Use the question system in english language teaching in high school

DEPARTMENT OF THANH HOA EDUCATION AND TRAINING LE VAN HUU HIGH SCHOOL *** EXPERIENCE INITIATIVE: USE THE QUESTION SYSTEM IN ENGLISH LANGUAGE TEACHING IN HIGH SCHOOL Doer: Nguyen Thi Hoa Duty: Teacher School: Le Van Huu high school Subject: English THANH HOA, 2016 - 2017 CONTENTS I INTRODUCTION 1.Reasons for choosing this topic 2.Aims of the study 3.Object of the study 4.Methods of the study 5.New points II CONTENT 1.Rationale 2.Practical basis 2.1- Teachers 2.2- Students 3.The measures have been taken to solve the problem 3.1- Find out the function of the question: a- Introduction phase of the language b- stage of practice c- Stage of evaluation evaluation 3.2-The tips to ask questions a- Closed-Questions b- Open Question c- Suggested Questions 3.3- How to use a questionnaire a- Exploit available students door b- The linking questions between the chalk in the post c- Questions for staging contextual situations d- Questions to extract the vocabulary needed for the task e-Hint questions f- Reading comprehension, listening comprehension 3.4- How to conduct the question 3.5- Some points to keep in mind when using the question in front of the class The effectiveness of the experience initiative III.CONCLUSION AND RECOMMENDATIONS Conclusion Recommendations IV- REFERENCES I INTRODUCTION Reasons for choosing this subject In the process of industrialization and modernization, in the reality of the developing country to integrate into the international community of ASEAN countries as well as other countries in the world, especially our country Having officially become a member of the WTO, knowing and using at least one foreign language is an urgent need, a necessity for each of us The decisive factor in the success of industrialization and modernization is that the resources of the Vietnamese people are developed in quantity and quality on the basis of improved intellectual level Therefore, the education and training of our country has also changed from education and training to teaching and learning methods in order to effectively contribute to the preparation of human resources of the country In the first decades of the 21st century, learning foreign languages in general and learning English in particular has become and will become a hot topic for people of all ages, gender and all levels During the past school years, we have been innovating teaching and learning methods, innovating textbooks, combating copying such as classical teaching methods, teachers often use in-depth methods For this reason, students must change their learning style and prepare better, more thoroughly, and at the same time the teacher must meet a variety of teaching methods We need to apply many tricks in the system of tricks so as to achieve high efficiency in students' ability to develop their linguistic abilities Teach students to logically learn the lesson, after a period of study, learning, learning Especially in a reallife course taught at Le Van Huu High School With my own thoughts, I boldly put up a small experience" Use the question system in English language teaching in high school " to exchange together Aims of the study With successful research, this experience will help teachers gain the following main purposes: - inspire interest for the students in the class - Instruct the students to practice themselves to develop their language skills 3.Object of the study Classes 10A8, A9, Bl, B5 Le Van Huu High School through English classes 4.Methods of the study Mainly based on practical teaching and self-experience Through peer-to-peer exchange and study of relevant documents New points In order to meet the needs of the society, the universal education must promote self-discipline, self-awareness, initiative and creativity of the learners Put into the practice, affect the personality, bring joy, interest in learning that formed capacity and quality Therefore, to create excitement for students I have researched the new questioning tips to open, encourage the learning spirit of students such as Closed-Questions, Open- Question ,Suggested Questions II CONTENT 1.Rationale In general teaching and English in particular, question plays an important role to be used as a popular tool and is almost indispensable in every classroom lesson Song said so, his questions are not always the results as expected If we observe the teacher's question during class, it takes up most of the time There are cases where, in many parts of a unit, questioning is the only one trick in an instructional session In general, familiar questions to the teacher are often questions to check For example: Check the old post, check the comprehension level, grasp the lock, check the grammar grip, vocabulary Also due to the "test question" concept, most of the time the main questioners are still teachers Very rarely students have the opportunity to ask questions, unless it is a case of student grammatical questions, or questions that students want to explain to the teacher This situation leads to the following negatives: - Students have no training conditions, use meaningful communication questions - The way students learn passive behavior, lack of initiative, lack of opositive - The question is emotional, not focused and not scientific teachers have not as effective as expected Thus, in order to achieve effective use of the question, teachers must have a method for questioning and using the question system in a scientific way To guide students, engage their concentration during school 2.Practical basis 2.1- Teachers: The school currently has English teachers Most of the comrades are experienced, enthusiastic in teaching and all have the required standards 2.2- Students: Most students of Le Van Huu High School were born and raised in rural areas so the conditions of study are not good, the time is limited and the English communication environment is limited Secondary school subjects A, B should not really study hard, hard to memorize the word, flexibility, creativity is not high, the way to learn passive behavior.In addition English is also a difficult subject Students must master the four basic skills: listening, speaking, reading, and writing At the same time, students must also be familiar with the basic and systematic knowledge of modern English practice With age as well as a general understanding of British culture it is a challenge Before applying the subject, I was able to summarize some of the students' understandings of the lesson through the use of teacher-led questions as follows: Class A9 A10 B1 B5 Total students 38 38 38 46 positive attraction normal attraction No attraction SL 10 10 15 SL 20 20 19 21 SL 9 10 % 26 24 26 32 % 52 52 50 55 % 22 24 24 13 The measures have been taken to solve the problem 3.1 Find out the function of the question: To use the question in a scientific way, the teacher must first understand the function of the question The question is used for different purposes in each stage of the teaching process a-Introduction phase of the language During this phase, questions are used to: - Inspire students before the lesson - Deploy students into new assignments - Creating situation, context, introducing the lesson - Create communication needs - Clarify the need for practice - Tutorial guidance, help students master new material - Check the level of understanding of the newly introduced language b-stage of practice The question is used to: - check comprehension or listening comprehension - practice new material - suggestive guidance, focus students attention on the main content or the content to detect to understand better - Practice listening and speaking skills - Get feedback c-Stage of evaluation evaluation At this stage, use questions to assess the level of comprehension of students as well as test their knowledge 3.2 The tips to ask questions: In the process of teaching and learning The teacher is the one who raises the question and the student always wants to answer the teacher's question Here are some ways to ask questions that can help students understand and speak English more easily The work of the teacher is to check the level of understanding of the student Song raises the question: "Do you understand?" Not a good question Because students will answer "Yes" Students sometimes respond to this because they may not want to disappoint the teacher or show unfavorable results for both teachers and students So in my opinion, teachers should ask questions that can test the understanding of the students Here are three basic tricks a- Closed-Questions In this enumeration, the teacher should ask "Yes / No questions" This may be the easiest way for teachers to get their feedback quickly For example: In Reading 3, page 33 of English textbook grade 10, teacher can ask questions to explore the level of reading comprehension of the students with the following questions: - Did Marie go to school in Warsaw? - Was her dream to become a private tutor? - Was she the first woman professor at the Sorbonne? Example;In Writing –unit 8, page 87 of English textbook grade 10, teacher can ask questions to lead in the new lesson: -Have you ever found the way to somewhere?Is it difficult for you?Can you follow the directions with a map? Example;In Listening –unit 10, page 107 of English textbook grade 10, teacher can ask questions to introduce the topic: -Have you heard about the forest fires recently? In Vietnam and in other countries,for example,in Australia? -Do you know the reasons why they happened? So this question form is very easy for students By simply comparing the words of the question to the content of the readings to answer "Yes" or No b- Open- Questions Another trick in asking that question is that we use questions beginning with: What ? Why ? When ? Where ? As with the lesson content in the example above, we can ask: - Where did Marie go to school? - Why did she work as a private tutor? - Who was the first woman professor at the Sorbonne? c- Suggested Questions: The question prompts the teacher to give some simple questions to guide students to finding the answer by their own inference Often these questions require students to use their deductive imagination with situations Sometimes simple tricks when explaining to students the content of the lesson Students should learn to brainstorm Example; In part Reading page 13 of English textbook grade 11 can ask the question: - What you think about the friend in the poem? - What qualities should we have to have true friendship? With illustrated lessons you can also take pictures asking students to guess For example, in lesson of listening on page 27 of English textbook grade 11 might ask: - Can you see fire? - What's burning? - Can you see a woman? - What's she doing? / Who's she carring in her hands? - Do you think they are from the burning house? - How they look? 3.3 How to use a questionnaire: a- Exploit available students door Prior to the entry of any content, the teacher may offer some suggestions for exploring the available knowledge of the student At the same time, direct the attention of the children to lead them into new content With the content of learning how to learn reading or listening, the use of the available resources for student exploration is a good example The main aim of these questions is: - What you know? - Do you want to find out more? Example: In Reading Reading section 11, page 113 of English textbook grade 11 ask the following questions: - What you know about Cuc Phuong National Park in Viet Nam? - Where is it? How big is it? - What is it famous for? - What you want to know about it? - Read and find out the answers Example:In Listening section unit 8, page 86 of English textbook grade 10,teacher ask some questions to summarize the content of the lesson: -Do you remmeber where Popffero is? -What has it become now? Is it quiet and peaceful? -How different is it from the past? -Do all the people in Popffero like the changes? Students then read the article, comparing the available insights with the content of the article to gain new insights b- The linking questions between the chalk in the post At the pre-entry stage, teachers may also ask questions that students may be able to answer, and students must perform a task or follow-up request such as reading, listening, asking or answering interview In other words, this question makes for a more motive of reading, listening, and speaking, as a problem set out to solve, and thus making the meaningful exercise For example: - Do you know? What is the purpose of Spring School? (Listening page 51 English textbook grade 11) Listen and find out - Does your friend like these things? Talk to him and find out Example:In speaking section unit 12, page 126 of English textbook grade 10,teacher ask students to work in pairs : Teacher gives the model: T: What kind of music you like? Ss:I like pop T:Why you like it? Ss:Because it is relaxing T:Who is your favorite band or singer? Ss:Micheal Jackson T:What song you like best? Ss:Thriller T:When you often listen to it? Ss:Whenever I have free time c- Questions for staging contextual situations These questions are often accompanied by pictures Example: In Reading 2, page 22 of English textbook grade 11, Teacher can ask the following questions: - Who you see in this picture? - What's the girl wearing on her head? - How does the hat look? - What's the man doing? - What's on the table? You can see the same girl in all of the other pictures - Where is she? - What is she doing there? - How is she feeling? -What is she thinking about? d- Questions to extract the vocabulary needed for the task: Example: In Lesson of Writing on page 19 of English textbook grade 11 Teacher asks students to think of the words which they add to the following lists to decribe a person + Appearance: tall, short, thin + Character: Friendly, helpful + Habits: get up early, stay up late… + Ask if these are true to your friend? + He / she has a stamp collection + He / she is a good chess player + He / she plays table tennis + He / she is a computer expert + He / she swims very well e- Hint Questions: These are open-ended questions that help students contribute their ideas, contribute information and insights to better understand, practice using better language The open question has the following positive ones: - Through the questions posed, students are actively engaged in the lesson, the time the students are talking in the class increases - Suggestions to raise the students 'well-being, consolidate and develop the students' thinking, learning strategies - Lessons are more attractive and interesting to students, because they have better motivation to learn - It is a means of checking and timely responding to the necessary information for the teacher to grasp the level of understanding of students such as: Students who understand the good lessons, which students need more support So how to exploit this kind of question? Suggested questions to help students better understand: This is a small, easy-to-follow quiz to help students find answers to questions Suggested Questions Help Students Understand Totals: This is a small, easy-to-make quiz that can help students find answers to more difficult questions while learning a lesson These types of questions are often deliberately arranged by the teacher so that the questions step by step prompt students to understand a great deal of content Example: In lesson on page 80 of English textbook grade 11 teacher can ask the following questions: - Who can you see in the first picture? - How many children? - How is the house which his family live in? - What does the man to earn his living? - What the two pictures tell you? * Suggestion questions test concept, meaning of words At the stage of introducing new intonation, an important step is needed before the training stage to check the level of capturing the meaning of that language One of the tricks of language understanding at this stage is to ask a series of questions around the meaning of the material * Check the meaning of the grammatical structure Example: In lesson 1, focus language page 21 of English textbook grade 11 Mary wanted to borrow a French book yesterday The questions could be: + When did John want to borrow a Frenh book? + What are the last two letters of the verb "want"? Etc f- Reading comprehension, listening comprehension: This is the type of question most commonly used by teachers for their listening and comprehension skills However, in order to effectively use these questions the teacher also needs to understand the types of questions and the difficulty level of those types of questions The types of comprehension and comprehension questions can be summarized as follows: * Question types divided by morphology, structure - Yes, no Question - Or-Question (altennative questions) - Wh- Question - How Question - Multiple choice - True / False * Type of questions divided by the content of the answers - Questions are answered by directly retrieving the sentences available in the text - Questions are answered with the information selected in the lesson - Questions are answered with indirect suggestions in the article - The questions require the evaluation inference to answer In practice, the difficult or easy question does not necessarily depend on the complexity of the structure of the question, but also on the level of response required (as mentioned in section b).Teachers should combine these two elements to create the right questions for the students 3.4 How to conduct the question: In addition to mastering should use the question is, in any case Teachers also need to know how to organize the activity of the question and answer to overcome the disadvantages as stated in the beginning Specifically, the teacher must consider the problems in questioning such as: Who to ask? Ask what? Ask students to raise their hands or not raise their hands? Or like: Who asked? Teacher asked or asked: Ask how? In group or pair? Ask in front of the class or bald spot? In general these are issues that need to be considered by the teacher in each specific situation, with each specific subject There is no best or only way Depending on the specific situation, depending on the specific student object, the teacher selects the appropriate question form Otherwise these questions will be embarrassing for students Here are some suggestions: * Use the questions to gather the whole class intention, requiring the class to work Eg: - What are we studying this part? - Do you know about,.? - Who can tell me about ? `* Use questions that weak students have the opportunity to answer In lesson 1, speaking-task2 page 15 of English textbook grade10 can 10 ask the following questions: - What is his name? - What does he at p.m? - What time does he read books? - Does he watch TV at 16.30? Etc For a short answer question, ask the whole class to answer freely Then call the personal check * Always change the questioning mode + Teacher - student + Student - student + Student - teacher If the questions are done in the classroom, use the intersection of the students That means not to have the two students sit together to ask each other, for students to ask this row ask the students sit side by side Song must also note the location of the students as appropriate *Highly motivated students should be encouraged to substitute classroom teachers to ask other students in a suitable case book 3.5 Some points to keep in mind when using the question in front of the class: Using the question system while teaching English is extremely important and effective The lesson will be lively, attractive, help students understand better absorb better Teachers will also have to take note in using the question, otherwise the questions themselves will be counterproductive, which will take time So before the lesson, ask the teacher to thoroughly prepare the system of questions or suggestions, outline for students to practice in the most reasonable and effective way Depending on each lesson content as well as each student object to use the question properly For weak students we should use simple, easy-to-understand questions But for good students we have to use more difficult questions that are creative inferences However, we should not ask too hard questions, too the ability of students If so, students will feel bored or afraid to learn For students we have to give specific instructions on how to study as well as prepare the homework We should not attach too much importance to a method, but we need to know the harmony of teaching methods and teaching techniques At the same time, to use everything around in the lecture, such as: desk, listening, books either teachers themselves or students in class Yes, any class will be effective The following I would like to present two lesson plans where I have applied some of the techniques described above along with the lessons learned plus self-experience, hope for the approval of the science council, colleagues and students 11 UNIT 2: SCHOOL TALKS Lesson C: Listening -Period –class 10A10 I OBJECTIVES: Aim: -Help students to listen to the conversations and match them with the pictures -Help students to listen and complete the conversation Knowledge: Students will be able to make mini conversation about daily topics such as: study at school, weather, Skills: Listening II Method: Intergrated, mainly commmunicative Teaching aids: textbook, workbook, chalk, Cd player III PROCEDURE: New lesson: Teacher's activities Students' activities WARM UP (5-7mins): Requires Ss to listen and find the questions for the find the questions for the answers answers 1.I’m taking English Work in pairs Expected answer: 2.I really like it 1.What are you taking this 3.For two weeks semester? 4.No,I’m travelling alone 2.Do you like travelling ? 5.That’s great 3.How long are you staying there? Asks Ss to work in pairs 4.Are you travelling with your Calls some pairs to give answer parents ? Checks and corrects 5.Would you like to go somewhere New lesson (35-37mins) for a drink? I Before you listen - requires Ss to work in individuals and then work in pairs work in individuals and then in pairs - walks around for help Ss - checks and gives the right answers to the task * Expected answers: II While you listen 1-c, 2-e, 3-a, 4-b, 5-d Task : Matching(10mins) Asks Ss to listen to the conversations and match them with the pictures -Asks students to look at the pictures and answer the question +What can you see in the picture? -Look at the pictures +Picture a: I can see some people standing in front of the hotel +Picture b: 12 +Where are they? +What are they talking about? I can see some people and classrooms +Picture c: Birthday cake,candles,gifts… A.They are at the hotel B.They are in school C They are at a party D.They are standing on a beach -Ask them to guess the answers -Play the tape once then check how many answers can students find About subjects,classes teachers… Plays the tape more than once -Check and give remarks -Call some sts to say out their answers and the evidences they get to prove their answers - listen to the tape and the task - find evidences to each of the answers Task 2:Answer the questions (10mins) -Ask some questions Do you know? + What subject is Lan talking this semester? +Whose class is Lan in? -Ask them to guess the answers -Play the tape once then check how many answers can sts find -Play the tape again -Check and give remarks -Call some students to say out their answers and the evidences they get to prove their answers Task Conversation completion( 6mins) -Asks Ss to work in pairs and study the conversation Encourage them to guess the missing words -Plays the last conversation again -asks Ss to listen to it and complete the conversation by filling in the missing words -Calls some pairs to give answer and then and * Expected answers: conversation1 – picture b, conversation – picture c, conversation – picture d, conversation – picture a -Individual work -read all the questions to get the main contents -Listen to the tape and the task -Find evidences to each of the answers *Suggesting answers: She is talking English She is in Miss Lan Phuong’s class He is at a party He plans to stay in Nhatrang for week No, she dosen’t she traves alone 13 to practise the conversation -Comments on Ss’ performance and gives -listen to the CD and complete the correct answers conversation -give answers *Suggesting answers: III Post- listening(6mins) Asks Ss to work in groups and discuss the problems they have experienced at school suggests the common problems at school advises Ss to use these questions : What problems have you got at school? What is / are the reasons ? What have you done to solve it / them? Who helps you to solve it? - goes round to help Ss - calls some Ss to talk about their problems at school checks and corrects if necessary IV.Consolidation (1min) -Ask Sts to summarize the main point of the lesson V.Home work (1min) -Write a conversation about the problems you have experienced at school -Prepare next period, unit 2-Writing, it here very nice big comfortable travelling no alone for a drink -listen to the T’s help -use these suggestions to this task give answers -Suggest the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, work in individuals UNIT 8: THE STORY OF MY VILLAGE Lesson B: Speaking -Period 47-class 10A9 I.OBJECTIVES By the end of the lesson, students will be able to talk about plans and their possible results Education aims: Knowledge: a General knowledge: - Students can talk about plans and results b Language: -"Should" and conditional sentences type -Vocabulary on the plan to improve life of a village Skills: - Speaking about plan and results -Discussing plans to improve life in the village 14 II METHOD: Integrated, mainly communicative III Teaching aids: Pictures, textbook, tapes, projector IV Procedure: Teacher’s activities * Warm-up: (5 minutes) - Shows a picture of Ha Xuyen village Students’ activities - Discuss in pairs - Take turns to talk about Ha Xuyen village - Asks students to look at the pictures and suggestion to talk about Ha Xuyen village Road/ narrow + There/ no bridge/ in Ha Xuyen village + The road/narrow - Raises the question: What should we to improve the life in the village? - Leads in new lesson: Let’s practice talking about the plans to improve the life in Ha Xuyen village and their possible results I Pre-speaking: ( minutes) - Teaches some new words through the pictures and explanation + resurface (v ):put new surface on, renew 1.There is no bridge in Ha Xuyen village 2.The road is narrow - Listen and take notes + widen (v ) 15 + canal (n): man-made waterway for irrigation + muddy(a ): full of mud - Asks some sts to read the new words in front of the class - Gives the correct pronunciation II While-speaking: (29 minutes) Task 1: (10 minutes) The villagers of Ha Xuyen are discussing plans to improve the life in the village Look at the pictures and say what they should - Supposes students are Ha Xuyen villagers, give a model: A: What should we to improve the life in the village? B: I think we should widen the road - Gives more suggestion and asks students to produce the similar conversations + Widen the road + Build a new school + Build a bridge + Build a medical centre + Build a football ground - Practise speaking in pairs - Read the model in chorus Ss:They should widen the road Ss: They should build a new school In the future 16 Ss: They should build a new bridge In the future Ss:They should build a medical centre In the future S7:They should build a football ground In the future - Practice in pairs 17 - Read the plans and results to find out new words In the future Task 2: ( 10 minutes) Match each of the plans with its possible result - Raise some plans and possible results: * Plans: Resurface the road Build a medical centre Build a football ground Grow cash crops Build a bridge Build a new school * Possible results: a Children will have better learning conditions; they will be more interested in learning b Villagers will have a shorter way to town; cars and lorries can get to the village c People’s health will be looked after better; the sick will be cured in time d Young people can play sports; people can hold festival there e People can export the crops; they will have more money f Roads will not be muddy and flooded after it rains; people can get around more easily - Presents new words - Asks students to match each of the plans with its possible result - Show the keys and correct the answers on board * Keys: 1-f; 2-c; 3-d; 4-e; 5-b; 6-a Task 3: ( minutes) Produce conversations in pairs - Work in pairs - Read the model - Look at the pitures and suggestion to ask and answer in pairs A: What should we 18 - Gives model: A: What should we to improve the life in the village? B: I think we should resurface the roads C: That’s a good idea If we resurface the roads, they won’t be muddy and flooded D: Yes And people can get around more easily - Lets students produce conversations in groups - Asks some groups to present in front of the class IV Post-speaking: ( minutes) - Gives question relate to the fact What should we to improve our English? to improve our English? B: We should practice English everyday A: What should we to improve our English? B: We should speak to foreigners Practice English everyday A: What should we to improve our English? B: We should listen to English tapes Speak English to foreigners 19 Listen to English tapes V Homework: ( minutes) - Learn all new words by heart then make sentences with them - Write four conversations in the notebook - Prepare new word for listening lesson 4.The effectivenes of the experience intiative After nearly a year of implementing the above teaching methods, I followed and conducted the survey of student quality and obtained satisfactory results Most students are drawn to each stage of the lesson and understand the lesson by providing sensible, appealing sentences Specific figures are as follows: class A9 A10 B1 B5 Total students 38 38 38 46 positive attraction normal attraction SL 27 26 27 29 SL 10 10 % 71 68 71 69 % 21 24 21 26 No attraction SL 3 % III.CONCLUSION AND RECOMMENDATIONS Conclusion Learning is a long, hard work for students Therefore, the teacher not only gives the task of imparting knowledge but also must find ways to make the lesson effective, attracting the attention of the children It is very important to teach them how to learn, especially to encourage them to use English in their lives, with the fluency of English at the elementary level in high school that will 20 also contribute to the students Learn better or find a good job later However, there are still many aspects to be discussed in order to find more feasible measures on the basis of reasoning as well as practical experience to make teaching work better and more effective The above are all the things I have studied, how to make students understand the fastest, how to make the lesson become lively and the classroom atmosphere is comfortable Experienced teaching at my school formed this topic with the expectation of colleagues to comment on the spirit of learning from each other Recommendations With the characteristics of the English subject, noisy in class is inevitable, but it is useful noisy minutes In fact, in my school this noisy will affect other classes, because sometimes when students answer the questions in the different situations, their psychology are very sensitive and hyperactive, sometimes they can not control themselves, even they laugh loudly, clap Therefore, teachers must master dynamic role and resolve any unexpected situations that may occur, they can practise effectively From my point of view, using the question system should be applied more creatively to match the object which they teach My initiative experience above was gained from practical teaching myself in the past school year but I present will certainly not avoid the limitations which need adding and commenting I would like to hear the comments of all colleagues to make my subject more complete! I hereby declare that this initiative is due to the experience I myself have written, not copy anybody’s I sincerely thank you! COMMENTS AND ASSESSMENT OF THE SCIENCE COUNCIL Thieu Hoa, May 15th, 2017 The author Nguyễn thị Hoa 21 IV- REFERENCES 1- The methodology course (Book one) 2- The methodology course (Book two) 3-Marion Williams, A course in language teaching Nguyen Hanh Dung (2003 ), Methods of teaching English in secondary schools, Educational Publisher Jeremy Harmer, How to teach English , Saigon Cultural Publisher 6- English textbook 10.11 7.http://www.teachingenglish.edu.vn 22 23 24 ... levels During the past school years, we have been innovating teaching and learning methods, innovating textbooks, combating copying such as classical teaching methods, teachers often use in- depth... Le Van Huu High School With my own thoughts, I boldly put up a small experience" Use the question system in English language teaching in high school " to exchange together Aims of the study With... people in Popffero like the changes? Students then read the article, comparing the available insights with the content of the article to gain new insights b- The linking questions between the chalk