Một vài phương pháp dạy tiết language focus trong bộ môn tiếng anh lớp 9

CATEGORY PREAMBLE 1.1 Why choose topic 1.2 Research purposes 1.3 Subjects research 1.4 Research methodology Content 2.1 Basis for argument 2.2 Situation of the problem before applying experience initiatives 2.3 Some methods for teaching 2.4 Effective in implementing innovative methods Conclusion AND suggestions 3.1 Conclusion 3.2.Suggestions PREAMBLE: 1.1 Why choose topic: Our country is in the development stage, taking the knowledge economy as the foundation for the development of education and training is considered the first national policy and improving the quality of teaching and learning in order to complete the training human resources for industrialization and modernization of the country To survive and developers to build and protect the country to keep up with developed countries requires us to grasp the most advanced achievements apart to put the country of Vietnam became a thriving civilization Besides English is a language used to communicate popular worldwide so that today the teaching and learning of English in the school has made major changes in the content and methods teaching, to match the objectives and requirements set out for the education department in the reform program The most basic views on the new method is to promote a positive, proactive students and create optimal conditions for their development and practice their language skills and communication purposes, not is the supply of plain language knowledge As a teacher of English in secondary school, I always think about how to achieve quality teaching and high effeciency To get it, ask the teacher to apply the procedure in all forms of diversity, abundance, making foreign language classes lively, charismatic, compelling them to help the get you promote capacity towards the end of "I am the organizer, student self-guided, self- control in class." Although instructional time is not long, but through their own experience with the reference material, I realized: " In order to learn a good language, teacher needs to have a method for students to understand and practice grammar well " Through real-time application in secondary school , I have achieved certain effects get That's why I chose the topic "Some methods for teaching ''Language focus'' class 9" to raise teaching experience which I have applied in the process of work 1.2 Research purposes: I help students to learn better English secondary subjects, for students interested in learning from the time new to all From that promote the positive, creative initiative in their learning Help students learning orientation and training in order to improve the quality of mass student in high school 1.3 Subjects Research: Some methods for teaching ''Language focus'' class 1.4 Research methodology: In order to be highly effective in teaching a grade grammar, I studied using a number of methods to make students able to acquire knowledge in the most effective way such as - Observation method: Use when teachers want to introduce the morphology and meaning of the structure or grammatical form used in the lesson - Practical method: In a very important grammar practice lesson, this method will help students practice their newly acquired knowledge - Methods of reinforcing knowledge: This method helps students reinforce the knowledge they have just learned to help them remember the content of the lesson more deeply CONTENT 2.1 Basis for argument: Nowadays, grammar teaching is no longer in the way of analyzing words, analyzing sentences by the old method Most of the time spent on grammar exercises incorporates listening - speaking - reading - writing skills through various forms and lessons are reinforced with games, and mind maps Teaching grammar is through exercises combined with teaching a variety of language skills, understanding skills, application skills, In order to teach grammar effectively, teachers need to flexibly choose teaching methods and techniques so as to achieve the required purpose of the lesson, students will be able to use the solution of individual grammar exercises or cage grammar exercises graft In addition, teachers need to explain to students the importance of learning grammar From there they can use language in a meaningful way and express what they want to communicate Most importantly, students understand the form and meaning of the grammar points they are learning to be able to use in the form of listening speaking - reading - writing At the same time, they can demonstrate the language knowledge that they have learned through tests and can achieve good results 2.2 Situation of the problem before applying experience initiatives: a Advantages: - In English courses is applied in recent years So some students feel excited, or favorite subjects are new to this, so every class most students are very positive - The concerns of the Board of Management to help the school, peers and siblings preceded created conditions for teaching and learning English is better There are sufficient textbooks and equipment such as tapes, disc, speakers, projectors serve for teaching and learning b Difficult: English is a difficult subject for special students, but students from rural areas have been especially difficult to teach a grammar lesson because it relates to the problem they have to Understanding the grammar of a lesson so that it can be used to exercises effectively, but the use of grammar for children is limited because they not have much time to practice and equipment The teaching service is also limited, so the children not have the opportunity to have much access to foreign languages, which leads to the difficulty in communicating the content grammar for children The survey results : Good School year Total SL Fair % SL Moderate Weak % SL % SL % 2017-2018 42 14,2 15 35,7 17 40,4 9,5 From the above difficulties to teach an effective grammar lesson, I boldly researched and used a number of techniques to teach the purpose of the lesson so that students know how to use the problem solving lesson They are fluent and at the same time they can also express the language knowledge that they have learned through tests and can achieve good results 2.3 Some methods for teaching + Using situations + Using sight (real objects, real people, pictures) + Using compare and compare grammatical structures + Translation meaning + Using mind map + Give examples of standard sentences a Using situations: Teachers state the situation for students to realize when to use that sentence pattern, promote creativity and ability to reason students When introducing teachers, you can use pictures or drawings to describe the situation Example 1: Unit 1: Section Language Focus / Page 12 Textbook To teach the "simple with wish" structure in exercise page 12 English 9, the teacher gives a picture or draws a picture of a low girl and states the situation: I wish I were taller T: Look at her What does she look like? S: She is short She isn't tall T: Is she happy with it? S : No T: What does she have in her mind? S: She minds “ I wish I were taller” T: What tense was used in the clause after WISH? S: Past tense Then the teacher introduced the structure and usage of WISH From there students will easily the exercise in this method in a positive way Example 2: Unit 3: Section Language Focus / Page 28, 29 Textbook In order to teach grammar structures '' Modal with wish and the past simple with wish'' at the language focus I can use the method of using situations to exercises 1, to guide students to write sentences using structure The structure has just learned in each picture in the most effective way In the situation of the first picture students look at the picture and easily write the sentence from the suggested words: a Ba / can have / new bicycle Ba wishes he could have a new bicycle b Using sight: In this method, teachers use real objects, drawings or pictures that can be combined with facial expressions and gestures to help impress students so they can relate directly to the meaning of sentences Example: Unit 10: Language Focus / Page 89-90 English (review modals: may / might) In this situation, the teacher can use a real object as a gift box to review modals: may / might The teacher gives a gift box and asks students to use the missing verb '' may '' "might" "to guess the gift in the box 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) Teacher calls some students to guess with how to use the may / might to guess The teacher writes one of the sentences they guessed on the board like: - It may be a pen - It might be a doll Then help students review these two verbs with their formula and usage: 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 than May c Using comparative comparison of grammatical structures: The reconciliation of new structures with known student structures helps students consolidate different sentence patterns on the basis of known ones, so students are not confused between using sentence patterns together Example 1: Unit 7: Section Language Focus / Page64 Textbook In this part, students will have to use two constructs that suggest someone does something but the grammar of the two structures is different, making it easy for them to make mistakes if they not understand them thoroughly Therefore, through comparing and comparing teachers, it will make clear to students the difference of these two structures so that they can easily use when doing exercises without being confused T: Who can remind what Mrs Mi suggests Mrs Ha doing to save water? (in section Listen and Read) S: I suggest taking showers T: Now, listen to me, I give you other suggestion to save water “ I suggest that you should take showers” Tell me the difference 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 notes and helps students to use the purpose and difference of the two proposed sentence structures before entering the training stage Ex: - I suggest collecting some money - I suggest that you should collect some money d Translation meaning: For this method, teachers use to express the meaning of the same sentence in two different languages, helping students to distinguish the difference between expressing the meaning of sentences in their mother tongue and English, avoiding get a negative move from your mother tongue Some teacher sentence structures can translate from Vietnamese to English and vice versa Example 1: Unit 6: Section Language Focus 2/Page 54 This structure students learn "Adverb clause of reason" used with "as / because / since" and in lesson - section Language Focus / page 31 students learn "Adverb clause of result" used with "so" So these two structures have the link "Because - so" "Because - so" In native language: : “Bởi tối qua Ba thức khuya xem TV nên cậu mệt” But when speaking in English: “Because Ba stayed up late watching TV, he is tired now” So when writing English sentences we have to follow a certain structure, not a word like Vietnamese, leading to incorrect sentences After that, the teacher will give the students a way to use the words in English Example 2: Unit 8: Setion Language Focus 3.4 / Page 71-72 In this section, they learn the "Adverb clause of concession" grammar structure used with "despite / though / eventhough" - in their native language means "though - but" Teacher asks students to translate meaning: 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: Eventhough Thu Ha has decorated her house and made plenty of cakes, she is not satisfied with her preparations for Tet T: Vietnamese? S1: Thu Hà khơng hài lòng với việc chuẩn bị tết trang hồng nhà cửa làm nhiều bánh S2: Mặc dù Thu Hà trang hoàng nhà cửa làm nhiều bánh, khơng hài lòng với việc chuẩn bị tết With the words of the second student (S2, they are easily mistakenly using the "Although - but" way of using "Although - but") Next, the teacher analyzes and closes the grammar point for students to make sure to practice e Using Mindmap : When introducing vocabulary or on a certain topic we can use mind map more conveniently and effectively However, the introduction of grammar is also applicable Example 1: Unit 2: section L.F 4.5 / P21-English In this section, we can use mind map to re-introduce passive sentence patterns that students have learned With the use of this mind map, students can easily identify in a more scientific and memorable way from which they can use and exercises accurately and scientifically Based on this mindset, students will identify each type of passive sentence and thus to the exercise more effectively When we look at the diagram, we see that there are four branches representing four different passive forms, so we can easily the exercises according to each type of sentence When students exercises pages 21- English on passive sentences, they will use sentences in three passive lines of sentences to When it is determined, the student's sentence will only need to use the correct sentence to complete the lesson For example, if students want to write a sentence, they just need to use the structure of the branch containing the passive passive sentence to write as follows: Ex: They made jean cloth completely from cotton in century 18th → Jean cloth was made completely from cotton in century 18th Example 2: Unit 7: section L.F / P 62- English In this section we can also use mind maps to reintroduce the connected words that students have learned to help them have a logical knowledge system but very clearly avoid confusion between knowledge units other in the lesson Based on this mind map, students can recapitulate the words that need to be remembered scientifically and sufficiently to help them not be confused when acquiring the knowledge of the lesson Since then teachers instruct how to use each word so students can master how to use and apply it flexibly When students want to homework page 62- textbook, they just need to look at the mind map that the teacher introduced to use the word they need and complete the exercise effectively Ex: Mrs Quyen bought corn, potatoes and cabbages at the market f Examples of standard sentences: This method is to provide students with a standard sentence structure, from which students can assemble and replace each sentence component to create many different sentences Teachers use this method to help them form a standard sentence pattern upon which to form the remaining sentences in the lesson This method helps students remember very effectively the sentence pattern they learned Example 1: Unit 5: Setion Language Focus / Page 46- English This lesson teacher can use the method of bringing standard sentences as follows: T : Listen to me about hobbies about me: "I love listening to music and I enjoy playing sports, too", who can remind my hobbies S: I love listening to music and I enjoy playing sports, too - The teacher writes the example on the board and explains the grammar point of the sentence: " love / enjoy + V - ing" to talk about someone’s hobbies Students follow the sentence pattern to talk about themselves, their relatives and friends and then apply it to the exercise Ex: My father likes watching sports but my mother doesn't She loves listening to music * Experiment a lesson * Experimental lesson not use tricks in all UNIT : A TRIP TO THE COUNTRYSIDE Period 19 : Language focus Class 9A - Xuan Son Secondary School * Experiment a lesson that uses tricks to post UNIT : A TRIP TO THE COUNTRYSIDE Period19 : Language focus I.Aim: Further practice with WISH in the past, prepositions of time and adverb clause of result By the end of the lesson, student will be able to the exercise well II Laguage focus *Vocabulary: (to) pass exam, (to) win, the contest(n), (to) depart, (to) fly *Language content: - Modal ''could'' with ''wish'' - The simple past with ''wish'' - Prepositions of time - Adverb clauses of result III.Teaching method: Pairs work, individual work IV.Teaching aids: Teacher’s preparation: Text books, boards, chalk, posters, pictures, lesson plan Ss’ preparation : workbook, notebooks and pens V.Produces: Teacher’s and Students’activities Language target  Warm up  Warm up Play game ''Hang man'' Students play game I Presentation I Vocabularies: - Elicit words from Ss - (to) pass exam T present the vocabulary ( using - (to) win many techniques) - the contest(n) Listen and copy down - (to) depart Aks Ss read newwords in frond of - (to) fly class * Check vocabulary: Bingo Check vocabulary by bingo 1.Activity 1: II Practice : -The teacher introduces ''wish'' 1.Activity 1: with could and simple past In this exercise the teacher will use Form: Wish + could/ simple past the method of using situations and Usage: using visuals to guide students to When we want to wish something that their homework is not real at present The teacher gives the picture and states the situation of sentence a Exercise1: What these people wish? corresponding to this picture Write the sentences Teacher: Can Ba have a new bike now ? Student: No, he can't Teacher: What does he wish ? Student: He wishes he could have a new bicycle 10 Then teachers will give general knowledge content Wish + could/ simple past when we want to wish something that isn't real at present Teacher asks students exercise Look at the pictures and suggestions Discuss what these people wish Complete the wishes Teacher checks Answer: a) Ba wishes he could have a new bicycle b) Hoa wishes she could visit her a)Ba / can have / new bicycle b)Hoa / can visit / parents parents c)I / pass / exam c) I wish I passed the exam d) We wish it did not rain e) He wishes he could fly f) They wish they stayed in Hue d)We / it / not rain e)He / can fly f) They / stay/ Hue Activity 2: Activity 2: Have them review the prepositions Exercise Work with a partner of time: at, on, between, till, after, Look at Mr Thanh’s itinerary for his up to business trip to Singapore Complete In this exercise teachers will use the sentences Use the prepositions in mindmap to communicate the box prepositions to students Itinerary for Le Huy Thanh Monday, September 20 Depart: Ha Noi / pm Arrive: Singapore / 6.30 Wednesday, September 22 MEETING Raya Palace / 2.15 - pm DINNER 11 pm Tuesday, September 21 MEETING Rallies Center / 11 am -1 pm LUNCH Lion City Restaurant / 1.30 - pm Look at Mr Thanh's itinerary for his business trip to Singapore Base on the information in the itinerary, you complete the sentences in a) by using the prepositions in the box Activity 3: Teacher guides students to their homework Now you revise the use of some prepositions of time by doing exercise Call some students to the exercise Check some students Little India Restaurant / 7.30 - 10 pm Thursday, September 23 Depart: Singapore / am Arrive: Ha Noi / 11.30 am at till on after up to between a) Mr Thanh leaves Ha Noi _ p.m b) He arrives in Singapore _ Monday evening c) On Tuesday morning, there is a meeting _ 11 a.m and p.m d) On Wednesday, Mr Thanh has appointments _ 10p.m e) He returns to the hotel _ 10 p.m f) He will be in Singapore from Monday _ Thursday Answer: a) Mr Thanh leaves Ha Noi at p.m b) He arrives in Singapore on Monday evening c) On Tuesday morning, there is a meeting between 11 a.m and p.m d) On Wednesday, Mr Thanh has appointments till 10p.m e) He returns to the hotel after 10 p.m f) He will be in Singapore from Monday up to Thursday Activity 3: Exercise Complete the sentences with ON, AT, IN, FOR a) Goodbye See you _ Monday b) The bus collected us _ o’clock early _ the morning c) We usually go to our home village at least once _ the summer d) We walked _ half an hour to roach the waterfall e) They planned to have the trip _ June 12 Activity 4: Teacher analyzes the structure of result only by writing two clauses on the board : Hoa worked hard, she passed her exam The teacher asks students to analyze the relationship between the two clauses, thereby introducing the meaning and usage of the word '' so '' So: so, should The word used to connect between two clauses indicating results Teachers guide students to their homework Match the half- sentences in A with the ones in B Then write the full sentences in your exercise book The teacher called a few students to read the completed sentence Teacher corrects f) She loves to watch the stars _ night Answer: a) Goodbye See you on Monday b) The bus collected us at o’clock early in the morning c) We usually go to our home village at least once in the summer d) We walked for half an hour to roach the waterfall e) They planned to have the trip in June f) She loves to watch the stars at night Activity 4: Exercise Match the half-sentences Then write the fill sentences in your exercise book Hoa a) so I turned on the air worked conditioner hard, It was b) so she didn't have time for hot, Nga is sick breakfast c) so Mrs today, Na woke up Robinson took it back to the late, The new shop camera didn't d) so she won't go to work, school e) so she passed her exam Answer: - e) Hoa worked hard, so she passed her exam - a) It was hot, so I turn on the air conditioner - d) Nga is sick today, so she won't go to school III Production: - b) Na woke up late, so she didn't Write about -> sentences use have time for breakfast the past simple with WISH - c) The new camera didn't work, so Mrs Robinson took it back to the shop 13 III Production: IV Homework I wish I could dance well Learn lesson carefully I wish I had a new car Prepare the next lesson She wishes she could play the piano Unit 4: Learning a foreignlanguage He wishes he could sing well ( Getting started - Listen and Read) They wish they learned English well IV Homework * Survey of quality in experimental lesson a The test: Write about -> sentences use the past simple with WISH b Inspection time: minutes c The number of students participating in check: 42 students * Results: School year Total Good Fair Moderate Weak SL % SL % SL % SL % 2018 - 2019 42 10 22 20 48 12 30 0 2.4 Effective in implementing innovative methods: Through the implementation of the above methods in lessons "LANGUAGE FOCUS" in grade English subject, I and my colleagues in charge always create excitement and active participation from students, at the same time We carry out grammar training according to the communication method Applying these methods in all forms has attracted students' interest, created a need for communication, encouraged them to think about the content and grammar of the lesson in a positive way In addition, we also help students review old knowledge, motivate learners to actively acquire new grammatical knowledge data to achieve outstanding results However, teachers also need to apply all methods in a flexible manner, suitable for each student, each specific lesson in their lesson to achieve the highest results Applying this initiative to teaching in classrooms, I found students to be very passionate, interested in new lessons and bring better results than normal lessons Therefore, students acquire language knowledge and improve their ability to use grammar more effectively Since then, the quality of the subject is always maintained at the level of satisfactory that teachers and schools have set out CONCLUSION AND SUGGESTION: 3.1.Conclusion: In short, with what we have done, it is not outside the purpose of teaching English effectively according to the method of communicating with the current textbook The problem is that with a lesson on grammar training, if there are not some creative methods in lesson, the teacher will return to 14 the old method: analyzing words, analyzing sentences, instructing teachers to solve problems practicing in textbooks, obscuring the function of training skills of Listening Speaking - Reading - Writing, not achieving the goal of helping students practice their ability to communicate in English In addition, we are interested in understanding each type of exercises to choose a technique to conduct teaching and learning activities in the class so that it is appropriate to achieve effective with each lesson Flexibility, attention to changing tricks, choosing the right method, rational time distribution - stimulating students' interest in learning is our goal And through the implementation of the research topic we have achieved the desired results In the process of implementation, we received the support from the professional team, we received the agreement as well as the constructive suggestions of colleagues to improve the topic At the same time, in the process of implementing the project, we also face certain difficulties, which are limited facilities: rooms, desks and chairs, teaching aids to make activities, groups must carried out in a rather cramped space, However, the enthusiasm and sense of responsibility - ultimately that motivated us to try to find positive directions to complete the task 3.2 Suggestions: Organizing thematic reports related to the topic we have studied to continue to promote positive teaching in LANGUAGE FOCUS class On that basis, we will be able to promote research topics, complete more topics, expand the scope of application I sincerely thank you! I assure you this is a copy of my own writing that is not copied by anyone Tho Xuan, May 2019 15 REFERENCES English Nguyen Hanh Dung (Ed) – Education Publisher Book English teachers - Education Publisher – year 2004 Scrapbooking Exercise English - Education Publisher – year 2004 Book Design Lectures English - Volume I, II – Chu Quang Binh - Hanoi Publishing House – year 2004 Some issues of innovative approaches to teaching in secondary school English courses - Ministry of Education and Training – year 2004 Training materials "Teaching and examination standard assessment of knowledge, skills in the general education program in English secondary education subjects - year 2010" by the Ministry of Education and Training Books designed to teach mind maps - studying English - Vietnam Education Publishing House 16 TABLE OF CONTENTS Contents Preamble 1.1 Why choose topics Page 2 1.2 Research purposes 1.3 Subjects Research 1.4 Research methodology Content 2.1 Basis for argument 2.2 Situation of the problem before applying experience initiatives a Advantages b Difficult 2.3 Some methods for teaching a Using situations b Using sight (real objects, real people, pictures) c Using compare and compare grammatical structures d Translation meaning e Using mind map f Give examples of standard sentences 2.4 Effective in implementing innovative methods Conclusion and suggestion 3.1 Conclusion 3.2 Suggestions 2 3 3 3 5 13 13 14 15 17 ... COUNTRYSIDE Period 19 : Language focus Class 9A - Xuan Son Secondary School * Experiment a lesson that uses tricks to post UNIT : A TRIP TO THE COUNTRYSIDE Period 19 : Language focus I.Aim: Further... Example 2: Unit 3: Section Language Focus / Page 28, 29 Textbook In order to teach grammar structures '' Modal with wish and the past simple with wish'' at the language focus I can use the method... Example 1: Unit 6: Section Language Focus 2/Page 54 This structure students learn "Adverb clause of reason" used with "as / because / since" and in lesson - section Language Focus / page 31 students