T encourages Ss to talk about Ss work in pairs to talk about reasons why reasons why they would like to they would like to visit Ha Long Bay. visit Ha Long Bay. S1: Ha Long Bay has many beautiful caves and islands. With special environment and atmosphere, we can feel a special feeling as if we were at the paradise. S2: We need to visit Ha Long Bay in order to be able to introduce confidently such wonder to foreign friends to encourage them to come to our country. - Through this activity, students will be proud of natural scenery of our country. Besides, they will feel more patriotic.

D. SURVEY RESULT 25 After having applied training life skills to students through English lessons, I have carried out below survey in order to know clearly about the effect of this teaching method to the studying of the students. QUESTIONAIRES In order to improve the teaching quality through the topic: TRAINING SOME LIFE SKILLS FOR HIGH SCHOOL STUDENTS THROUGH ENGLISH LESSONS AT GRADE 11, I really hope to get your feedback/ideas for this by giving your mark to each below items from 1 mark to 5 marks (1 mark means lowest degree, 5 marks means highest degree). 1 2 3 4 5 Lowest Degree Highest Degree No. Training Life Skills through English lessons Mark(s) 1 2 3 4 5 AVERAGE 1 - Have the practicality for studets lives. 2 3 - Help students be more interested in the lessons. - Help students stimulate the proactive learning attitude. 4 5 6 - Help students be easier to understand the lessons and remember the lesson longer. - Help diversify the teaching methods. - Help improve the quality of teaching and learning.

26 Wishing you able to apply life skills learned to your real life to achieve more success! CONDUCT A SURVEY: Using above questionnaires to conduct this survey, I have asked 87 students of my two classes (11A8 and 11A2) where I have applied training life skills through English teaching to give marks on each item on this questionnaires. The result is as below: No. Training Life Skills through English lessons Mark(s) 1 2 3 4 5 AVERAGE 1 - Have the practicality for studets lives. 0 2 1 26 58 4.61 2 - Help students be more interested in the lessons. 0 2 3 36 46 4.45 3 - Help students stimulate the proactive learning attitude. 1 4 4 32 46 4.36 4 5 - Help students be easier to understand the lessons and remember the lesson longer. - Help diversify the teaching methods. 2 5 5 18 57 4.41 7 2 14 24 40 4.01 6 - Help improve the quality of teaching and learning. 0 0 10 18 59 4.56

E. CONCLUSION - Based on the lessons that I have added training life skills to my students through the lesson content, I recognize that my students are very interested in their learning, easier to understand the lesson and can remember the lesson content longer. Moreover, students realize that they can apply what they study into their real lives. As a result, the learning period is more exciting, which not only helps the student absorb the lessons better and also create the motivation for myself to study more about training life skills for students. I appreciate the training life skills to students and have applied to my training periods. Although I have tried my best, above content is just my personal experience sharing and could not avoid shortcomings. I hope to receive your comments and supplementary ideas and advice from all teachers and colleagues. - My highly appreciation to all trainers and colleagues. 27 Bien Hoa City, May 10 th 2011 Composer Phạm Ngọc Lan Hƣơng

REFERENCE 1. English Textbook Grade 11. (Education Publisher) 2. Trainer English Textbook Grade 11 (Education Publisher) 3. Some freedom working method for groups (Causinet-Roger Paris Publisher) 4. Designing English training lesson Grade 11 (Advanced) (Hoang Thi Le - Hanoi National University Publisher) 5. Training Life Skills Biology - grade 11 (Education Publisher) 6. Training Life Skills Literature - grade 11 (Education Publisher) 7. Reading power- Thinking skills (Mukulecky- Jeffries)- Longman 8. Annotated Teacher s Edition (John E. Warriner) A Harcourt Education company 9. Website: www.learningexpressfreeoffer.com http://www.ibe.unesco.org/fileadmin/user_upload/cops/pages_documents /Competencies/Further_Reading/PillarsLearningZhou.pdf http://www.ehow.com/info_8558987_fun-lessons-training-life-skills.html 28

29 SỞ GD&ĐT ĐỒNG NAI Đơn vị: THPT Nguyễn Hữu Cảnh CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc,biên Hoà, ngày 19 tháng 5 năm 2012 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học: 2011-2012 Tên sáng kiến kinh nghiệm: TRAINING SOME LIFE SKILLS FOR HIGH SCHOOL STUDENTS THROUGH ENGLISH LESSONS AT GRADE 11 Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác) - Quản lý giáo dục - Phƣơng pháp dạy học bộ môn:... - Phƣơng pháp giáo dục - Lĩnh vực khác:... Sáng kiến kinh nghiệm đã đƣợc triển khai áp dụng: Tại đơn vị 1. Tính mới (Đánh dấu X vào 1 trong 2 ô dưới đây) - Có giải pháp hoàn toàn mới - Có giải pháp cải tiến, đổi mới từ giải pháp đã có 2. Hiệu quả (Đánh dấu X vào 1 trong 4 ô dưới đây) Trong Ngành - Hoàn toàn mới và đã triển khai áp dụng trong toàn ngành có hiệu quả cao - Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp dụng trong toàn ngành có hiệu quả cao - Hoàn toàn mới và đã triển khai áp dụng tại đơn vị có hiệu quả cao - Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp dụng tại đơn vị có hiệu quả 3. Khả năng áp dụng (Đánh dấu X vào 1 trong 3 ô mỗi dòng dưới đây) - Cung cấp đƣợc các luận cứ khoa học cho việc hoạch định đƣờng lối, chính sách: Tốt Khá Đạt - Đƣa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện và dễ đi vào cuộc sống: Tốt Khá Đạt - Đã đƣợc áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả trong phạm vi rộng: Tốt Khá Đạt Sau khi duyệt xét SKKN, Phiếu này được đánh dấu X đầy đủ các ô tương ứng, có ký tên xác nhận và chịu trách nhiệm của người có thẩm quyền, đóng dấu của đơn vị và đóng kèm vào cuối mỗi bản sáng kiến kinh nghiệm. XÁC NHẬN CỦA TỔ CHUYÊN MÔN (Ký tên và ghi rõ họ tên) THỦ TRƢỞNG ĐƠN VỊ (Ký tên, ghi rõ họ tên và đóng dấu)