How to use the english for teaching better

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THIEU HOA EDUCATION AND TRAINING DIVISION EXPERIENCED INITIATIVE “HOW TO USE THE ENGLISH FOR TEACHING BETTER” The writer: Tong Thi Xuan Position: Teacher Work unit : Thieu Hoa secondary school Experienced initiative: English THANH HOA - 2018 INDEX CONTENTS Introduction 1.1 Reason for choosing the topic 1.2 Researched purposes 1.3 Researched subjects 1.4 Researched Methods 1.5 New points of the experienced initiative Content of the experienced initiative 2.1 Theoretical basis of the experienced initiative 2.1.1 Definitions of English For Teaching (EFT) PAGES Page Page Page Page Page Page Page Page Page 2.1.2 An overview on English for Teaching (EFT) Page 2.1.3 Factors to be considered of EFT application Page 2.2 The problem state before the application of the experienced initiative Page 2.2.1 Classroom Management Page 2.2.2 Media content Page 10 2.2.3 Giving Feedback Page 12 2.3 The solutions used to solve the problems Page 13 2.4 The effectiveness of the experienced initiative for educational Page 14 activities, with my self, colleagues and the school Page 15 Connect and Suggest 3.1 Conclusion Page 15 3.2 Recommendations Page 16 Introduction 1.1 Reason for choosing the topic As we know, English has increasingly developed and played an important role in our economy and society Most of the students in Viet Nam have not only aimed at passing their exams and getting some further studies for their future life, but also they have had a desire to be integrated into the culture, the civilization, and the people of English speaking countries Many students are not confident to speak and express their English in class whereas most of the English lessons are carried out in traditional methods That is, the teacher presents new grammar verbally, and then students do, turn by turn, exercises in workbooks As a consequence, the students find it hard to speak out as well as to communicate in the real life naturally 1.2 Researched purposes Most of us know that English is now a global professional language for teachers They use English both to teach and to communicate about their work However, in fact, we have had some surveys when visiting some English classes of secondary schools in Thieu Hoa district – Thanh Hoa province; we find that some teachers are using Vietnamese to teach English They say that they are not confident enough to teach English in English, and they often think that if they use 100% English in class, their students will not understand what they say, what they want It was not until September, 2017 when we were invited to take part in the course that we realised sometimes we also use quite a lot of native when teaching English in the classrooms Nevertheless, after the course, we all felt much more confident when using English in the classrooms We learned a lot from the course, we have had some useful experiences from the trainers and teachers We think that, our responsibility is to retrain what we learned from the course to other teachers in our province For all the reasons above, I think it is very necessary for all of us to teach English in English It is not only good for you but also good for your study Our thesis will help you with this 1.3 Researched subjects To encourage teachers to teach English in English, not using native To help teachers with the specific classroom language they need to teach confidently in English To investigate the difficulties of using “Classroom Language” of secondary school teachers in their teaching English To make some suggestions on reducing the teachers’ difficulties in the application of EFT and make English lessons in Thieu Hoa Secondary School more interesting and successful 1.4 Researched Methods 1.4.1 What are the difficulties faced by the students of Thieu Hoa Secondary School in learning English and their expectations? 1.4.2 What are the difficulties faced by the teachers of Thieu Hoa Secondary School in using English for teaching and their own solutions? 1.5 New points of the experienced initiative The study is concerned with finding the teachers’difficulties in using English For Teaching for students from grade to grade at Thieu Hoa Secondary School The study of others would be beyond the scope Content of the experienced initiative 2.1 Theoretical basis of the experienced initiative 2.1.1 Definitions of English For Teaching (EFT) English For Teaching (EFT) provides teachers with the specific classroom language they need to teach confidently in English Teachers learn and practice the English needed to Manage their classroom Prepare and teach their instructional materials Provide learners with feedback 2.1.2 An overview on English for Teaching (EFT) In this project, we will introduce different phrases that can be put to immediate use in language classroom, on topics including classroom management, communicating lesson content and giving feedback to students Word List of many words and phrases used in the classroom Animated Lean activities that illustrate the target language in a classroom context Practice activities that gives teachers feedback on their pronunciation Opportunities for reflection after each part 2.1.3 Factors to be considered of EFT application Teachers’ belief and attitudes Teachers’ qualities and personalities Learners’ motivation Learners’ beliefs and attitudes Learners’ learning style Learners’ anxiety and confidence Classroom conditions Language environment Syllabuses and textbooks 2.2 The problem state before the application of the experienced initiative As far as we know Being teachers of English, we always think about how to make our lessons more and more attractive and effective And the most importance is that after the lesson, our students not only can use English to communicate with their friends but they also can use their English to communicate with foreigners fluently and naturally But this is also our biggest problem and it is very difficult for us to find solution Luckily, while we were wandering how to face this problem, we were taken part in the course for teachers of English from well2 qualified schools The course helped us find solution to this problem, and today we are sharing you some experiences that we learned form the course These are different phrases that you can use in your classroom They are very simple, but sometimes we don’t remember or sometimes we don’t know how to use and when to use them properly and effectively Let us introduce some specific examples to you We hope that the phrases will help you a lot with your teaching career Before introducing the phrases, please look at our survey of students’ using English in classroom before carrying out the research SURVEY Class Number Not good of at using students classroom language 6A 6B 8A 35 33 33 16 17 15 % 48.6 51,5 45,5 Quite good at using classroom language 14 12 13 % Good at using classroom language % 39.3 36,4 39,3 5 12.1 12,1 15,2 2.2.1 Classroom Management * Greeting students Hi, everyone [3] Hello [3] Good morning boys and girls Good afternoon class/ students/ children How are you? [3] How are you doing? How is everyone today? [3] Good to see you Fine, thanks [3] Great, thanks Fine, thank you And you? How was your vacation? / break / weekend/ summer? * Discussing the date and the weather The date What day is today? Today is [3] What day is tomorrow? [3] What day was yesterday? [3] What’s month? - It’s The Weather What season is it? [3] What’s the weather like? [3] How’s the weather? * Taking the attendance Where is Ana? Is there everyone here? Who’s absent today? [ 3] I’m going to take attendance now Raise your hand when I call your name Please say “here” / “present” when I call your name * Reviewing and collecting students work - Review Let’s check your homework [ 3] Let’s go over your homework together Ana, please read the first sentence What’s your answer to question 1? Please exchange papers with your partner - Collecting Please take out your homework Please hand in your papers [ 3] Please put your homework on my desk Please bring your homework next time Please pass your papers to me [ 3] * Making announcement - Getting students’ attention I have something to tell you I have an announcement to make / tell you I have some important information for you Please, listen carefully Please, write it down / them down Please copy from the board I have some announcement to make - Announcing - Test and quizzes We’ll have a test tomorrow [ 3] There will be a test on June Remember that we have a test tomorrow The test is on Unit Don’t forget to study for the test Remember to study chapter for the test The test has 10 questions The test will take 20 minutes [ 3] Don’t forget about the test on Tuesday I have an announcement to make / some announcements - Announcing projects and special assignments We are going to a protect on family We will a project on clothing The project is due on May 30 You should finish the report by June 1st Work on your own There’s a new due date for the project Making announcement There’s a change in the schedule We’re going to finish class early tomorrow We’ll have a visitor today Tomorrow there’s no class because it’s holiday [ 3] There will be a parent meeting on Monday Don’t forget about the concert tonight Give this notice to your parents We’re coming back at pm Announcing schedule changes and events There will not be recess today We will not have a break today Recess will be shorter today We’re going to read first today Tomorrow, there’s no class because it’s a holiday [ 3] Announcing extra curricular activities There will be a parent meeting on We’re going to have a visitor on Don’t forget about the concert tonight Tell your parents about the parent meeting tomorrow Give this note to your parents On September 15, we will go to the zoo We’re coming back at pm * Using class materials Do you have a pencil? Please take out you books [ 3] Open your book [ 3] Please turn to the page 27 [ 3] Put away your notebook Turn out your page Write your name on your paper Hand in your paper The exercise is at the top of page 28 * Teaching classroom language Repeat after me please [ 3] You can say “Can you repeat that please?” [ 3] “May I go to the bathroom, please?” When you don’t understand Please ask me in English Repeat, ask “What does this mean?” [ 3] Get ready for lunch You can say, “Can you repeat that, please?” [ 3] You can say, “Can you speak more slowly?” [ 3] You can say, “Can you write it on the board?” You can say, “May I go to the bathroom, please?” * Giving test and give instructions Now you are going to have a quiz on family words Put away your books [ 3] Clear your desk Please be quiet I’m going to read the instruction aloud Pay attention to the instructions [ 3] Write the name on the test Do your own work No talking Please finish up Put your pencil down You have five more minutes to finish the test Don’t forget to check your work again Remember to read the instructions carefully Time is up Stop writing * Changing activities - Getting students’ attention Please listen [ 3] Attention please [ 3] Can you pay attention please? [ 3] Let’s get started - Making a new activity Let’s get started Turn to page 31 [ 3] Ok, everyone Let’s start an exercise in Unit Let’s look at the picture on page 37 Now, let’s move on to the next activity We will now start a different activity Now, we will learn something new * Disciplining Please listen [ 3] Be quiet [ 3] Stop talking One at a time Please pay attention [ 3] Sit down please [ 3] Please take turns [ 3] Once at a time Please get to work Please raise your hand Please look at your own paper * Checking student understanding Is that clear? [ 3] Is everything clear? Please read the instruction I’ll read the instruction Do you understand the instruction?[1] Are there any questions? [1] Do you have any questions? Let me give you an example [ 3] Are the examples clear? Do you want another example? Let’s review the instruction Are there any questions? [1] If you have a question, please raise your hand [ 3] Let me explain the chart again …So what are you going to do? What are you going to talk about? * Encouraging participants Please raise you hand.[1] Please speak louder [ 3] Please read aloud [ 3] Who want to volunteer? Who knows the answer? [1] Do you want to try number 2? * Motivating students Good job [1] Don’t give up You are doing great Keep trying You can it [ 3] Just you best? You can say that in English [ 3] Don’t worry, take your time Try that in English You can it Don’t worry I’ll explain it again * Assigning homework Your homework is due next class Review the vocabulary for a quiz Practice the conversation on page 35 Write sentences using vocabulary For our next class, please listen to the dialogue on page 20 You homework is to read the text, then answer the questions Next time, don’t forget to bring your homework * Dismissing the class Good bye [ 3] See you tomorrow Class is finished [ 3] You can go now Have a good afternoon Good job today It’s time to clean up Please clean up your area Please put away your books [ 3] 2.2.2 Media content * Understanding and communicating lesson goals - Reviewing from the previous class Let’s review yesterday’s lesson What did you yesterday? [ 3] Who can tell me what we talked about yesterday Who remember what we talked about last class? Are there any questions? [1] - Sequencing lesson goals Today, we are going to continue our unit [ 3] Today, we will continue learning words for room in a house In this unit we are going to study words about the house In this unit we are going to work on talking about houses First, we are going to review the vocabulary Then we are going to practice the past tense Finally we will write sentences - Summarizing the Day’s lesson What did we learn today? [1] I want to go over what we learned today Let’s review what we learn today? Today we talked about words for room Let’s look at that vocabulary again * Explaining lessons content to students in English - Explaining lesson content This is…… They are……… - Modeling and giving examples Please repeat after me[ 3] Please read the sentences Please listen to the example.[2] Here’s an example [ 3] Here’s an example of a preposition Let me give you an example of a preposition Look at the example on the board Jack, please read the example Let’s watch John and Jack - Asking for and writing students examples Give me an example of part of your morning routine Give me another example of occupation Can you think of an example of a fruit? Who can give an example of an adjective? Who can give another example of an animal? - Giving activity instructions Look at the pictures [1], [ 3] Work with a partner [ 3] Give information Play a game in pairs Think about your family Guess the words Take turn to read the paragraph Draw your ideas Circle the correct word Find a student Check your paper with the partner Choose the title for the article.[3] Match the questions and answers.[3] Practice saying the description Use your notes to write a paragraph - Organizing students Please work by yourself Find a partner.[3] Work with a partner.[3] Pair up You can work together.[2] You have to get into group of three Work in groups of three.[3] Count off by twos 10 Sara, please work with Paul.[2] Sara and Paul, work together please Sit in a circle Face the board Take turn reading the dialog You have more minutes You have until o’clock to finish this activity Paul, you are A, Sara, you are B This half of the class is A and this half is B 2.2.3 Giving Feedback * Giving positive feedback Good! [ 3] Very good! [ 3] Great [ 3] Good job Excellent [ 3] Nice work Well done! Ok [ 3] All right That’s right Right * Encouraging self- correction A That isn’t correct [ 3] That is incorrect [1] Who has a different idea? [1] That’s not right.[1], [ 3] This word is wrong.[1], [ 3] Something is missing Add another word Use another verb Don’t add another word There’s an extra word here What does this mean? [ 3] Do you mean “likes” or “liked”? I think you are trying to say “liked” not “likes” Remember we are talking about the past 11 There is a problem with this sentence This sentence is incomplete Don’t forget to follow the word order in the example * Encouraging self- correction B What’s missing? There was a word missing What’s wrong with this sentence? Does this verb look right? Try adding another word Try using another tense Please, look at this sentence again Look at the difference between “like” and “likes” This sentence is off topic Pay attention to the verbs Remember the irregular form Compare your work to the example Check spelling [ 3] 2.3 The solutions used to solve the problems Difficulties encountered by teachers at Thieu Hoa High School when using classroom language in teaching and our own solutions Deficiency in strategic and sociolinguistic competence in English Students’ low English proficiency Students’ passive learning style Large class size The grammar-based exams Lack of authentic teaching materials Students’ not participating in class activities Students’ lack of motivation to communicate Students’ use of Vietnamese Other difficulties To overcome the difficulties, the teachers give a variety of suggestions such as attending workshops or seminars on CLT, being trained and retrained on sociolinguistic competence, motivating students more to learn English What is more, having self- improvement in their English level and teaching methods, giving encouragements and positive correction and feedback on their students’ mistakes, and using the language which is suitable with the students’ level in the classroom 12 2.4 The effectiveness of the experienced initiative for educational activities, with my self, colleagues and the school Firstly, it is essential to improve students’ motivation in learning grammar Using simple language Giving interesting topics, games and communicative activities such as information gaps, role - plays, interviews, pictures and picture stories, puzzles and problems and matching activities Organizing English speaking club Group work is a good suggestion Furthermore, the teachers should encourage students’ participation in class activities Students’ role and teachers’ role should be redefined too It is evident that teachers should improve their authentic teaching materials initiatively and creatively What is more, grammar should be presented in context in order to make clear the relationship between grammatical forms and communication functions Mistake correction should be positive and effective Collecting mistakes made by the student and involving the whole class as much as possible in the correction process Spending less time correcting what is only problem for one student and more time on problems common to the whole group Encouraging students to use English regularly and use it at anytime or anywhere if possible Not interrupting the student before he/ she finishes his/her utterances because he will find it disconcerting or frustrating Trying not to repeat the mistakes, even in mocking and astonishing way Last but not least, the teachers should use classroom language in their teaching as much as possible The result of the research (survey of students’ using English in classroom after months carrying out the research) After using positive teaching methods, I obtained the following results: SURVEY Class Number Not good % Quite good % Good at % of at using at using using students classroom classroom classroom language language language 6A 35 20 18 51,4 10 28,6 6B 33 24,2 16 48,5 27,3 8A 33 21.2 16 48,5 10 30,3 13 Connect and Suggest 3.1 Conclusion In conclusion, through the research we have found out what are the teachers’ difficulties in using English For Teaching (EFT) communicatively The study also reveals variety of phrases that teachers can use in their classrooms; the recommendations for overcoming these difficulties as well as having effective English lessons in Thieu Hoa Secondary School – Thieu Hoa District – Thanh Hoa Province Obviously, when applying EFT in classroom, there is no ready-made recipe for which techniques and activities can work best for which structure, but the primary principle is the use of a variety of techniques and activities to suit different students’ levels and learning styles This not only helps teachers and students use classroom language more effectively but also change the students’ learning styles and motivation The implementation of EFT at Thieu Hoa Secondary School will be successful if there is contribution and cooperation of the administrators, teachers and students Among these factors, the teachers are central and affect the success or failure of the innovation Nonetheless, the limitations of the research are unavoidable Firstly, from the scope of the study, the results of the study are only more suitable for higher students, not for all students at Thieu Hoa Secondary School Moreover, the data were only taken from self-reported questionnaires and teachers’ interviews However, there is a potential limitation of self-report data because some students might not be willing to express themselves frankly Basing on the results and the limitations of the research, we would like to make some recommendations for further study The subjects of the study were three higher classes (6A, 6B, 8A) As a consequence, the results cannot apply for all students at Thieu Hoa Secondary School Furthermore, it is necessary to conduct other study on the difficulties confronted by teachers in terms of EFT application in teaching reading, listening, vocabulary, speaking and writing I would like to get your frank and useful comments to make my research better Thank you so much! 3.2 Recommendations To derive from the basis of reasoning, practice, teaching purposes as well as successes and shortcomings while implementing the topic, to contribute to teaching English in general , I have the following practical suggestions: * On the base As a foreign language environment, skills should be practiced in the manner of teaching methods, so it is necessary to have a department to avoid noise in adjacent classes as well as without being affected by noise from outside (Can be combined with other departments) The electric system needs to be repaired to ensure its usefulness and safety when used 14 Especially , the school should have a private listening room * To the upper management: It is necessary to create opportunities for teachers to exchange experiences and learn experiences through seminars Encourage teachers to improve their learning and self-learning, and improve their level of self-sufficiency to meet the growing social needs Principal’s confirmation Thieu Hoa, April 22nd, 2018 I assure this is my experience initiative, not copying the contents of other people The writer Tong Thi Xuan 15 REFERENCES Author: Donald Freeman and Laura Le Dréan Title “Developing Classroom English Competence: Learning from the Vietnam Experience ” - by IDP Education (Cambodia) Ltd Published 2017 Author: Jack C Richards - Willy.A – Renandya Title: Methodology in language teaching - by Cambride University Press- published 2002 The training materials for “ English For Teaching ” of Thanh Hoa Department of Education and Training – 2017 16 17 ... test tomorrow The test is on Unit Don’t forget to study for the test Remember to study chapter for the test The test has 10 questions The test will take 20 minutes [ 3] Don’t forget about the. .. Definitions of English For Teaching (EFT) English For Teaching (EFT) provides teachers with the specific classroom language they need to teach confidently in English Teachers learn and practice the English. .. effective And the most importance is that after the lesson, our students not only can use English to communicate with their friends but they also can use their English to communicate with foreigners