How to master skills for grade 6 students to ask and answer the question WH question,

THANH HOA EDUCATION & TRAINING DEPARTMENT THANH HOA EDUCATION & TRAINING OFFICE INITIATIVE “Skills training EXPERIENCE FOR Grade students To ask and answer the question "WH – QUESTION” The implementer: Nguyễn Thị Thủy Occupation: A teacher of English Group: Nguyen Van Troi Secondary School Subject: English THANH HOA 2019 1.2.3 I INTRODUCTION 1.The reason of choosing the topic English is a very important tool in modern society Moreover it also is a tool to facilitate integration with the international community and the region It helps us to access information on international science and technology, education, culture, health, industry, agriculture that is changing every hour and every day In addition, English also helps us access advanced cultures as well as important international events For the reasons above, being as an English teacher in a secondary school, I am always concerned about and wondered how to help my students reach English easily and apply it in the most flexible in the communication scenarios As we know, in English there are many types of questions, of which questions to ask from the " WH question " is kind of frequently asked questions Although it is the common question types, it is confusing for many students This type of question is often not correctly answered by many students, especially new students who are learning English as 6th graders Through exams, semester tests, regular inspection, as well as in the teaching process, I discovered this problem and it is my concern as well as colleagues After the period of researching solutions for this problem, I would like to present some ideas and little experience of teaching and practicing the question "Wh-question" for student of 6th grade 2.The aim of studying the topic As we know, students of grade often find it hard to learn a foreign language, to create the interest and inspiration from students is a must that teachers should find the effective way In fact, traditional method is not suitable any more at current time, students tend to sit and listen to the teachers without giving their own ideas, which leads to slow results.The class seems to be noisy as students don’t understand the lessons or find no interest in it 1.2.3 Teachers should find a suitable method to make the lesson intersting and new to students, which can let them curiously discover the language The topic helps students to memorize the way to use Wh- questions properly Students can practice a lot with various kinds of exercises Some techniques are used to check how students understand the lesson 3.The objects of studying Students in grade at Do Nguyen Van Troi secondary school (Throughout teaching and working with students of grade 6) 4.The method of studying These experiences have been studied on the following methods: - Studying of material - Giving outlined mirror - Operating and using method - Checking, connecting projected classed - Studying from experienced colleagues II CONTENT 1.2.3 1.The theoric installation of the problems What are the causes of the wrong answers to the questions related to Wh-questions? Apart from reasons of teaching and learning as mentioned above, the analysis of the following grammar will show us "Wh-question" is the kind of question that is not easy to students of grade Firstly, students not understand about the auxiliary verbs In the framework of the 6th grade, they just remember a certain number of questions, if we change a little in question, the students will not know when to use the verb "be", when to use ordinary verb in the present tense and how to divide verbs in the 3rd person singular pronoun Secondly, "Wh-question" is a question with one subject in which the subject is often a personal pronoun (except idioms) Thus the answer requires conversion of the noun being a subject (of a sentence) in question into the personal pronouns in the answer, or the personal pronouns to the different personal pronouns for suitable context (eg: “You” in question but “I” in answer’ or your school can use It to replace, etc.) It is also very difficult for students if they not get much exercise Thirdly, There is a type of the question to find out information, students are required to find the exact information needed to answer, but they sometime are confused, for example putting excess or lack of information, or making a completely false information, such as "a man ask about chicken, a woman answer about duck", for example, "How old are you? " - "I am fine, thanks." Or "What does your father do?”-" He reads These three issues are crucial and the most difficult for students Besides determination of the structure or the tense in question is the problems that 6th graders students not usually think about Practical background 1.2.3 In general, teachers described the structure of each question for students to grasp this question but basically conveying methods are also quite embarrassing, Response of student to these questions seems to be machinelike, less accurate and meet much trouble For the students, they had access to English at the primary school, however they only learn English language in a modeled and machinelike way, they not think much about grammar, spelling When answering the questions, especially the question "Whquestion", the answer seems to be inertial, according to the pronunciation way that teachers often train their students For example, students always answer, "I am a student" to the question "what does she do?” They are not noticed the differences, the auxiliary verb and the subject in the question Considering that this is a way of learning like a machine and lack of thinking Through a survey for students of grade 6, I offer 10 questions *Answer the following questions: How old is your mother? Where does she live? How you spell your name? What is your father’s name? What is his address? What is his job? What is there near your house? Which school does your sister go to? How often does she go to school? 10 How far is it from your house to your school? (Each correct answer is given point) The results were very low in quality; summary of results is presented as bellows: Grade/class Total of Point (0-4) Point (4.5-7) Point (7.5-10) students 1.2.3 6A1 6A3 30 32 21 19 13 0 The above figure shows that the level of understanding of the question "Whquestion" of students is very weak Besides, the majorities of students not only answer wrong, but also only use one type of personal pronouns such as "I am " or "I live " in response to the third person singular pronoun They not figure out how to use “to be”, verb or "there is / there are" to answer question correctly The results not only showed quality of students, but also strongly affirm the problem that we must pay attention There is a reality to the students we often find, it is that lets students to read a passage and then use "WH-question" to test their understanding The problem is that students often rewrite all the answers in the text rather than the correct answer For example, in the passage, it is: " My school has floors with 20 classrooms, and my class in on the second floor ”," students often write down the whole sentence while the question is: "How many classrooms are there in your school? ": Solutions to implements: Identification of “Wh- question” The "Wh-questions" are placed in the first sentence, allowing the speaker to find more information on their topic of interest Depending the information that the speaker want to ask, list of Wh-question is presented below: When? Time Ask information about time Where? Place Ask information about place Who? Person Ask information about someone Why? Reason Ask information about reason How? Manner Ask information about manner What? Object/Idea/Action Ask information about object/ idea/action - Other words can also be used to ask for specific information 1.2.3 Which one? Choice of alternatives Whose? Possession Whom? Person(Objective formal) How much? Price, amount( non- count) How many? Quantity (count) How long? Duration How often? Frequency How far? Distance What kind (of)? Description Types of “Who – question” in English book for students of grade 2.1 Who + V + Complement/ O ? Example: - Who is she looking for? - Where is he? - Who teaches English? 2.2 Sentences have modal verbs (ought to ) Wh + Modal verbs + S + main Verb ? Example: - Why must you go? - When may you come? - What can I for you? 2.3 Ordinary verbs: Wh + do/does + S + main Verb ? 1.2.3 Example: -When you go to the library? -Where you live? -How does he go to school? 2.4 Answer for Wh – question - Wh - questions is answered by details, Yes/No is not applied in this case Example: A: Who is that? B: My roommate - Understand the structure of this form to provide explanation; comparison is very important factor to help students make faster progress 3.The way to form Wh-questions In addition to mastering Wh-question" to always provide accurate structures and examples for students, teachers also need to be learned some tricks such as: Before students answer "Wh-questions", teachers should ask their students “do you know what kind of this question is?" This approach helps students shape the question, clearly understand that the question to ask for specific information before answering In terms of grammar, the teacher should make the students understand that "Wh-question" is used depending on the asked information is "subject" or "predicate" of a question - Type of information needed is the information about the subject of the question, students need to simply replace the person or object into the position of word to ask -Wh-question: 1.2.3 Lan has a nice house Who has a nice house? A tall tree is behind Lan’s house What is behind Lan’s house ? - Type of information needed locates in the predicate of the sentence, forming question with words to ask depending on whether “auxiliary verb” exists in the original sentence or not An auxiliary verb is the verbs standing before the main verb The auxiliary verbs are italicized and bolded below: I can it They are leaving She should brush teeth after meal +To create questions using the form that information needed locates at the position of predicate of the sentence, First of all, teachers instruct their students to create a question with the form of Yes / No by shifting the subject and the auxiliary verb in a sentence Then add the Wh-question to ask at the beginning of the sentence: Affirmations Shifting into the form of Yes Wh-question ( You will leave / No question sometime ) When will you leave? Will you leave? In this sentence, Will is auxiliary verb is shifted to place prior to the subject then add when to form question, similarly we have two following questions ( He is doing something) Is he doing what is he doing? (They have been somewhere) Have they been where have they been? If the sentence has no auxiliary verb and the main verb is the verb "to be", in order to make a question, we just swap location between the subject of the sentence and the verb “to be”, then add words to match in question Affirmations Shifting into the form of Wh-question Yes / No question ( He is someone ) Is he Who is he ? 1.2.3 In this sentence, "He" is the subject and the main verb of the sentence is verb “to be” that is divided with the third singular person "is" To create a question in this case, the positions of the subject "He" and the verb "is" is shifted, then add words to ask (in this case, we add Who at the beginning of the sentence) Similar to the following question: (The meeting is sometime) Is the meeting When is the meeting? If in the narrative sentences (affirmations), the main verb of the sentence is ordinary verb, we add auxiliary verb before the subject of the sentence Then we add suitable Wh-question at the beginning of the sentence to form a question Remember that adding auxiliary verb must match with its subject For example, in the present tense, the subject is I /We/You/They, plural nouns, we use auxiliary verb "do", the third singular person is He / She / It, or singular nouns, we have to use auxiliary verb"does" Affirmations Shifting into the form of Wh-question Yes / No question ( You want something ) Do you want What you want? In the above sentence, we not see auxiliary verb in affirmations "you want something" so when switching to the question, we need to add auxiliary verb “do” before the subject "you" of the sentence Then we ask for information about the object "Something" by adding words to ask "What" at the beginning of the sentence As a result, we have a question "What you want?” Similarly, we have: Affirmations- Shifting into the form of Yes / No question - Wh-question (She likes something)à Does she like (third person-s) what does she like? - Teachers need provide instructions to students on how to shift nouns into pronouns to avoid repetition or a pronoun in question to a pronoun in that answer with suitable context (when turning into pronouns, singular nouns for animals/plans/things are converted into “it", the plural nouns are transformed into "they"; the singular noun 10 1.2.3 best friends to her house They will eat cakes and sweet And they will have a lot of fun The party will start at o’clock and finish at nice *Questions: 1.What is Thu’s address ? 2.How old is she ? Who does she live with? 4.What’s her telephone number? 5.What is her date of birth ? This kind of exercise helps students practice answering the question "Whquestion" in accordance with the structure without rewriting answers in the text These are questions that I synthesized from English textbooks for 6th grade students In order to match with each lesson, the teacher can draw experience and based on the type of exercises to flexibly use Actually if teachers spend more time training the students such exercises like this, then surely after a short period the students will understand more about the grammar of this question type As a result, small complicated issues will disappear and "Wh-question" will not be difficult for students The questions in this kind of exercise can be done by students in class time or if there is not enough time in class, students can practice more at home then teachers help correct on the class Alternatively, we can teach students to learn more in optional learning hours Application of these questions into games, such as NOUGHTS AND CROSSES or LUCKY NUMBER also brings a good result Teaching rhythm, pronunciation, intonation in the types of Wh-question” Rhythm and intonation for students is very important, if false, it will easily cause misunderstanding, so teachers must not forget to teach students the rhythm of language after students know how to make a question with 'Wh " Normally, when teaching rhythm, intonation for students, teachers need to take the following steps: 16 1.2.3 - Teachers read a sentence according to rhythm of up and down movements of hand (may be twice) - Play the tape (if any) - Teachers require the best students to read first, then the average student and finally weak students Teachers need to use rhythm and up and down movements of hand to help students stress on the focus, intonation In some difficult questions, teachers write them on board, attaching with signs of intonation Teachers clearly read every word in the sentence (maybe once), then read complete sentences, combining rhythm, up and down movements of hand (maybe twice) Let each student read in turns, then the whole students in the class read out loud Teachers use beats of ruler and up and down movements of the hand to help students emphasize on the focus, easily read sentences with accurate intonation Lower accent is often used to in the Wh-question Example 1: 17 1.2.3 Where's your sister? - Teachers conduct practice of rhythm, intonation in general method - Teachers use a beat of ruler at the word "Where's", use hand to point down at the word "wife" Example 2: Who is this? 18 1.2.3 -Teachers use a beat of ruler at the word "Who", use hand to point down at the word "this" Example 3: When's your birthday? - Teachers use a beat of ruler at the word "When", use hand to point down at the word "birthday" Teaching Wh-questions associated with new words After teaching new words, teachers require student to use Wh-questions to make questions with new words, diversifying questions with nouns, adjectives, verbs, etc Example 1: With adjectives “Intelligent” Who is the most intelligent in your class? “bored” Why are you bored? ‘ Example 2: With verbs “feel” 19 1.2.3 How you feel ? “help” Who helps you with your homework? Example 3: With nouns 20 1.2.3 “Hobby” What is your hobby? “help” Who helps you with your homework? “weather” What is the weather like today? Example 4: i With preposition: in, on, of, at…… behin d n unde r front of in between behin d i n unde r in front of between 21 1.2.3 What are you good at? Who is he interested in? Teaching Wh-questions associated with passive voive Who -> By whom……? -> Who………by? Example : Who often helps you? -> By whom are you helped? 22 1.2.3 > Who are you helped by? 4.The effect of the idea to the educational activities Applying this research on teaching and training shows that students have understood more and more They are able to answer this kind of question more accurately Specially, the students have thoughts more logically They no longer understand in machinelike and stereotyped ways as before I conducted a survey through tests The results are as follows: Transcripts obtained: Class 6A1: Numb er Full name Class Marks Before After 6A1 6A1 6A1 6A1 6A1 6A1 10 6A1 6A1 10 6A1 10 6A1 11 6A1 12 6A1 13 6A1 14 6A1 15 6A1 Note 23 1.2.3 16 6A1 17 6A1 18 6A1 19 6A1 20 6A1 21 6A1 22 6A1 23 6A1 24 6A1 25 6A1 26 6A1 27 6A1 28 6A1 29 6A1 30 6A1 Class 6A3: Marks Numb er Full name Class Befor After e 6A3 6A3 6A3 6A3 6A3 6A3 10 6A3 6A3 10 6A3 Note 24 1.2.3 10 6A3 11 6A3 12 6A3 13 6A3 14 6A3 15 6A3 16 6A3 17 6A3 18 6A3 19 6A3 20 6A3 21 6A3 22 6A3 23 6A3 24 6A3 25 6A3 26 6A3 27 6A3 28 6A3 29 6A3 30 6A3 31 6A3 32 6A3 25 1.2.3 - Before (September 2018) Learning attitude ExcellentAverage Weak Clas Total Good s stude Numb Percen Numb Percen Numb Percent nts er t er t er (%) (%) (%) 6A1 30 0 30 21 70 6A3 32 0 10 32 22 68 - After.(March2019) Clas Total s stude nts 6A1 6A3 30 32 Excellent- Learning attitude Average Good Numb Percen Numb er t 11 13 (%) 36,7 41,6 Percen Numb Weak Percent er t er (%) 15 16 (%) 50,0 51,2 13,3 9,6 (It is clear that when we compare two boards, the idea which I have applied to my lessons is absolutely more useful than the old one) III CONCLUSION AND RECOMMENDATIONS 26 1.2.3 To improve the quality of teaching and learning English in secondary school, apart from basic methods, each teacher should have intensive investment in a specialized aspect that cause troubles/problems to many students and be more active in teaching From there, they can help their students absorb and master the knowledge in their curriculum in the best way The method further training for students in grades 6, "ask and answer questions Wh-question" My last exchange offer is not out on purpose My method, “make Wh-questions and answer”- question that I have just presented is not out of above objectives With the aim of good teaching and learning, helping students to acquire and hold a solid basic knowledge from the beginning, as well as further developing the knowledge and skills of their English in the next years, I would like to receive assessments, comments from the Science Council and colleagues to improve this research better and more realistically as well as feasibly because in the limited time and limited experience, shortcomings is surely inevitable I sincerely would like to thank you Ngọc Trạo, April 12th 2019 Confirmation of the managing board I herely declare this inititive is written by myself Do not copy from any others Writer Nguyễn Thị Thủy INDEX Page I INTRODUCTION 27 1.2.3 1.The reason of choosing the topic 2.The aim of choosing the topic 3.The objects of studying 4.The method of studying II CONTENT 1.The theoric installation of the problems 2.Practical background 3.Solution to implements 4,The effect of the idea to the educational situation III CONCLUSION AND RECOMMENDATIONS 24 27 28 1.2.3 29 1.2.3 30 1.2.3 ... Class 6A1: Numb er Full name Class Marks Before After 6A1 6A1 6A1 6A1 6A1 6A1 10 6A1 6A1 10 6A1 10 6A1 11 6A1 12 6A1 13 6A1 14 6A1 15 6A1 Note 23 1.2.3 16 6A1 17 6A1 18 6A1 19 6A1 20 6A1 21 6A1... 22 6A1 23 6A1 24 6A1 25 6A1 26 6A1 27 6A1 28 6A1 29 6A1 30 6A1 Class 6A3: Marks Numb er Full name Class Befor After e 6A3 6A3 6A3 6A3 6A3 6A3 10 6A3 6A3 10 6A3 Note 24 1.2.3 10 6A3 11 6A3 12 6A3... 6A3 11 6A3 12 6A3 13 6A3 14 6A3 15 6A3 16 6A3 17 6A3 18 6A3 19 6A3 20 6A3 21 6A3 22 6A3 23 6A3 24 6A3 25 6A3 26 6A3 27 6A3 28 6A3 29 6A3 30 6A3 31 6A3 32 6A3 25 1.2.3 - Before (September 2018)