CHUYÊN ĐỀ TIẾNG ANH THCS.DOC

CHUYÊN đề TIẾNG ANH THCS THAM KHẢO

PART 1: INTRODUCTION 1.1 Rationale of the study

As you know, for many years now almost all students in Viet Nam has not only aimed

at passing their exams and getting some further studies for their future life, but alsothey have had a desire to be integrated into the culture, the civilization, and thepeople of English speaking countries Many students are not confident to speakand express their English in class whereas most of the English lessons are carriedout in traditional methods That is, the teacher presents new grammar verbally, andthen students do, turn by turn, exercises in workbooks As a consequence, thestudents find it hard to speak out as well as to communicate in the real life naturally

1.2 Reality of the study

As you all know, English is now a global professional language for teachers Theyuse English both to teach and to communicate about their work However, in fact, wehave had some surveys when visiting some English classes of secondary schools inHoa Lu district – Ninh Binh province; We find that some teachers are usingVietnamese to teach English They say that they are not confident enough to teachEnglish in English, and they often think that if they use 100% English in class, theirstudents will not understand what they say, what they want And we – teachers ofDinh Tien Hoang Secondary School – Hoa Lu District – Ninh Binh Province are not

an exception It was not until September 4th, 2014 when we were invited to take part

in the course at Vinh University that we realised sometimes we also use quite a lot ofnative when teaching English in the classrooms Nevertheless, after the course, weall felt much more confident when using English in the classrooms We learned a lotfrom the course, we have had some useful experiences from the trainers andteachers We think that, our responsibility is to retrain what we learned from thecourse to other teachers in our province

For all the reasons above, I think it is very necessary for all of us to teach English inEnglish It is not only good for you but also good for your study Our thesis will helpyou with this

1.3 Aim of the study.

- To encourage teachers to teach English in English, not using native

- To help teachers with the specific classroom language they need to teachconfidently in English

- To investigate the difficulties of using “Classroom Language” of secondary schoolteachers in their teaching English

- To make some suggestions on reducing the teachers’ difficulties in the application

of EFT and make English lessons in Dinh Tien Hoang Secondary School moreinteresting and successful

1.4 Research questions.

(1)What are the difficulties faced by the students of Dinh Tien Hoang Secondary School in learning English and their expectations?

(2)What are the difficulties faced by the teachers of Dinh Tien HoangSecondary School in using English for teaching and their own solutions?

1.5 Scope of the study.

The study is concerned with finding the teachers’ difficulties in using English For Teaching for students from grade 6 to grade 9 (focus on 6A, 6C, 6D, 7C, 8B,

9B) at Dinh Tien Hoang Secondary School – Hoa Lu District – Ninh BinhProvince The study of others would be beyond the scope

1.6 Design of the study.

This thesis consists of three parts:

PART I (INTRODUCTION): presents the rationale, the aims, the

significance, the research questions, the scope, and the design of the study

PART II (DEVELOPMENT): consists of three chapters described as follows:

- Chapter 1 (LITERATURE REVIEW) deals with literature review It starts withdefinitions of topic and its role in language teaching, then an overview of some

language teaching approaches The next is about the CLT which includes the

definition, characteristics, and stages in using English For Teaching (EFT) The

final is some factors to be considered of EFT application

- Chapter 2 (THE STUDY): presents the study Firstly, there is an overview on

situation of using English For Teaching at Dinh Tien Hoang Secondary School.

Secondly, the phrases of classroom language are performed in the study with variety

of examples The study provides subjects, the instruments and data analysis process.Finally, the data collected from the survey questionnaire and interviews is analyzedand discussed

- Chapter 3 (FINDINGS AND RECOMMENDATIONS): reveals the majorfindings of the study and presents the recommendations

PART III (CONCLUSION): summarizes the study, gives conclusion and

some limitations during the process of doing the research as well as somesuggestions for further study

PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of English For Teaching (EFT).

English For Teaching (EFT) provides teachers with the specific classroom language they need to teach confidently in English Teachers learn and practice the English needed to:

+ Manage their classroom

+ Prepare and teach their instructional materials

+ Provide learners with feedback

1.2 An overview on English For Teaching (EFT).

In this project, we will introduce different phrases that can be put to immediate use inlanguage classroom, on topics including classroom management, communicating lessoncontent and giving feedback to students Word List of many words and phrases used inthe classroom Animated Lean activities that illustrate the target language in a classroomcontext Practice activities that gives teachers feedback on their pronunciation.Opportunities for reflection after each part

1.3 Factors to be considered of EFT application.

- Teachers’ beliefs and attitudes

- Teachers’ qualities and personalities

- Learners’ motivation

- Learners’ beliefs and attitudes

- Learners’ learning style

- Learners’ anxiety and confidence

- Classroom conditions.

- Language environment

- Syllabuses and textbooks

CHAPTER 2: THE RESEARCH

As far as you know, Dinh Tien Hoang Secondary School is a school which has goodreputation not only in Hoa Lu District, but in Ninh Binh Province as well Ourschool is known as the school with well-qualified teachers in many fields Beingteachers of English, we always think of how to make our lessons more and moreattractive and effective And the most importance is that after the lesson, our studentsnot only can use English to communicate with their friends but they also can usetheir English to communicate with foreigners fluently and naturally But this is alsoour biggest problem and it is very difficult for us to find solution Luckily, while wewere wandering how to face this problem, we were taken part in the course forteachers of English from well-qualified schools in Vinh University The coursehelped us find solution to this problem, and today we are sharing you someexperiences that we learned form the course These are different phrases that you canuse in your classroom They are very simple, but sometimes we don’t remember orsometimes we don’t know how to use and when to use them properly andeffectively

Let us introduce some specific examples to you We hope that the phrases will helpyou a lot with your teaching career

Before introducing the phrases, please look at our survey of students’ using English

in classroom before carrying out the research (School year 2014 – 2015)

at using classroom language

using classroom language

 Good afternoon class/ students/ children

 How are you?

 How are you doing?

 How is everyone today?

 Good to see you

 Fine, thanks

 Great, thanks

 Fine, thank you And you?

 How was your vacation? / break / weekend/ summer?

2 Discussing the date and the weather:

- The date:

 What day is today? Today is

 What day is tomorrow?

 What day was yesterday?

 What’s month? - It’s

- Weather:

 What season is it?

 What’s the weather like?

 How’s the weather?

3 Taking the attendance:

 Where is Ana?

 Is there everyone here?

 Who’s absent today?

 I’m going to take attendance now

 Raise your hand when I call your name

 Please say “here” / “present” when I call your name

4 Reviewing and collecting students work:

* Review:

 Let’s check your homework

 Let’s go over your homework together

 Ana, please read the first sentence

 What’s your answer to question 1?

 Please exchange papers with your partner

* Collecting:

 Please take out your homework

 Please hand in your papers

 Please put your homework on my desk

 Please bring your homework next time

 Please pass your papers to me

5 Making announcement:

a Getting students’ attention:

 I have something to tell you

 I have an announcement to make / tell you

 I have some important information for you.

 Please, listen carefully

 Please, write it down / them down

 Please copy from the board

 I have some announcement to make

b Announcing - Test and quizzes:

 We’ll have a test tomorrow

 There will be a test on June 7

 Remember that we have a test tomorrow

 The test is on Unit 6

 Don’t forget to study for the test

 Remember to study chapter 7 for the test

 The test has 10 questions

 The test will take 20 minutes

 Don’t forget about the test on Tuesday

 I have an announcement to make / some announcements

c Announcing projects and special assignments:

 We are going to do a protect on family

 We will do a project on clothing

 The project is due on May 30

 You should finish the report by June 1st

 Work on your own

 There’s a new due date for the project

* Making announcement:

 There’s a change in the schedule

 We’re going to finish class early tomorrow

 We’ll have a visitor today

 Tomorrow there’s no class because it’s holiday

 There will be a parent meeting on Monday

 Don’t forget about the concert tonight

 Give this notice to your parents

 We’re coming back at 2 pm

* Announcing schedule changes and events:

 There will not be recess today

 We will not have a break today

 Recess will be shorter today

 We’re going to read first today

 Tomorrow, there’s no class because it’s a holiday

* Announcing extra curricular activities:

 There will be a parent meeting on

 We’re going to have a visitor on

 Don’t forget about the concert tonight

 Tell your parents about the parent meeting tomorrow

 Give this note to your parents.

 On September 15, we will go to the zoo

 We’re coming back at 2 pm

6 Using class materials:

 Do you have a pencil?

 Please take out you books

 Open your book

 Please turn to the page 27

 Put away your notebook

 Turn out your page

 Write your name on your paper

 Hand in your paper

 The exercise is at the top of page 28

7 Teaching classroom language:

 Repeat after me please

 You can say “Can you repeat that please?”

 “May I go to the bathroom, please?”

 When you don’t understand

 Please ask me in English

 Repeat, ask “What does this mean?”

 Get ready for lunch

 You can say, “Can you repeat that, please?”

 You can say, “Can you speak more slowly?”

 You can say, “Can you write it on the board?”

 You can say, “May I go to the bathroom, please?”

8 Giving test and give instructions:

 Now you are going to have a quiz on family words

 Put away your books

 Clear your desk

 Please be quiet

 I’m going to read the instruction aloud

 Pay attention to the instructions

 Write the name on the test

 Do your own work

 No talking

 Please finish up

 Put your pencil down

 You have five more minutes to finish the test

 Don’t forget to check your work again

 Remember to read the instructions carefully

 Time is up

 Stop writing

9 Changing activities:

a Getting students’ attention:

 Please listen

 Attention please

 Can you pay attention please?

 Let’s get started

b Making a new activity:

 Let’s get started

 Turn to page 31

 Ok, everyone Let’s start an exercise in Unit 5

 Let’s look at the picture on page 37

 Now, let’s move on to the next activity

 We will now start a different activity

 Now, we will learn something new

 Please pay attention

 Sit down please

 Please take turns

 Once at a time

 Please get to work

 Please raise your hand

 Please look at your own paper

11 Checking student understanding:

 Is that clear?

 Is everything clear?

 Please read the instruction

 I’ll read the instruction

 Do you understand the instruction?

 Are there any questions?

 Do you have any questions?

 Let me give you an example

 Are the examples clear?

 Do you want another example?

 Let’s review the instruction

 Are there any questions?

 If you have a question, please raise your hand

 Let me explain the chart again

 …So what are you going to do?

 What are you going to talk about?

12 Encouraging participants:

 Please raise you hand.

 Please speak louder

 Please read aloud

 Who want to volunteer?

 Who knows the answer?

 Do you want to try number 2?

13 Motivating students:

 Good job

 Don’t give up You are doing great

 Keep trying

 You can do it

 Just do you best?

 You can say that in English

 Don’t worry, take your time

 Try that in English You can do it

 Don’t worry I’ll explain it again

14 Assigning homework:

 Your homework is due next class

 Review the vocabulary for a quiz

 Practice the conversation on page 35

 Write sentences using vocabulary

 For our next class, please listen to the dialogue on page 20

 You homework is to read the text, then answer the questions

 Next time, don’t forget to bring your homework

15 Dismissing the class

 Good bye

 See you tomorrow

 Class is finished

 You can go now

 Have a good afternoon

 Good job today

 It’s time to clean up

 Please clean up your area

 Please put away your books

II- COMMUNICATING LESSON CONTENT

I Understanding and communicating lesson goals.

1 Reviewing from the previous class.

 Let’s review yesterday’s lesson

 What did you do yesterday?

 Who can tell me what we talked about yesterday

 Who remember what we talked about last class?

 Are there any questions?

2 Sequencing lesson goals.

 Today, we are going to continue our unit

 Today, we will continue learning words for room in a house

 In this unit we are going to study words about the house

 In this unit we are going to work on talking about houses

 First, we are going to review the vocabulary

 Then we are going to practice the past tense

 Finally we will write sentences

3 Summarizing the Day’s lesson.

 What did we learn today?

 I want to go over what we learned today

 Let’s review what we learn today?

 Today we talked about words for room

 Let’s look at that vocabulary again

II Explaining lessons content to students in English.

1 Explaining lesson content.

 This is……

 They are………

2 Modeling and giving examples.

 Please repeat after me

 Please read the sentences

 Please listen to the example

 Here’s an example

 Here’s an example of a preposition

 Let me give you an example of a preposition

 Look at the example on the board

 Jack, please read the example

 Let’s watch Anna and Jack

3 Asking for and writing students examples.

 Give me an example of part of your morning routine

 Give me another example of occupation

 Can you think of an example of a fruit?

 Who can give an example of an adjective?

 Who can give another example of an animal?

4 Giving activity instructions.

 Look at the pictures

 Work with a partner

 Give information

 Play a game in pairs

 Think about your family