Some experiences to teach more effectively language focus in grade 9 at thieu tam secondary school

THANH HOA DEPARTMENT OF EDUCATION ANH TRAINING THIEU HOA DEPARTMENT OF EDUCATION AND TRAINING EXPERIENCE INITIATIVE SOME EXPERIENCES TO TEACH MORE EFFECTIVELY LANGUAGE FOCUS IN GRADE AT THIEU TAM SECONDARY SCHOOL The writer : Nguyen Van Thanh Position: Teacher Work unit: Thieu Tam secondary school Experienced initiative: English THANH HOA – 2019 INDEX Contents Page 1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.3.1 2.3.2 2.3.3 2.3.4 2.4 3.1 3.2 Introduction Reason for choosing the topic Researched purposes Researched subjects Researched Methods Content of the experienced initiative Theoretical basis of the experienced initiative The problem state before the application of the experienced initiative Implementing solutions Using the situations Tranlation How to drill the sentences The techniques to cosolidate after drilling The effectiveness of the experienced initiative for educational activities, with my self, colleagues and the school Conclusion and suggestions Conclusion Suggestions Reference books 2 2 3 3 4 5 12 12 12 12 14 Introduction 1.1 Reason for choosing the topic With the development of the country in the period of industrialization, modernization and innovation of nowadays’comprehensive education, thus requiring learners and teachers must also change learning and teaching methods to meet the entry education objectives As an English teacher in Thieu Tam junior high school I have noticed that Forein language in general and Enlish in particular plays a very important role at this point Moreover, in recent years reseachers have been receptive to arguments achievements of modern teaching and learning to make a modern education system to meet the growing needs of society.The modern education methods which teachers have to know how to exploit positive activities of students in stuy,teacher is only guider of student and students must be active to study the knowlege Through the application of innovative methods in teaching secondary school English with program substitutes for books, many teacher have the experiences, positive ideas serve for the teaching of English However, I have noticed there are further problems arising in practice teaching in myschool that I am a teacher myself teaching this course, I always think to find solutions One of those issues is: how to teach more effectively LANGUAGE FOCUS to raise the quality of the test, as well as improve the quality of English teaching subjects in my school with available means Today, the teaching of grammar with communication method doesn’t analyse sentence by sentence as the old method anymore Most of the time is spent on practicing and training skills Listening - Speaking - Reading - Writing through many different forms and lessons which are consolidated by the game The grammar is taught through exercises combined with more language teaching skills such as learning methods, applied skills, For these reasons, I have chosen the theme "Some experiences to teach more effectively Language Focus in grade at Thieu Tam secondary school" to study 1.2 Researched purposes Within the scope of this writing I would like to share experiences with colleagues teaching methods of Language Focus of English at Thieu Tam secondary school which are the most effective, and what I learned through specialized training courses, as well as in my actual process of teaching 1.3 Researched subjects At the topic, I want to study the way to teach the language focus of English more effectively in class of Thieu Tam secondary school 1.4 Researched Methods - Taking a survey before applying the topic in the reality - Exchanging the experiences with the colleagues to find out the most effective methol for language focus in class - Studying the syllabus of teaching methods Content of the experienced initiative 2.1 Theoretical basis of the experienced initiative Grammar is very important t and necessary in the communication process It is like skills : listening - speaking - reading - writing The effectiveteaching and learning of grammar is not easy Especialy ,for secondary school students , it requires learner who must be patient and have the suitable studying methods Basing on physiological characteristics of the students , the students are more interested and more active in in reading and writing but also very depressed in developing and training complexive skills such as skills of approaches for applying grammar because of meetingmany new words and new structures which are difficult to understand and master.To form the access and grammartraining skills for students requires a long process,A 45-minute period which grammar is taught effectively requires the practice and collaboration among grammar measures flexibly and to have a reasonable allocation of time for each step The procedures to teach grammar: To teach speaking skill generally and grammar particularly we have to carry out steps: + Presenting situation and meaning of structure + Drilling structure + Producting the exercises and activities or games The requirements for those are designed to help students understand lesson easily and carry out the skills to drill grammar exercises considerately and more thoughfully and then remember lessons more deeply Therefore , carrying out enough steps in teaching language focus part is essential, if teacher leaves out one out of three steps,the effect of lesson will be very low 2.2 The problem state before the application of the experienced initiative In reality, There are many reference books as well as training syllabus which help positively for teaching with innovation method of foreign language teachers In addition, every year, the Department of education and training has also organized professional training classes for teachers to improve teaching method However, the teacher has to know how to use flexibly the methods to suit student level,shool facilities and classrooms,he shouldn’t apply the methods in teaching curiously Some language focus periods which the teachers are too heavy to teach grammar and anxious that their students can’t grammar exercises well,so they don’t have a lot of time to drill the skills through the requires in the text book On the other hand, the teachers have chosen techniques and teaching activities which are unsuitable to the exercises.eventhough the teachers can abuse the game activities,they don’t meet the requirement of lesson Therefore, the classification and selection of activities , teaching techniques which appropriate to use in each exercise are important to decide the success and effectiveness of the lessom.Besides, designing teaching plans for each lesson will help teachers to own the time of classes, have flexibility in teaching activities , as well as guidelines for students that are most reasonable and most effective between learning at home as well as in the class of students To grasp the ability and extent of the training skills in Language focus section in English in the process of teaching English I haven’t stopped innovating the teaching methods and measures to help students capture capabilities and skills to grasp the knowlege of language focus effectively.To assecc the ability of students before applying and implementing new methods I have taken a survey and obtained the following results Total 65 Good Numbe Rate r (%) 9.2 Quality of students Fair Satisfactory Numbe Rate Numbe Rate r (%) r (%) 14 21.5 30 46.2 Unsatisfactory Numbe Rate r (%) 15 23.1 2.3 Implementing solutions 2.3.1 Using the situations There are some contents which we can use the situations to introduce about them Example : " The past simple with WISH " : I wish I were taller K T : Look at him ( or her ) 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 ) mind ? S : I wish I were taller T : What tense was used in the clause after WISH ? S : Past tense Next, the teacher introduce the structure with wish 2.3.2 Tranlation Unit : LANGUAGE FOCUS ( Page 72) 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 above into one by using a connective- EVEN THOUGH S : Thu Ha is not satisfied with her preparations for Tet, even though she has decorated her house and made plenty of cakes T : Vietnamese ? S : Thu Hà không hài lòng với việc chuẩn bị tết mình, đ· trang hồng nhà cửa làm nhiều bánh 2.3.3 How to drill the sentences - Repetition drill - Substitution drill Unit : LANGUAGE FOCUS ( Page20) The teacher use posters to write model lesson and notice board T : You and your friend are visiting HCMC Look at the notes, there are things you have done, and some things you haven't done, what are they ? S : - I have seen GiacLam Pagod - I have eaten Chinese and French food - I haven't seen Reunification Palace, Zoo and Botanical Gardens - I haven't tried Vietnamese and vegetarian food Ask Ss to look at the dialogue and elicit from Ss the use and the position of ALREADY and YET in the sentence Then practice the dialogue in pairs ( close / open ): S1 : Have you seen the Reunification Palace yet ? S2 : No I haven't S1 : Have you tried French food ? S2 : Yes I've already tried it…… 2.3.4 The techniques to cosolidate after drilling Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends, Find someone who, Ordering words, Write-it-up, Language games Chaining game, Noughts & crosses, Pelmanism, Guessing game, Rub out and remember, Lucky numbers, Unit : LANGUAGE FOCUS ( Page12) Lucky numbers ( group work - Time : 10' ) Teaching aids: pictures ( p.12 ) and the poster : make / a cake L.N L.N buy / flowers hang / colorful lamps go / shopping L.N 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 Unit : LANGUAGE FOCUS ( Page20) 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 : LANGUAGE FOCUS ( Page 39) Lucky numbers ( Group work - Time : 10' ) Teaching aids: the poster : LN How old are you ? Is your school near here ? What is the name of your school ? LN 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, Ss will get points without answering any questions For other numbers, Ss have to turn the direct speechto the reported speech points for a correct sentence Ex : 1à She asked me how old I was Unit : LANGUAGE FOCUS ( Page 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.etc Unit : LANGUAGE FOCUS ( Page 55) Noughts and Crosses ( Group work - Time : 10' ) Teaching aids : the chart : (1) pleased /work hard (2) excited / go / DaLat (3) sorry / break bicycle (4)disappointed/not phone (5) amazed/win first prize (6) sure / like film (7)happy / pass exam (8)afraid / not help you (9)delighted/show/good Divide the class into teams : & X Model sentence : I'm pleased that you are working hard I'm excited that I can go to DaLat… Unit : LANGUAGE FOCUS ( Page 62) Brainstorming ( Individual work - Time 5') because But and so connectives however or therefore moreover Ask Ss 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 : LANGUAGE FOCUS ( Page 81) Quiz ( Group work - Time 7-10') Divide the class into two teams Call out the questions and Ss have to answer as quickly as possible.The team having the right answers get good marks The team which has more marks wins the game Questions : 1.Which country won the 1998 Tiger Cup ? (Singapore) 2.Which animal has or horns on its snout ? (rhinoceros) 3.Which explorer diccovered America ? (Christopher Columbus) 4.Which planet is closest to the earth ? ( Venus ) 5.Which animal was chosen to be the logo of Sea games 2003 ? (Buffalo) 6.Which ASEAN country is divided ino two regions by the sea ? (Malaysia) 7.Which food can you chew but can't swallow ? (Chewing gum) 8.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 : LANGUAGE FOCUS 3-4 ( Page 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 )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 Applied teaching plan PERIOD7: UNIT1: A VISIT FROM A PENPAL LANGUAGE FOCUS I OBJECTIVES Students will be able to practice the structures with “wish , used to” II LANGUAGE CONTENTS Grammar: - Wish sentence: Wish + past simple - Past habit: used to + infinitive Vocabulary: Words relating to famous place to visit & activities done during the visit III.PREPARATION books, cassette, chalk, extra board and pictures IV.PROCEDURES Stages Contents Guide Ss to play game about some famous places in HaNoi : Famous places in Hanoi Actvities Groups Presentation Suggested answers : Ha Noi Opera House Ho Chi Minh Mausoleum - Explain the meanings of them to Students if they not know - Introduce the topic of the lesson and set the scene: “Imagine that a foreign pen pal is coming to stay with you for a week What activities would you like to during the visit ? Practice - the pictures in the book may help you - Call on some Ss to speak about places of interest with suggested models : Individual Suggested models : I think I will take my friend to Do Son / Sam Son Beach where we can swim and build sand castles And then we will visit … New words: - Correspond (v) : communicating by mail Whole -class - Be impressed by : (translation ) - Friendliness ( n) explanation - Mosque ( n) - Peaceful atmosphere ( n) : Translation - Keep in touch (v)  Checking technique : Rub out and remember -Structures: + Used to + V infi Example : Lan used to walk past the mosque on the way to her primary school + S + Wish + S + V (past simple ) Example: I wish you had a longer vacation - Ask Ss to listen and answer some questions : + Do you have any pen pals ? + Where does he come from ? =>If he visits Ha Noi , what will you introduce him? - In this lesson , Lan has a pen pal and this is the first time , this friend has come to Ha Noi T/F prediction: Lan’s penpal comes from Malaysia Kualar Lumber is a small city The girls visited Hang Luoc Street on Monday - Turn on the tape ( or times ) - Correct and give correct answers : 1.T , F , F , 4.T - Have Ss read the text and the exercise below : - Call on some Ss to report their answers and correct mistakes Then give correct answers : Whole –class C 2.B 3.D B The past simple with “ wish” : 10 Production: Drawing I wish I were taller K Homework T : Look at him ( or her ) 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)mind? S : I wish I were taller T : What tense was used in the clause after WISH ? S : Past tense àWish is used when we want really to be different and exactly opposite of the truth Eg Express wishes in the present Form : I wish + S + past simple - Ask Ss to look at the real situation and make Whole –class wishes Sample answers : I wish I were in the swimming pool now I wish I had a computer now - Ask Ss to practice making sentences with structures “Used to + V / Wish + pat simple” Language focus 3.(page 12) S1: you are not very tall S2: I wish I were taller Feedback : Whole -class Homework - Learn by heart all new words and structures then make sentences for each one - Prepare the next lesson ADJUSTMENT 2.4 The effectiveness of the experienced initiative for educational activities, with my self, colleagues and the school 11 After studying and organizing the thesis I myseft have summarized positive results about teaching the language focus in grade For the teacher:discovering the shortages in time about receiving the knowledge of students,so I have had the suitable methods to recover those mistakes for improving the studying results 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 For student: who can understand deeply the lesson and practiced a lot After applying the thesis in the 2017-2018 school year , I achieved the following results: Total Good Numbe Rate r (%) Quality of students Fair Satisfactory Numbe Rate Numbe Rate r (%) r (%) Unsatisfactory Numbe Rate r (%) 65 10 15.4 25 38.5 27 41.5 4.6 Conclusion and suggestions 3.1 Conclusion The objective of teaching and learning English is to give information in English, to enable learners to use English in realistic communication.That is why teaching English is actually the teaching of English as communication Therefore, the teacher have to build the teaching methods which are the most suitable for each type of students 3.2 Suggestions In my opinion, there is no technique or method showing its absolute usefulness for language focus teaching unless the teacher can stimulate his students and attract their interest in learning It is essential to create opportunities for teachers to exchange experiences and learn experiences through seminars 12 Encouraging teachers to improve their learning and self-learning, and improving their level of self-sufficiency to meet the current social needs I expect comments and advice on my work in order to have more experience and be able to better my English teaching in the future PRINCIPAL’S CONFIRMATION Thieu Hoa, April 13th, 2019 I am sure that this is my own experience initiative, not copying the contents of the other people The writer Nguyễn Văn Thanh 13 REFERENCE BOOKS Author: Jack C Richards - Willy.A – Renandya Title: Methodology in language teaching - by Cambride University Press- published 2002 Teacher’s books – by education press- published 2009 Work books - by education press- published 2009 DANH MỤC 14 SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Văn Thanh Chức vụ đơn vị cơng tác: Trường THCS Thiệu Tâm, Thiệu Hóa, Thanh Hóa TT Tên đề tài SKKN Việc sử dụng đồ dùng dạy học tiết dạy Tiếng Anh lớp trường THCS Thiệu Tâm Dạy từ vựng môn Tiếng anh lớp trường THCS Thiệu Tâm Đổi phương pháp kiểm tra, đánh giá kết học tập học sinh môn Tiếng Anh lớp trường THCS Thiệu Tâm Một số cách vào môn Tiếng Anh lớp trường THCS Thiệu Tâm Một số giải pháp nhằm nâng cao vai trò Ban huy Liên đội trường THCS Thiệu Tâm Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Cấp Huyện C 2003-2004 Cấp Huyện B 2007-2008 Cấp Huyện B 2011-2012 Cấp Huyện B 2012-2013 Cấp Huyện C 2017-2018 15 ... arising in practice teaching in myschool that I am a teacher myself teaching this course, I always think to find solutions One of those issues is: how to teach more effectively LANGUAGE FOCUS to. .. with more language teaching skills such as learning methods, applied skills, For these reasons, I have chosen the theme "Some experiences to teach more effectively Language Focus in grade at Thieu. .. in the class of students To grasp the ability and extent of the training skills in Language focus section in English in the process of teaching English I haven’t stopped innovating the teaching