SKKN Tiếng anh 9. Viết bằng tiếng anh

Methods for teaching language focus lessons in English more effectively CATALOGUE Catalogue Page A INTRODUCTION B CONTENT PART THE THEORETICAL BACKGROUND PART THE PRACTICAL BACKGROUND 4-5 PART SOLUTION 5- 23 PRESENTATION PRACTICE PRODUCTION C CONCLUTION 24- 25 I RESEARCH RESULT II EXPERIENCED LESSON III RECOMMENDATIONS REFERENCE School year: 2016-2017 26 Methods for teaching language focus lessons in English more effectively THEME: METHODS FOR TEACHING LANGUAGE FOCUS LESSONS IN ENGLISH MORE EFFECTIVELY A INTRODUCTION Nowadays, Nobody can deny the importance of English in our modern life It becomes a language which is spoken all over the world It also plays an important role in both the development of the education and society So there are many countries in which people use English to teach at school and to communicate daily English is the most remarkable means of communication in the world Besides that, English is also the official language of over fifty three countries Therefore, it is necessary to learn and understand English In Viet Nam, English is a compulsary second language It can help students and teachers widen their knowledge and understanding about the people, culture, cilvilisation of the developed countries in the world However, it is not easy to learn English Especially, the learners who live in the countryside or in the remote areas Therefore, the teachers always try their best to find out the innovative methods which are suitable for their students to have a good quality in their teaching In teaching activities, teaching grammar and structures play no less important role As a result, the teachers overthought of the ways to teach them effectively and interestingly in order to encourage students to learn English If so, the teachers must be flexible and creative to use the most suitable teaching method to help students understand how to use English in real situation and in their tests Throughout many years, I have been teaching English in grade I realized that teaching grammar and structure lessons or language focus lessons are very necessary They can decide if the students could their tests and practice English in their life or not.That is the reason why I always thought to find out the “methods for teaching language focus lessons in English more effectively” to help students to so B CONTENT School year: 2016-2017 Methods for teaching language focus lessons in English more effectively PART I: THE THEORETICAL BACKGROUND In teaching language focus lessons, the teachers often use P- P- P method PP-P (or “3Ps”) stands for presentation, practice and production - a common approach to communicative language teaching that works through the progression of three sequential stages PRESENTATION Presentation reprerents the introduction to a lesson, and necessarily requires the creation of a realistic(or realistic feeling) “situation” requiring the target language to be learned This can be achieved through using pictures, dialogues, imgination or actual “classroom situation” The teacher check to see that the students understand The nature of the situation, then builds the “conkept” underlying the language to be leaned using small chunks of language that the students already know Having understood the concept, students are then given the language model and engage in choral drill to learn the stat5ement, answer the question forms for the target language This is the very teacher orientated stage where errore correction is important PRACTICE Practice usually begins which what is termed “mechanical practice” - open and close pair work Students gradually move into more “communicative practice” practice is seen as the frequency device to create the familiarity and confidence with the new language and a measuring stick for accuracy The teachers still direct and correct at the stage but the classroom begins to become more learner – centered PRODUCTION According to “an overview ELT methodology and approaches” (1983) Production is seen as the culmimation of the language learning process, where the learners have started to be come independent users of language rather than the students of laguage The teacher role here is to somehow facilitate a realistic situatione or activity whwere students instinctively feel the need to the actively apply the language they have been practicing The teachers not correct or become involved unless students directly appeal to him/ her to so The P- P- P approach is relatively straight forward, and structured enough to be easily understood by students It is a good palace to start in term of applying good communicative teaching in the classroom It has also been criticized considerably for the very characteristic that makes it easiest method for teachers, especially, for teachers in the secondary school PART II PRACTICAL BACKGROUND School year: 2016-2017 Methods for teaching language focus lessons in English more effectively In recent years, our Departement of education and training has decided to combine language focus lessons with speaking or listening skill lessons in order to develop practical skills and communicative skill for students, so the teachers have had a lot of difficulty in linking two parts or limitted time Some teachers don’t take of their teaching a lot because of their family, or their strength as well as many other reasons Others are worried that they don’t have enough time to teach listening or speaking skill As a result, they often remove the presentation and the production stage in the grammar- teaching method They only think that students must finish all exercises in the textbook quickly so that they have time to teach other parts Besides, some teachers have a lot of difficulties in applying innovative methods Most of them only apply innovative methods in model teaching lessons which have observer, but in other lessons, they only teach in the traditional ways And if they apply the innovative method, there will also be some problems which need to be improved Especially, in grammar teaching lessons, teachers often feel dry and rigid, they often remove some stages For example, when teacher reading skill they often teach pre- reading and while- reading stage and they remove post- reading skill or in language focus lessons, they only teach practice stage The presentation and production are often passed over Therefore, I myself often ask the questions: “why most teachers that?” because they are worried about not having enough time These are wrong views of the teachers Because in the presentation stage, teachers can encourage students to take part in the lesson more actively and creatively And in the produtive stage, teachers can help students apply their knowledge in various situaations, revise the grammar and structures and widen them in more situations Morever, in some language focus lessons, teachers teach grammar too much and they are always afraid that students can not the types of grammar exercises well (which are usually in the exercise books sold in the markets), it makes students not have much time to practice the skills required through the exercises in the textbook Or the teachers can not choose the techniques, teaching activities suitably with assignments, the requirements of skill training exercises that make the lesson less effective Even overusing or over-indulging in some game activities may result in unsatisfactory lessons they lay out even some other teachers are afraid of limited time so they often use the traditional ways to teach For example, they only give the structures or grammar poits and an example Then they ask students to the same or pactice That is the reason why students can’t understand and know how to use the language They don’t care of the “communicative method” in teaching procedures and it is easy to make students be discouraged or lose heart School year: 2016-2017 Methods for teaching language focus lessons in English more effectively What’s more, most teachers often stop the lesson in practice stage They don’t teach production stage, so students are lack of interactive activities which help students to achieve the goals of the language in real stuation In fact, classifying and selecting the activities, teaching techniques suitably for using in each exercise is important in the success and effectiveness of the lesson Besides, the reasonable design of lesson plans will help teachers control the time actively in classroom, be flexible in teaching activities, as well as guide for students in learning at home and in the classroom, so that the amount of time reasonably utilized most effectively.With my teaching experience as well as I have referenced from my colleagues, through carrying research on special subjects, I have explored and researched the way to solve this problem I thought about how to teach the grammar in language focus part simply and effectively to have more time for students to practice listening or speaking skill and I have applied my methods to control my lessons and attract all grades students to take part in the developement of the lessons In my writing, I want to share my own experiences with colleagues the “Methods for teachinglanguage focus lessons in English more effectively.” PART III: THE SOLUTION In general, the grammar is usually done through stages: Presentation, Practice, Production Each stage has its own requirements and characteristics of its own kinds of exercises I think that to achieve more effectively in each leson, when preparing lesson plans teachers have to study form of exercise carefully, properly identify to select the appropriate technical conditions and circumstances in condition of teaching English lesons To solve this problem, we proceed as follows: PRESENTATION Before starting the each lesson, the teachers often think what their students are in need and what they are lack of in order to have suitable solutions for them As we know, the students are usually bored when they are in the grammar teaching lessons or language focus lessons Although some sentence structures were introduced through the Listen & Read in details, we need to introduce again more specificly and clearly Moreover, not to be boring and monotonous when introducing, teachers use many different suitable tips to each type of sentence to encourage students such as: + Using case + Using visual (the real things, the real, pictures) + Using a comparative grammar structures: School year: 2016-2017 Methods for teaching language focus lessons in English more effectively + Translating the meaning + Giving the standard sentences examples + Using the mind maps * Specific evidence: 1.1 Using case: In this method, teachers have to think or imagine a real situation that relates the new structures and grammars for students to recognize when using them in order to promote creativity and the deductive ability of students - When introducing, the teachers can use pictures or drawings to address the situation Example: To teach the structure "the past simple with “wish” " in Unit 1, I draw up a simple drawing on the board (a short person) or a picture of a short girl: I wish I were taller - The teacher begins mentioning the situations: T: Look at him (or her Artist) What does he (SHE) look like? S: He (SHE) is short He (SHE) isn’t tall T: Is he (SHE) happy with it? S: No T: What does he (SHE) have in his (her Artist) mind? S: He (SHE) thinks: "I wish I were taller" T: What was tense in the clause after WISH USED? School year: 2016-2017 Methods for teaching language focus lessons in English more effectively S: past tense - Next, the teacher asks students to give the structure and purpose of WISH 1.2 Using visuals: Teachers use objects, drawings or pictures and they can combine with facial expressions, gestures to help students contact directly with the meaning of the sentence Example: Unit 10: Language Focus section / Page 89-90 (review modals: may / might) - Teachers can use one real object that is one gift box to review modals: may / might T: This is a present Do you know what it is? S: No T: However, you can guess What may it be? S1: It may be a pen S2: It may be a doll / a box of cookies (etc) - The teacher can let some more students guess with the use of may/ might to guess The teacher writes one of the sentences that they have guessed on the board "It may be a pen” It might be a doll” and helps students review these modal verbs with the form and the use of them : Form: May / might + V (Bare -infinitive) Use: - May / might is USED to talk about present or future Possibility - Might is normal a little / less sure charcoal May 1.3 Using a comparative grammar structures: Comparing the new structure with the structure students have known helps students consolidate other model sentences on the basis of the old model sentences, so students not confuse the use of different model sentences Example: Unit 7: Language Focus Section / Page64 T: Does Mrs Mi advise Mrs Ha to take a shower? S: yes T: what does she say? School year: 2016-2017 Methods for teaching language focus lessons in English more effectively S: I suggest taking showers T: Now, listen to me; I give you other structure with the same aim as above one : "I suggest that you should take showers" Tell me the difference the between these two sentences “I suggest taking showers" and "I Suggest that you should take showers" S: Sentence 1: " Suggest + V-ing Sentence 2: " Suggest + that -clause" T: that, s right Then, the teacher gives feedback and helps students understand the purpose of using and structure of suggestion before entering the practice stage 1.4 Translating - Teachers use this way to express the meaning of the second sentence in the same form in different languages, to help students distinguish the difference between interpreting the meaning of the sentence in their native language and English, this avoids negative transference from the mother tongue - With some sentence structures the teacher can translates from Vietnamese to English and vice versa Example 1: Unit 6: Language Focus Section / Page 54 - The students learn structure "Adverb clause of reason" refers to "as / because / since" and in Unit - section Language Focus / page 31 students learn "Adverb clause of result" refers to the "so” Therefore, these two structures have the link is “Bởi vì- nên” - "Because - so" - According to the native language, "bởi tối qua Ba thức khuya xem Tivi nên cậu mệt", but when being expressed in English is: "Because Ba stayed up late watching TV, he is tired now" - Then, the teacher finalizes the idea and gives the using of conjunctions in English for students Example 2: Unit 8: Setion Language Focus 3.4 / Page 71-72 - In this section, the students learn the grammatical structure "Adverb clauses of concession" refers to "although / though / eventhough" - in the mother tongue, it means "mặc dầu" - The teacher introduces the sentence then asked to students to translate it: School year: 2016-2017 Methods for teaching language focus lessons in English more effectively T: Thu Ha is not satisfied with her preparations for Tet Thu Ha has decorated her house and made plenty of cakes * Combine two sentences into one by using a connective - EVEN THOUGH S1: Thu Ha is not satisfied with her preparations for Tet, eventhough she has decorated her house and made plenty of cakes S2: Even though Thu Ha has decorated house and made plenty of cakes, she is not satisfied with her preparations for Tet T: Viet namese? S1: Thu Hà không hài lòng với việc chuẩn bị tết cô trang hoàng nhà cửa làm nhiều bánh S2: Mặc dầu Thu Hà trang hoàng nhà cửa làm nhiều bánh, cô không hài lòng việc chuẩn bị tết - According to the student (S2), students are easily confused the using exit "Mặc dầu-nhưng mà” => "Eventhough - but" - Then, the teacher analysis and finalizes the grammar point for students to understand 1.5 Using mind map: When introducing new language about vocabulary or topic, we can use mind maps more conveniently and effectively However, the introduction of grammar can also apply the mind maps Example: Unit 2: L.F section 4.5 / P21 - In this section, we can use the mind map to introduce the passive form that the students learnt in grade English program S + is /am/are + Vp2 S + has/have + been + Vp2 Vpp PASSIVE VOICE School year: 2016-2017 S + will/shall (modal) +be + Vp2 S + was/were + Vp2 Vpp Methods for teaching language focus lessons in English more effectively 1.6 Giving the standard examples: - Teachers present examples to give students the standard sentence structure, from which students can assemble, replace each component sentences to create more different sentences Example: Unit 5: Setion Language Focus / Page 46 - The teacher asks students to listen T: Listen to me about my hobbies: "I love listening to music and I enjoy playing sports And what about you? S: I love watching TV and I enjoy playing games - The teacher writes the examples on the blackboard and explains the grammar point of the sentence: " Love / enjoy + V - ing" to talk about someone's hobbies - Students say about themselves, the relatives and friends of them following that model sentence, and then apply to practice PRACTICE: - Providing of grammatical structures for student understanding in the introduction of language is necessary and obligatory step in teaching grammar and the next indispensable step is helping them to use their learned structures in specific exercises (Practice) - The exercises practicing the structures have been compiled in the textbook - the Language Focus- with different types of knowledge through language training skills 10 School year: 2016-2017 Methods for teaching language focus lessons in English more effectively 2.2 Repetition drill: (Repeated exercise) This exercise is a form of mechanical exercise because there are some sentences, students not need to understand the meaning that they can them Therefore, the teacher needs to pay attention to the differences in the nature of exercises to promote the advantages of this exercise, students will be acquainted with the system of stress, rhythm and intonation of English which meaning of the sentence is shown, and students become familiar with the sound system of English through listening - speaking When practicing the form of this exercise, teachers should pay attention to the different level of students to avoid being boring for some good students, we can ask the good students about the intonation, stress, expression higher than the others PRODUCTION: Consolidate exercises and activities or games following practice steps Much of the knowledge of grammar in English is review, systematize, and consolidate the knowledge learned in grades 6-8 Therefore, most of the exercises in the language focus lesson aim to consolidate and revise their knowledge of grammar have been learned To help students acquire well content of the knowledge and practice applied skills, besides guiding the students to homework, I think we also need to give the excitement for the children to actively participate in lessons as well as in acquiring knowledge For this, it is the best way that the teacher applies the tips suitably, and using the game will have a positive effect in stimulating the excitement for the students The normal tips can be applied for the purpose of this lesson is: Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends, Find someone who, Ordering words, Write-it-up, Language games I'm interested in the use of efficient and national tips “Language games”, of course, on the basis of the prepared lesson plan carefully for active time and we not overdo that can "burn lesson” This tip includes games like: Chain Game, Noughts & crosses, Pelmanism, Guessing Game, Rub out and remember, Lucky numbers We can use Language games for the exercises such as: Unit : section L.F / P.12 Lucky numbers (group work - Time: 10’) - Teaching aids: pictures ( p.12 ) and the poster : make / a cake School year: 2016-2017 12 Methods for teaching language focus lessons in English more effectively Lucky number Lucky number buy / flowers hang / colorful lamps go / shopping Lucky number paint / a picture of HaNoi - Divide the class into groups - For a lucky number, Ss will get points without answering any questions For other numbers, Ss have to write the things Lan and her friends did to prepare for the party, using the words given points for a correct sentence - Ex.: make / a cake  Lan made a cake Etc We can use the pictures for students to make sentences such as: Unit 1: section LF / p 12 - Make sentences (group work- time 3’) - Teachers give some pictures of some fomous people and ask students to make sentences following the model - Divide the class into the groups of four Ex: I wish I was a president of America - Give feedback School year: 2016-2017 13 Methods for teaching language focus lessons in English more effectively School year: 2016-2017 14 Methods for teaching language focus lessons in English more effectively Unit : section L.F / P 20 Survey (Group work -Time: -7’) - Teaching aids : handouts - Divide class into groups of four - Samples : S1: Have you ever read a comic? S2: Yes, I have S1: When did you last read one? S2: This morning S1: Have you ever been to Singapore? S2: No, I haven't - Give feedback Unit : section L.F / 39 Lucky numbers (Group work - Time: 10’) - Teaching aids: the poster : Lucky number School year: 2016-2017 15 Methods for teaching language focus lessons in English more effectively How old are you? Is your school near here? What is the name of your school? Lucky number Do you go to school by bicycle? Which grade are you in? Can you use a computer? Why you want this job? 10.When dors your school vacation start? - Divide the class into groups - For a lucky number, students will get points without answering any questions For other numbers, students have to turn the direct speech into the reported speech points for a correct answer Ex.: 1 She asked me how old I was Unit 5: section L.F / P 46 Chain game (Time: 10') S1: My father likes watching sports but my mother doesn't She loves listening to music S2: My father likes watching sports, my mother loves listening to musicbut my sister doesn't She enjoys playing games S3: My father likes watching sports, my mother loves listening to music, my sister enjoys playing games but my brother doesn't He likes watching advertisements Unit : section L.F / P 55 Noughts and Crosses (Group work - Time: 10’) - Teaching aids : the chart : (1) Pleased /work hard School year: 2016-2017 (2) excited / go / DaLat (3) sorry / break bicycle 16 Methods for teaching language focus lessons in English more effectively (4) disappointed/not phone (5) amazed/win first prize (6) sure / like film (7) Happy / pass exam (9) delighted/show/good (8) afraid / not help you - Divide the class into teams : & X - Model sentence : (1) I'm pleased that you are working hard (2) I'm excited that I can go to DaLat (3) Unit : section L.F / P.62 Brainstorming (Group work - Time 5') - Ask each group to think of connectives that they have learnt - Have Ss write down the connectives - Give feedback - Ask Ss to give Vietnamese meaning Ask Ss have to complete the sentences by using correct connectives Unit : section L.F / P.81 Quiz (Group work - Time 7-10') - Divide the class into two teams School year: 2016-2017 17 Methods for teaching language focus lessons in English more effectively Call out the questions and Ss have to answer as quickly as possible The team having the right answers get god marks The team which has more marks wins the game - Questions : Which country won the 1998 Tiger Cup? (Singapore) Which animal has or horns on its snout? (rhinoceros) Which explorer diccovered America? (Christopher Columbus) Which planet is closest to the earth? (Venus) Which animal was chosen to be the logo of Sea games 2003? (Buffalo) Which ASEAN country is divided inti two regions by the sea? ( Malaysia ) Which food can you chew but can't swallow? ( Chewing gum ) Which thing can you swallow but can't chew? ( water ) (After that ask Ss to answer the questions, using the Relative pronouns WHICH orWHO) Unit 10 : section L.F 3-4 / P 90-92 Matching Game (Stage: Production - Group work - Time: 5-8’) - Divide the class into two teams ( A & B ) - Each student from team A writes one if clause (of the conditional sentences type 2) on a small piece of paper - Each student from B writes one main clause Take pieces of paper from teams to have a complete conditional sentence.Call on some students to pick up pieces of paper from two teams and all out the sentences These are just some examples illustrating assignments which are done in the form of the games to put the excitement of learning for students as well as the principle the students play a central role with appropriate methods of students’ psychology I also put the same games in other exercises Even some of the exercises in step further consolidation (Production) in the class * ILLUSTRATED LESSON PLAN School year: 2016-2017 18 Methods for teaching language focus lessons in English more effectively Week PERIOD 12 Unit 2: CLOTHING Lesson 6: Language focus /P18 ->21 A Aim: - Practice the present perfect tense: Talk about an action or a state which began in the past and countine to the present - Review the passive forms of the present perfect, simple present, simple past and simple future and modal verbs B Objectives: by the end of the lesson, Ss will be able to use the present perfect tense and exercises in passive forms C Teaching aids: Text book, posters, and cards D Procedure: * Check- up: Ask Ss to answer: Follow you, what should secondary school students wear when they are at school? Why? * Warm up: “Pelmanism" (3 minutes) - Having Ss play in groups Do visit Visited eat seen see done read read eaten The present perfect tense with for, since, ever, recently, already and yet: a Presentation: Activity 1: - T sets the scene: we have just revised some past participle in the present perfect tense Now you look at the dialogue in exercise (page 19) to find out some sentences use this tense S: how long have you known her? I’ve known her for six years Have you seen her recently? I haven’t seen her since 2003 - T takes notes some signals when using the present perfect tense - T asks students to read the dialogue aloud in front of the class - Ss read in pairs School year: 2016-2017 19 Methods for teaching language focus lessons in English more effectively - T remarks and asks Ss to answer the questions below: + Who is Nga and Mi talking about? + How long has Nga known her? + When did Nga see her? - T asks Ss to work in pairs to answer and the practice in front of the class -T underlines the key words Nga: Come and see my photo album Mi: Lovely! Who, s this girl? Nga: Ah! It's Lan, my old friend Mi: How long have you known her? Nga: I've known her for six years Mi: Have you seen her recently? Nga: No, I have not seen her since 2003 She moved to Ho Chi Minh City with her family then -T asks Ss to make similar dialogue by using the information in the box to replace - Ss work in pairs to make dialogue Activity -T sets the scene: Imagine you and your friends are visiting HCM city.Look at the notes on poster, there are things you've done and somethings you haven't done, what are they? -T elicits from students: - I've seen Giac Lam pogoda (Yes) - I’ve eaten Chinese food and French food - I haven’t seen Reunification Palace, Zoo and Botanical Garden and Dam Sen Amusement Park - I haven’t tried Vietnam vegetarian -T asks Ss to read the dialogue from text book 2/ 20 (poster) Elicit from Ss the use and the position of ALREADY and YET in the sentence * Notes: School year: 2016-2017 20 Methods for teaching language focus lessons in English more effectively - "Already" is used in the possessive sentences; it is placed after "have/has" or at the end of the sentences - "Yet" is used in the negative and questions It is placed at the end of the sentences b Practice: - Ss practise: S1: Have you ever seen GiacLam Pagoda? S2: Yes I've already seen it T mentions to "already and yet" Ss: Practise with the partner c Production: - T hangs a picture with some famous places and some delicious dishes And ask Ss to make similar dialogue by using “already and “yet” Activity a Presentation: - Set the scene: Tom and Mary are talking to each other about places they have been to - Ask Ss to look at the dialogue E.3 - P 21 Elicit from Ss the use of EVER - T runs through the vocab.: - Read a comic - Use the computer - Go to the market - Play volleyball - Go to Singapore - See an elephant - Eat durian T mentions to "ever" and the difference between simple past and present perfect * Note: - The simple past talks about definite time - The present perfect Talk about an action or a state which began in the past and countine to the present b Practice: - Ss practise: School year: 2016-2017 21 Methods for teaching language focus lessons in English more effectively Survey + Teaching aids: handouts + Divide class into groups of four + Samples: S1: Have you ever read a comic? S2: Yes, I have S1: When did you last read one? S2: This morning S1: Have you ever been to Singapore? S2: No, I haven't + T asks some Ss to report the result of their survey in their group Ex.: (Hoa) has ever read a comic She last read one this morning (Nam) hasn't been to Singapore.etc Activity Passive voice forms: a Presentation: (Mindmap) Get students to remind the forms of passive voice S + is /am/are + Vp2 S + has/have + been + Vp2 Vpp PASSIVE VOICE S + will/shall (modal) +be + Vp2 b Practice: Vpp T: Runs through all exercises in exercise 4, 5/p21 School year: 2016-2017 S + was/were + Vp2 Vpp 22 Methods for teaching language focus lessons in English more effectively Ss exercises in groups T monitors and helps Ss (if necessary) c Production: Get Ss to some sentences (change these sentences into passive form) 1- Does she make the cake? 2- Did they build this house last year? 3- My younger brother hasn't learnt English 4- I won't wear jeans at school * Homework: - Review the topic "clothing, Malaysia" about vocabulary, structures in unit 1, - Do exercises in text book and work book/p5 ->19 C CONCLUTION I RESEARCH RESULT School year: 2016-2017 23 Methods for teaching language focus lessons in English more effectively I know that the teachers want to choose flexible method and suitable activities which base on the ability of the students And after applying my experiences in teaching language focus lessons, I always get the interest and active participation from students, while I the job training under the grammar communicative approach Therefore, students can get the language knowledge and improve its performance Firstly, I see that before applying my experiences, my students often have troubles in using their language in different situations For example, in “wish” structure, when I only give structure and ask students to make a similar sentence Students only know how to apply this structure in exercise “supply the correct verb form in the bracket”: “He wishes he (have) had a lot of money” But they don’t know how to rewrite the sentence by using this structure Then day by day, they may be discouraged and dislike to learn English more In contrast, After applying my theme, there are more students who can get access and know how to use their knowledge in their communicative skill and their grammar excercises, too And students can achieve better results in grammar tests Moreover, after applying the above solutions I found many students progress in speaking and can communicate a more natural way Those make students more interested in English lessons and they can improve their communicative skill through the innovative methods I have applied II EXPERIENCED LESSON For Teachers I am a teacher I know we want to have a successful teaching lesson, we must love our jobs and indulge in teaching as our body All of which will impulse the recheach of the teachers to find out the most suitable methods or activities for the students During students are working in groups, teachers need to closely monitor their activities Through this, we can more accurately assess each student's ability through comments they give in front of the whole group, to distinguish strong students and weak students Not only that, teachers also help students promptly when they want to promote their creativity Therefore, the teachers have to be more creative to design the interesting, attractive activities to make student have a keen interest in studying For students School year: 2016-2017 24 Methods for teaching language focus lessons in English more effectively Firstly, in order to be a good English students, It is necessary for students to like learnng English a lot so that they can widen their knowlege about the culture and the civilization of the world Secondly, the students need have a suitable method to study English They should have a strict schedule to practice and revise the lessons daily Thirdly, the students should have a good habbit in study and the thing plays no less important role is the they are hard- working and take pains to study to improve their ability In short, each person has a thought; every teacher has a class style However, I think different methods are also common purpose is to indoctrinate sufficient knowledge, help students understand all the knowledge and inculcate the quickest way With this subject I think finding a common method of teaching to achieve the highest efficiency is what makes each teacher to explore, but not everyone can get it easily The above solution is probably still not the perfect solution In addition, with an invoked spirit, we would be very grateful to get any comments from the teachers and all the readers to the quality of English teaching in particular and education in general quality is increasingly high III RECOMMENDATIONS For Professional groups: Organize of thematic reports related research topics have to continue developing positively oriented teaching in all LANGUAGE FOCUS On that basis, I would have pursued the theme, improve it and expand the scope of application For students: Should exercise self-conscious, be more active in practicing activities to be highly effective in practice School year: 2016-2017 25 Methods for teaching language focus lessons in English more effectively REFERENCES English Textbooks class (Education Publishing House) Book 9th grade English teacher (Education Publishing House ) Documentation for secondary school teachers BDTX third cycle (2004 to 2007) in English Book (Education Publishing House ) Methods of teaching English in secondary schools Guide to Teaching English in accordance with the new program (Education Publishing House - 2005) To guide the implementation standards of knowledge, skill in English Secondary School (Education Publishing House) An overview ELT methodology and approaches(Stephen Krasher and tracy terrel 1983) School year: 2016-2017 26 ... of over fifty three countries Therefore, it is necessary to learn and understand English In Viet Nam, English is a compulsary second language It can help students and teachers widen their knowledge... transference from the mother tongue - With some sentence structures the teacher can translates from Vietnamese to English and vice versa Example 1: Unit 6: Language Focus Section / Page 54 - The students... decorated house and made plenty of cakes, she is not satisfied with her preparations for Tet T: Viet namese? S1: Thu Hà không hài lòng với việc chuẩn bị tết cô trang hoàng nhà cửa làm nhiều bánh S2: