đề tài giúp giáo viên hình dung rõ hơn tích hợp các kĩ năng vào các bước dạy trong tiết trọng tâm ngôn ngữ theo 5 bước dạy theo mô hình trường học mới. đề tài đã được sở giáo dục đào tạo hà nam chấm và công nhận
SỞGIÁO GIÁODỤC DỤCVÀ VÀĐÀO ĐÀOTẠO TẠOHÀ HÀNAM NAM SỞ TRƯỜNG THPT NGUYỄN KHUYẾN TRƯỜNG THPT NGUYỄN KHUYẾN SÁNGKIẾN KIẾNKINH KINHNGHIỆM NGHIỆM SÁNG TÍCH HOẠT ĐỘNG VÀNĂNG KĨ NĂNG TÍCH HỢPHỢP CÁCCÁC HOẠT ĐỘNG VÀ KĨ VÀOVÀO MƠ MƠ HÌNH HÌNHTRONG VNEN TRONG TIẾT DẠY TRỌNG TÂMNGỮ NGÔN NGỮ VNEN TIẾT DẠY TRỌNG TÂM NGƠN NHẰM NHẰM PHÁT PHÁT HUYHUY TÍNHTÍNH TÍCHTÍCH CỰCCỰC CỦACỦA HỌCHỌC SINHSINH (Incorporating activities and skills the Viet Escuela (Incorporating activities and skills into into the Viet NamNam Escuela Nueva Nueva (VNEN) stimulate students ‘participation in (VNEN) template to template stimulatetostudents ‘participation in the language the language focus lesson) focus lesson) NĂMHỌC HỌC2016 2016-2017 -2017 NĂM Trung thông CấpCấp học:học: Trung họchọc phổphổ thông Lĩnh vực: Chuyên môn Lĩnh vực: Chuyên môn Môn: Tiếng Môn: Tiếng AnhAnh Người thực hiện: NGUYỄN NƯƠNG Người thực hiện: NGUYỄN THỊTHỊ NƯƠNG Chức Giáo môn Chức vụ:vụ: Giáo viênviên mơn Có đính kèm sản phẩm khơng thể in Mơ Có hình Đĩacác CDsản (DVD) Phim ảnh trongbản Hiệninvật khác đínhkèm phẩm khơng thể Mơ hình Đĩa CD (DVD) Phim ảnh Binh Luc, 10 -03-2017 Hiện vật khác I RATIONALE II CONTENTS Review of the previous works Practical basis 2.1 Teaching and Learning Conditions 2.2 The attitude of students 2.3 The method of teaching and learning 2.4 Training content 2.5 Test and assessment The measures to solve the problem 3.1 Step 1: Warm up (Create excitement for students) 3.2 Step Organizations for student experience 3.3 Step Analysis - Discover - Derive new knowledge 3.4 Step Practice - Consolidation lesson 3.5 Step Applications The effectiveness of the application of initiative / theme into practice III SUMMARY AND RECOMMENDATION Summary Recommendations 2 3 4 4 11 13 17 33 35 35 35 I RATIONALE Nowadays, English is spoken by most of the people through out the world As a result, English has become one of effective means of international communication Everybody can share their culture, idea, knowledge…with each other in English It is considered as a bridge linking people from different parts of the world Moreover, because of its popularity, innumerable books, websites in a lot of fields, particularly in science and technology, have been written in English Therefore, if you master English, you can perceive much knowledge through English books or the internet On the other hand, English has been used in all important meetings and conferences or in summit talks among leaders of powerful countries As the importance of English in our life, English is now taught as a compulsory subject in most of schools In other words, teaching and learning English have become very necessary in most of countries It is believed that the main purpose of learning foreign languages is not only to communicate successfully with foreigners but also to pass the national high school exam However, it is difficult for people to be successful if they not understand clearly and exactly its grammar According to Ur (1996), “Grammar may be rough defined as the way a language manipulates and combines words (or bits of words) in order to form longer unit of meaning” and “There is a set of rules which govern how units of meaning may be constructed in any language” In other words, understanding grammar is the basis of the success in using foreign languages In fact, most students are incapable of communicating fluently and their results in the exams are very low As a result, innovative methods of teaching and learning have been encouraged Moreover, schools have been encouraged to use the VNEN model, which is carried out nationwide by the Ministry of Education and Training of Vietnam Teaching and learning methodology in the VNEN schools is placing the student at the center of the classroom instead of the traditional custom where the teacher is at the center This raises us the questions: What activities and skills should be incorporated into the language focus lesson during each step according to VNEN model? How could the teachers turn a commonly dry topic into an inspiring and juicy interaction during each step according to VNEN model? To the best of my knowledge, the questions above have not been found in any works on learning and teaching English before This is the reason why the author decides to make a minor study on this topic with the hope that this would give a small part to help students and teachers to get better results in teaching and learning English Scope of the study This study does focus on how to incorporate grammar into activities and communicative skills so that students are more involved in the language focus lesson Methods of the study Due to the main aims and objectives of the study, descriptive method and contrastive method between the traditional method and the new learner-centered teaching method would be mainly carried out throughout the process In addition, observation methods are also applied (observing students’ learning in the lesson) II CONTENTS Review of the previous works The debate about the effectiveness of traditional grammar instruction has been ongoing for many decades A wide variety of topics were covered in the literature over the general topic of grammar instruction According to Weaver,Traditional Grammar Instruction throughout centuries of schooling, traditional grammar instruction seems to have had two main goals: “(1) disciplining and training the mind (and sometimes the soul); and (2) teaching grammatical forms and word usages that were considered correct or socially prestigious” (Teaching 3) Grammar was learned through the “memorization and recitation of definitions, rules, paradigms, examples, and other grammatical features…once these were committed to memory, supposedly the student would then be able to apply them” (Teaching 5) Traditional grammar instruction also involved “pages of skill and drill practice” (Petruuzzella 69) The grammarians who taught in this way “gave little or no evidence of being concerned that students actually understand the grammatical information they were required to memorize and recite” (Weaver, Teaching 5) In other words, students had to learn grammar for the sake of mental discipline, not actual understanding of the English language or for improving their own writing Conversely, other researchers and teachers believe that students learn grammar best by situating grammar instruction in the context Many prominent teachers in the field of English have designed effective lesson plans that teach grammar in this way Students will be more motivated to write and will become better writers if grammar is taught in an incorporated setting In Teaching Grammar in Context, Weaver also offers some potential guidelines for teaching grammar more effectively: a Students should be heavily engaged with writing b Students should be heavily immersed in good literature Good literature is literature that is challenging syntactically or particularly interesting c Thorough grammar study should only be for elective courses d Use the context of students’ writing to teach relevant grammatical concepts e Use the minimum amount of terminology possible f “Emphasize (as appropriate to writers’ needs) those aspects of grammar that are particularly useful in helping students revise sentences to make them more effective” (145) g “Also emphasize (as appropriate to writers’ needs) those aspects of grammar that are particularly useful in helping students edit sentences for conventional mechanics and appropriateness” (145) h When students are ready to revise at the sentence level or edit a piece overall, then teach them needed skills, structures, and terms (141-145) A grammar program following these guidelines is more likely to help students improve their writing skills than a traditional grammar program Finocchiaro and Brumfit (1983) describe the Communicative Language Teaching syllabus as follows: a Meaning (function) is emphasised b Contextualisation is important c Language learning is learning to communicate d Language is created through repeated trials and errors e Fluency is primary whereas accuracy is secondary In summary, each of methodology has its advantages and disadvantages Therefore, the author would like to integrate the methods into different steps of the language focus lesson in order that English learning is more effective and the results may be improved Practical basis 2.1 Teaching and Learning Conditions English language teaching and learning is taking place along with the methods of education innovation However, each class is crowded with more than 40 students, which is difficult to apply the new model of learning and teaching, called the Viet Nam Escuela Nueva (VNEN) Besides, visual media in foreign language classes are too poor The majority of the classrooms are not equipped with modern and necessary facilities It is hard to attract students to the native environment and bring real life into the classroom 2.2 The attitude of students Another issue is that some teachers may face students who are not interested in or unwilling to learn how to communicate effectively They may have been taught how to learn in a way that makes it harder for teachers to try and change negative habits They are used to what they have been taught and find it easier or more comforting to continue to communicate in that way This phenomenon has limited students' participation in the lesson 2.3 The method of teaching and learning Traditionally, teachers explain the structures by examples and students are passive to take notes Students heavily depend on the teacher Moreover, students learn and practise the structures for the exams without using in their real life 2.4 Training content The content of the course depends entirely on textbooks, time spent on each lesson is just enough to exploit new language and exercises Practice time is still very short Most students cannot communicate (See a video about English proficiency survey of students) Our curriculum requires us to teach stand-alone grammar lessons, and it’s important to introduce various grammar points and topics Grammar probably ranked pretty high on your list of least favorite subjects as a student As a teacher, it can seem just as boring 2.5 Test and assessment Testing methods have so far been inclined to test their knowledge of grammar and vocabulary The results are not good: - Foreign Language scores of the final exam during school year 2015 – 2016 were low Candidates with 2.25 marks occupied the highest rate The number of students with below mark accounted for approximately 1% (52 students) Candidates with points or more only accounted for 8.8% - The academic year 2015 - 2016, the marks of students at Nguyen Khuyen High School were also very low - The total mark of the entrance exam for Nguyen Khuyen High School (2016 – 2017) is 10.25marks, which is the lowest one in Ha Nam province In general, the results of learning English are not good Therefore, it is necessary to find out the methods to improve the marks The measures to solve the problem Grammar involves a lot of rules and forms It is often associated with lists of rules, countless abstract examples and lots of written practice However, there are ways to make teaching grammar fun Your goal in class is to enable your students to carry out the grammar points that you are teaching for communicative purposes I truly believe that there are some very easy and practical steps we can all take to make the presentation and practice of grammar more tangible and fun! The most important thing to remember when you are coming up with ways to teach grammar creatively is that grammar doesn’t have to be dry and boring If you teach it in context and incorporate grammar into stories, games, and other fun activities, your students will pick up on grammar usage and structure relatively painlessly – and they will probably even have a lot of fun doing it Additionally, their vocabulary has been improved a lot I believe that the best language instruction uses meaningful input and contexts to help students develop their English skills, but also feel that teaching language features, in context, is necessary for students to develop proficiency Some simple but interesting ways may help teacher to make this: - Turning the ordinary objects into something extraordinary: I love using everyday objects when teaching grammar since I feel they add an element of surprise to the whole lesson Just by taking a look at your (or your students') pencil case can provide you with the inspiration you need Rulers can be used to teach Adverbs of frequency (Language focus/ unit 1/English 10) - Extend the classroom: Teacher may inspire your kids and spark their imagination by creating words within your classroom's walls Tape a piece of round black paper on the wall and you instantly have a black hole that leads to another galaxy and therefore to an infinite number of sentences on Second Condition and Wishes - Use magic: Starting with a magic ball, you won't believe the difference it will make in your class! Apart from ball games you can play, balls are great in practising Tenses or Voice shifts (Language focus/ unit 10/ English 10, or Language focus/ unit 1/ English 12) Finally, you could use your school’s noticeboard to assign special grammar missions for your class to go to I normally give my students envelopes in class or assign them a riddle which they have to solve! - Personalize and use games: Instead of asking your students to work on traditional gap-fills, you had better try to make exercises as personal/individual as possible A questionnaire on how much they know about famous inventions is better than an exercise on Passive Voice for example (Language focus/ unit 10/ English 10) And as I often say "If you can't make it personal, at least make it fun!" There are tons of web tools you can use to create your own games such as http://www.classtools.net/ or https://learningapps.org/ - Turn the students into teachers: Having mini-teachers when teaching grammar is really helpful since it allows you to see things from your students’ perspective The easiest way to go about "Mini Teachers" is to ask your students to make a presentation on the grammar you've seen in class and prepare their own exercises for their classmates - Adapt or twist: When working on grammar exercises, teacher should give students choice First, select those exercises you feel are most helpful; don't assign all of them as homework Then, for each exercise decide on which sentences you want to keep For the rest, tell your class they can change the sentences, so that they become more interesting or "twist" them which means they will have to write their own sentences If you feel this process could be quite challenging for them, try adding conjunctions like "and", "but" or "because" at the end of the exercise's sentences and ask your students to expand on them - To make the lesson more communicative and smoother, the author usually chooses a single topic for the entire lesson For example, a topic could be something like jobs, job interviews or her life If the grammar lesson of the day is irregular past tense verbs, we can discuss the students’ past job experience, their past job responsibilities and so on They can conduct mock job interviews with each other (exercising their speaking and listening skills), fill out a job application (writing) and go over wanted ads in the newspaper (reading) In this way, they will practice the grammar point, learn the relevant and get plenty of practice in the grammar and related vocabulary to the topic - Sometimes the teacher starts the game off by using a few questions and answers from the textbook or from the guided oral practice section that I talked about in the last section Once students understand how the game works, you can move start introducing different examples for the grammar point or have the students come up with their own examples Below the author will clearly and certainly present activities and skills which may be integrated into five steps according to the new model of learning and teaching- the Viet Nam Escuela Nueva (VNEN) 1.1 Step 1: Warm up (Create excitement for students) The first activity aims to help students to mobilize their knowledge, skills and experience of yourself on matters related to the content of the new lesson.Teachers ask the provocative questions or request to make comments on matters related to knowledge in the subject During this step, stories are also amazing teaching tools For example, when the author taught the language focus lesson/Unit 9/ English10, the teacher asked students “Do you think that I should change my appearance?” Students only answered "yes." Teacher continued asking “You think I should change what should I change?” Students said "Clothes" Teacher asked “Should I have my hair cut?" The teacher told students her own stories in her life Then, she asked her students for advice “If you were me what would you do?" This not only motivates students to find new structures but practise speaking skill in real life English songs are polularly used in this step One of the big problems we all face is maintaining learners’ interest throughout our lessons Consequently, we often have to be very creative in the techniques we use Songs can be a lively way to break up a lesson and students of all ages can find this motivating What makes music such a great teaching tool is its universal appeal, connecting all cultures and languages This makes it one of the best and most motivating resources in the classroom, regardless of the age or background of the learner.The lyric of the song will be a wonderful story help to involve students in learning process Besides, It helps students to improve their English listening skill There are a variety of songs containing grammatical points on the internet However, the teachers need to plan carefully the use of songs in class, songs are useful for pronunciation and getting the rhythm of English They provide vocabulary and useful expressions, as well as examples of everyday language Combining physical movements with singing can make learning very effective for younger learners The process of selecting a song is one of the most difficult aspects of using music in a lesson There are some things you probably need to think about to ensure you get the right song For example, you need to think about the language level of your class The language level of your class will determine not only which songs you can use, but also what other activities – such as games or written exercises – you will use to develop the lesson Playing a game is an excellent way to begin an lesson It makes the students energetic and brings enjoyment to the whole class It also gets the students involved in producing English by doing something fun Playing games also helps to instill confidence in the students' ability to speak English Games are not supposed to be used just for the sake of it Games should help to introduce or practice the topic or subject matter of the lesson Most games can be easily adapted to introduce any language point or topic A picture paints a thousand words Pictures are important for creating interest in the topic you are about to teach You can use photos, drawings, cartoons, paintings, symbols, flashcards, magazine ads, etc Today's world is very visually-oriented and using pictures is a natural aid to learning Students also learn in different ways Pictures help visual learners understand the subject matter being introduced Pictures allow students to be creative as they are open to different interpretations You can use pictures to introduce vocabulary, predict a reading or listening activity, understand a main idea, etc Pictures provide a talking point and help students give their opinions and ideas For example, in the language focus/ Unit 5/ English 10, the teacher uses the game and pictures to warm up The teacher gives boxes and asks students to guess what are in the boxes This activity may make students curious and active to participate in the task - T checks the exercise sentence (Sue drives everywhere She never walks) by sentence with the whole => She shouldn't use her car so much class and gives feedback 6.(Bill's room isn't very interesting) - Students listen and take notes => He should put some pictures on the wall - T lets students move to the next activity PERFORMANCE(5mins) - T teacher lets students divide Exercise 2: Observe the situations and write into 4teams; then, shows down as many pieces of advice as you can situations on the screen Next, think of using "I think should/ I don't teacher explains the games to think should" students clearly and makes sure that all students understand - Students divide into groups Teams get minutes to write down as many pieces of advice as they can think of using "I think should/ I don't think Picture picture should" After three minutes, Expected answers: the teams swap papers and read I think hunting whale should be banned, out their sentences Teams especially in parks receive one point for each I don't think people should hunting for whale appropriate piece of advice about the situations.The team I don't think he should go to work with the most points at the end I think he should take a rest of the game is the winner I think he should go to see the doctor I think he should take a medicine THE SECOND CONDITIONAL SENTENCE * Methods/techniques of teaching and learning:eliciting, group work, playing games, integrating PRESENTATION (5mins) - T asks students to review the If I had a million dollars form and the use of the second Maybe we could put a little tiny fridge conditional sentence by analyzing the situation in the If I had a million dollars song " If I had a million dollars" - Students read the song again and present the form of the second condition as well as the usage - T listens and asks other students to add more ideas if possible - Students listen and give comments if possible - T gives feedback and an eliciting question - Students brainstorm and list all things they would if they had a million dollars - T listens and checks with other students Well, I'd buy you a fur coat Expected answers: + Form: If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future + Note: " were" is used with all personal pronouns Eliciting question: What would you if you had a million dollars? Expected answers: If I had a million dollars, I would buy a new house If I had a million dollars, I would buy some land and build a house If I had a million dollars, I would give some to the rest of the family If I had a million dollars, I would donate to charity, save and invest the rest PRACTICE(4mins) - T lets students work in pairs I’m sure Amy will lend you the money ,I’d and some sentences in be very surprised if she ……… (refuse) exercise A lot of people would be out of work if the - Students work in pairs for factory ……………… minutes to numbers 4, 6,8, Liz gave me this ring She ……… be very 10,then calls on students to upset if I lost it (be) report their answers one by one 10 Would Tim mind if I ………… his - Students volunteer to report bicycle without asking him? (borrow) their ideas Expected answers: - T listens and checks with other refused students closed down - T lets students move to the would be next activity 10 borrowed PERFORMANCE (8mins) - T asks students to divide into Questions: groups and play the game " If I were offered the job, I think I (take) it Ring the golden bell" 2.If somebody .(walk) in here with a gun, - T guides students to play the I would be very frightened game " In turn, each group lets 3.What would happen if I .(press)that their leaders choose number red button and they must answer the If I sold my car, I (not/get) much money question in 10seconds, then for it teacher calls any student in the If I had money, I will buy a car group to give the answer If the A B C D student can’t give the answer, I'm not an astronaut If I _ an astronaut, I another group will have a _ my camera with me on the rocket ship chance to give the answer and A am/ will take B were/ would take get mark Each correct answer C were/ had taken D were/ would have taken 7.A ideal B here C atmosphere D where gets one mark " If I pass this exam, I would go to the A B C - Sts listen to the teacher and make sure that they understand university next September D what they are going to Tom really go out He has too - T lets students choose their much homework to leaders and be willing to play A can't B shouldn't C would D should 10 You should stay at home because you are the games having a very bad cold - When a student reports the A If I were in your position, I wouldn’t go out answers, another student in his/ her group must write the answer B I don‘t think you should go out on the board - - C You shouldn’t go out D All answers A, B, C are correct - T checks the answers one by 11 You don’t get the pneumonia because you ones with the students change your wet clothes You would get the pneumonia if - Sts listen and observe to give you comments 12 A wear B learn C earn D early Expected answers - T gives feedback and declares would take Walked pressed would not get C will=> would the winner B D B Pass => passed B 10 D 11 You would get the pneumonia if you did not change your wet clothes 12 D WRAP UP (1min) * Methods/techniques of teaching and learning: eliciting - T asks some questions - Eliciting question: - What are the main points of the lesson? - Sts answer the questions - Expected answers: - - Pronunciation of two vowel clusters - - should used to give advice - - conditional type HOME WORK (1min) T gives homework - Review the old lesson Sts take notes - Prepare the new lesson: Unit 10 – reading Binh Luc, 12/1/2017 Group leader’s comments ……………………………………………… ……………………………………………… ……………………………………………… Phạm Văn Định Self Evaluation: Slides of the lesson The effectiveness of the application of initiative / theme into practice During the lessons with a variety of activities, most students are active and happy to participate in answering and solving the problems I gave my students notes and asked them to write feedback I also asked them to compare doing exercises and playing grammar games My students were happy with the game and they explained the advantages and disadvantages of playing games in classroom very well They gave the following ideas Advantages: They focused on the rules They were more careful to exercises They tried to learn and remember the rules not to lose the game They saw their mistakes They wanted to win They remembered better We practised the relative clauses and had fun It was more enjoyable than writing on a handout They did something like competition and it made them try harder Disadvantages Losing a game might make them a bit disappointed Some students got so nervous when they played a game They were afraid that they would lose their team' s marks Some students said they could have practised more if they did them on handouts Teachers say that playing games in the classroom introduces a bit of competition and fun and a welcome change of pace during your lesson Below are some of key ideas about the benefits of playing games When students focus on the game they are much less shy about using their English A game can be an excellent way of revising vocabulary or question forms and grammar, or even spelling In big classes putting students into competing teams is a very good strategy We can adapt games to fit what we are teaching, and of course the age and English level of our students We don’t need special resources for successful games! However, for every activity in this programme, the teacher needs to prepare and plan in advance, and to give very clear instructions and examples Timing is also important; teachers say “don’t let the game run away with you!” After more than ten weeks of learning the grammar lesson like this, students have improved their marks as well as the results of the tests and exams The statistics which are given in the following table will prove Class Marks – 10 Marks 5- 6.5 Marks 3.5 -4.5 Marks: - 3.0 st st midThe midThe midThe 1st midThe 1st term term term term term term term term 10A1 17.8% 57.8% 35 28.9% 20% 4.4% 26 6% 8.9% 6% 10A2 18.2% 22.7% 13 50% 18.3% 29,7% 36.3% 9% 6% 10A6 6.5% 30.4% 8.7% 25.7% 65.2% 22.2% 19 6% 21.7% As can be seen from the data in the table, the results of the exams have sharply been raised III SUMMARY AND RECOMMENDATION Summary In summary, relevant research on the teaching of grammar has shown that traditional grammar instruction focused on memorization and isolated drills is not effective at helping students learn grammar and improve their communicative skills Instead, teaching grammar in context is much more effective Teaching grammar in context involves immersing students in authentic reading, speaking, listening and writing opportunities The teacher should teach grammatical concepts through brief mini-lessons, and show applied grammatical concepts in real life It also involves teachers focusing on the individual grammar needs of their students, along with re-conceptualizing their thoughts about student errors in writing, speaking, and doing test Teachers need to stop seeing grammar instruction as an error hunt and instead discover the underlying reasons for different errors and support students in fixing these errors and eliminating them from their future writing There are many strategies out there for teachers to use to teach grammar in context, so teachers are not alone in this endeavor If educators teach grammar in context, their students will become better writers and will be more motivated to communicate In every classroom, you will find competitive students who will enjoy playing games and in every classroom you will have students who will become unhappy when s/he loses a game But life is a game and we should learn how to play, how to survive, how to win and we should also learn how to overcome stress To sum it up, I believe in an integrated approach to teaching and learning grammar Using everything that works is versatile I usually succeed in that Recommendations I recommend that teachers and schools move away from teaching grammar instruction in the traditional way and move towards teaching grammar in the context of reading, speaking, listening and writing However, the teacher should apply different methods as well as games during different lessons Each method or kind of game should not be used more than twice during a semester because repeated activities may create boring atmosphere and discourage students to participate the old games I suggest that teacher should find kinds of game similar to game shows on the television These games are not only attractive but they are also familiar to students So, it is not waste of time explaining the rules of the games to students Binh Luc, 20/ 03/ 2017 The writer Nguyễn Thị Nương REFERENCES Vietnamese Bộ Giáo Dục Đào Tạo, Dạy học tích cực-Một số phương pháp kĩ thuật dạy học Nxb Giáo Dục Bộ Giáo dục Đào tạo(2008), Tiếng Anh 10 Nxb Giáo Dục Bộ Giáo dục Đào tạo(2008) Tiếng Anh 11 Nxb Giáo Dục Bộ Giáo dục Đào tạo(2015), Dạy học tích hợp trường Trung học sở , Trung học phổ thông Tài liệu tập huấn dành cho cán quản lý, giáo viên THCS, THPT Nxb ĐHSP Lê Dũng (2003), Advanced English Grammar Nxb Đại học Quốc gia Hà Nội, Hà Nội Ministry of Education and Training – Hue University, (2003), English Language Teaching Methodology Nguyễn Hạnh Dung (1998), Phương pháp dạy tiếng Anh trường phổ thông Nxb Giáo Dục Tạ Tiến Hùng Nguyễn Văn Độ, Methodology handbook for English teacher in Vietnam English Adair-Hauck and Donato (2002), Teaching Grammar in the Language Classroom Foundations Seminar in Foreign Language Teaching September 15, 2003 A J Thomson-A.V Martin (1999), A Practical English grammar Oxford University press Androschuk, Chelsea; Nicole Mackey and Robyn Ferguson (2013) Techniques in Grammar Instruction: Making grammar accessible to ELLs University of Alberta: EDPY 413 Azar, Betty; Keith Folse, Michael Swan (2008) Teaching Grammar in Today's Classroom Betty schramfer Azar (2008), Understanding and Using English Grammar Ho Chi Minh publishing House John Eastwood (1994), Oxford Guide to English Grammar Oxford University Press Pat M Linhtbown and Nina Spada (1999), How languages are learned Oxford University Press Ur, (1996), A Course in Language Teaching Cambridge, Cambridge University Press Websites http://www.englishbaby.com http://www baigiang.violet.vn http://www free English study.com www.teachingenglish.org.uk http://www.teachingenglish.edu.vn ... communicate effectively They may have been taught how to learn in a way that makes it harder for teachers to try and change negative habits They are used to what they have been taught and find it easier... money, a sports car, a yacht and a big house The teacher may introduce the grammar structure with an example sentence from a song such as "If I had a million dollar” The teacher may also ask... teach stand-alone grammar lessons, and it’s important to introduce various grammar points and topics Grammar probably ranked pretty high on your list of least favorite subjects as a student As