(Sáng kiến kinh nghiệm) effective teaching method of period language focus for students of grade 9

THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE INITIATIVES EFFECTIVE TEACHING METHOD OF PERIOD “LANGUAGE FOCUS” FOR STUDENTS OF GRADE Written by: Trịnh Thị Thu Position: Teacher Working Unit: Tran Mai Ninh Secondary School Subject: English I- INTRODUCTION: THANH HÓA 2016 INDEX No Content I INTRODUCTION Retionale Research purposes The object and subject of the study 3.1 The object of the study 3.2 Subject of the study Research methods Page 2 2 II CONTENT Theoretical background Problem reality 3 III SOLUTION AND IMPLEMENTATION Implementation solutions of grammar periods Implementation steps 2.1 Presentation of structural form and meaning (presentation) 2.2 How to perform grammar practicing skills: (practice) 2.3 Procedures of consolidation and test after practice * ILLUSTRATIVE LESSON PLAN 2.4 Research results 4 10 13 16 IV Conclusions and suggestions 17 Conclusion 17 Suggestions References 18 18 I.INTRODUCTION I Rationale The more growing the society is, the more increasing the international relation expanding demand is and that learning languages is an essential element Thus Vietnamese education has put English (Eng) into secondary schools as key subject discouraged from kindergarten, primary school to compulsory in the secondary and graduate educational level Thus, creating a vivid & exciting learning environment plays an important role in teaching and learning in secondary schools This environment is a facility as well as the aim of the teaching process in general Because English is not loved by all of learners and it is not able to be self-studied well by all of learners Our current educational goals is to educate and provide students with the comprehensively growth, full knowledge of natural sciences and the social sciences in which foreign language is indispensable subject, and the goal of language learning is to communicate, so students need to meet the skills to perform the communication process well In which the grammar skills cannot be underestimated in the communication process Thus, how can an English teacher bring students the interesting, refreshing lessons to stimulate students to be interested in learning ? Each lesson not only inculcates knowledge but also helps students (st) be impressive and remember active images forever, from which students will easily remember the lesson whenever being evoked? Research purposes For years of innovative method application in teaching English in secondary schools with the book changing program, many teachers have had experienced initiatives for the teaching English and for each particular skill However, in the process of applying and teaching according to the new method, the book changing program, I met and so much distress, I am always thinking and looking for direction to solve problems that I find it is very necessary and actual for students of grade 9: "Understanding English grammar" in order to improve the quality of tests as well as improve the quality of teaching English The object and subject of the study With such problems, from 2014 - 2015 school year, I have researched to find solutions and applied The research object is grade students whom I'm directly teaching 3.1 The object of the study: Students of class 9C and 9D at Tran Mai Ninh secondary school, Thanh Hoa city 3.2 Subject of the study: “Effective teaching method of period “Language focus” for student of grade Research methods a Using mindmap b Translation c Comparing grammar structures d Giving examples of standized sentences e Matching games f Method of observation g Exchange method, discussion II CONTENT Theoretical background - At present, teaching grammar in communicative method is no longer following the analysis of part of speech, analysis of sentences under the old method Most of the time for grammar exercises incorporates practicing of listening-speaking-reading-writing skills through many different forms and lessons are reinforced by games, and mindmap Teaching English grammar through these exercises in conjunction with the teaching of language skills, comprehension skill, and skill of use, - For teaching grammar effectively, teachers need the flexibility to choose methods and techniques of teaching to achieve requirements of the lesson, students will learn to apply separate grammar exercises award or integrating grammar exercises In addition, teachers also need to explain to the students about the importance of learning grammar Thence, they can use language in a meaningful way and describe the right thing that they want to communicate Most importantly, students understand the form and meaning of the grammar structures that they are learning to use through the form of listening-speakingreading-writing And they can demonstrate knowledge of language that they have learned through the tests and can achieve good results Problem reality - Now there are a lot of books, references, as well as professional syllabus, standard material of knowledge for each grade for English teacher to refer and they are also active supporting materials in the new teaching method of English Besides, teachers also participate in professional improving classes held by education institutions, or professional activities, special topics held by the education institutions, in order to help foreign language teachers access and use the most effective new method However, we hardly apply the same for objects of students in the francophone market all schools while it requires every teacher in every school to select, use the method appropriate to levels of students, objects of students and the facilities of each school - Students of classes 8, learning English, they learn each skill in each period and grammar is introduced through lessons of Listen & Read, then more practicing in Language Focus period Moreover, a number of lessons in English have a lot of structures, grammar structures so that while they have only one period to perform, teachers often have burden to teach grammar knowledge and always worry that students cannot apply well to be grammar structures and grammar structures in the form of exercises from which makes the lessons stress and students not have time to practice the skills required through the exercises in the Textbooks * The survey: (Carrying out on September 2015) Grade Number of students 89 Rate of students interested in English Quantity % 73 82.0 Very good score Good score Quantity % Quantity 17 19.1 28 % 31 Average score Underaverage score Quantity Quantity 38 % 42 % - Therefore, the classification and selection of activities, teaching techniques to appropriate apply in each exercise is determining the success and the effectiveness of teaching period Besides, the plan design to consolidate lessons after the teaching of grammar is essential to test the level of understanding lesson and students' application with specific exercises In other that students apply to homework, test at good results Derived from practice and reasons which in the course of teaching I have referred professional books as well as exchange and consult with colleagues at Tran Mai Ninh Secondary school and partners' schools to figure out some tricks to help grade students to practice grammar skills well to apply in doing exercises and tests From the above situation, in order that teaching English in secondary school is more efficiently, I bravely improve method content for my topic that is: "Teaching method of English grammar for grade students effectively" III SOLUTION AND IMPLEMENTATION Implementation solutions of grammar periods: - Most of grammar structure of English 9, students are learning or are introduced through in the lower classes that may be 6, 7, and mostly in class 8, class 9, you are going on and expansion, there are also not a few completely new structures and though students have been introduced through the structures and grammar structures in Listen and Read periods In Language Focus period, we also need to teach according to the process of grammar period "P-P-P" that we've been trained and I have done in stages: * Introduce the form and meaning of the structure (presentation) * Practice * Reinforce with exercises and activities or next game after practice (production) - Each stage has specific requirements and particularities of its own exercise type Thus when researching to make teaching plan, teachers should study carefully the form of exercises, properly identify to choose technology that is suitable in terms of teaching, student object and actual circumstances for effective teaching period Implementation steps: 2.1 Presentation of structural form and meaning: (presentation) Before going on practice step, teachers introduce of specific form and meaning of sentence structure on the table, though there are some sentence structures which have been introduced in Listen & Read period but we need to reintroduce more specific, clearer, and to not be boring and monotonous when introduced (because of grammar is boring, rigid), teachers should use a lot of different tricks to fit with each type of sentence like: + Using situation + Using eyesight (real objects, real persons, pictures) + Comparing grammar structures + Translation + Giving examples of standardized sentences + Using mind map Specific references: * Using situation: - The teacher gives situations for students to recognize when to use such sentence pattern, promote creativity and reasoning ability of students - When introducing, the teacher can use pictures or drawings to state circumstances For example: To teach the structure "the past simple with wish" in Lesson 1, I draw up a simple drawing on the board (a short man) or a picture of a short girl: I wish I were taller -The teacher starts outlining situations: 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: He (she) minds "I wish I were taller" T: What tense was used in the clause after WISH? S: past tense - Next, the teacher introduces the structure and purpose of using WISH * Use of eyesight: -The teacher uses objects, drawings or pictures or he/she may be associated with facial expressions, gestures to help impress on images for students to contact directly with the sentence meaning For example: Unit 1: section Language Focus 1/Page 89-90 (review modals: may/might) -The teacher can use a real object, a gift box to review modals: may/might 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) - The teacher can let a few more students guess the use of may/might The teacher writes one of the sentences guessed by students on the board "It may be a pen It might be a doll" and then help students review the two verbs with the structure and how to use them: Form: may/might + V (Bare-infinitive) Use: -may/might is used to talk about the present or future possibility - Might is normal a little, less sure than May * Comparing grammar structures -The comparison of new grammar structure to the structured learned by students helps students consolidate the various sentence modals on the basis of what was said, so students are not confused the use of different sentences For example: Unit 7: Section Language Focus 3/Page64 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 summarizes the idea and helps students grasp the using purpose of "suggest" sentence structure before starting the practice step * Translation -The teacher uses this way to express the meaning of the same sentence pattern in different languages, help students distinguish differences between expressions the meaning of sentences in their native language and English, avoid the negative transfer of native language -Some of the sentence structures can be translated by teacher from Vietnamese to English and vice versa Example 1: Unit 6: Section Language Focus 2/Page64 - Students are taught "Adverb clause of reason" used to "as/because/since" from this structure and in lesson 3-section Language Focus 4/page 31, students are taught "Adverb clause of result" with "so" Thus, structures are connected by "Because-so" - According to native language: “Bởi tối qua Ba thức khuya xem TV nên cậu mệt” But when it is expressed in English: “Because Ba stayed up late watching TV, he is tired now” -Then the teacher summarizes the idea and instructs students how to use conjunctions in English Example 2: Unit 8: Section Language Focus 3,4/Page 71-72 -In this section, students are taught grammar structure "Adverb clause of concession" used to "although/though/even though"-with native language means “mặc dầu – mà” -After introduction, the teacher asks students to translate: 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, even though Thu Ha has decorated her house and made plenty of cakes S2: Even though 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 lịng với việc chuẩn bị tết trang hoàng nhà cửa làm nhiều bánh S2: Mặc dù Thu Hà trang hoàng nhà cửa làm nhiều bánh, cô không hài lịng với việc chuẩn bị tết - By the expression of second student (S2, students shall misuse "Mặc dù – mà" = > "Even though-but" - Next, the teacher analyzes and summarizes grammar form for students to grasp and practice * Using Mindmap: (See lesson plan illustrated in page 13) When introducing new vocabulary terms or any topic that we can use more efficient and convenient mindmap However, we can also apply in the introduction of grammar For example: Unit 2: section L F/4.5 P21 -In this section, we can use mindmap to reintroduce forms of passive sentences that students have been taught in English * Giving examples of standardized sentences -The teacher gives examples in order to offer students the standardized sentence structures, from which students can combine, replace each component of sentence to create many different ones For example: Unit 5: Section Language Focus 4/Page 46 - The teacher asks students to listen T: Listen to me about my hobbies: "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 that example on the board and explains the grammar structure of the sentence: " love/enjoy + V-ing" to talk about someone's hobbies - Students follow that sentence form to talk about themselves, their friends and relatives, and then apply to practice 2.2 How to perform grammar practicing skills: (practice) - Providing grammar structures for students to grasp in the introduction language materials is necessary and obligatory step in teaching grammar and indispensable next step which is to help them apply their sentence patterns learned in specific exercises (Practice) - The exercises of sentence pattern practice are compiled in text book Language focus section in various forms to help students practice their skills via language knowledge However, these exercises are tools that teachers must know how to instruct students to use them to improve the subject learning goals -To perform this step, I use several techniques in the process of instructing students to practice + Substitution drill: (substitution drill): (See lesson plan illustrated schedule of page15) - This exercise form, students practice listening-speaking according to the models on the learned structures The teacher facilitates students rehearse about space, time and the instruments of teaching such as pictures, posters, etc and arrange to practice in pairs, groups, this exercise form is usually done in the form of a dialogue between or characters, consequently the teacher needs to guide samples a clear and particular way for students to practice easier and more deeply remember studied knowledge of language For example: Unit 2: Section Language Focus 1/Page 19-20 -The teacher uses posters to write the sample dialogue between Nga and Mi and substitution information, and then the teacher notes by underlining what information is needed and can be substituted for a number of under-average students to easily practice with their partners T: Look at the dialogue between Nga and Mi Nga: Come and see my photo album Mi: Lovely! who's this girl? Nga: Ah! It's Lan, my old friend Mi: How long have you known her? Nga: I've known her for six years Mi: Have you seen her recently? Nga: No, I haven't seen her since 2003 She moved to Ho Chi Minh city with her family then -When students are introduced and provided enough information of supporting exercises to practice as stated, students are easy and confident to work in pairs -When students are practicing, the teacher gently, quietly walks around the class to listen to their practice, if any pair of students meet difficulty, the teacher will help and correct errors for students at site timely + Repetition drill: (Repetition drill) - This exercise form, the practice way is in machinery way because there are some sentence structures, students not need to understand but they can So the teacher should pay attention to the differences in the nature of the exercises to promote the advantages of this exercise is that the student will be acquainted with the accent and intonation system of English through which the sentence meaning is expressed, and the students get acquainted with the English sound system through listening - speaking -When students practice the form of exercises, the teacher should pay attention to each student object not to cause boredom for some good students; we can ask the students who are good at accent, intonation to show the expression higher than the others 2.3 Procedures of consolidation and test after practice: Most of grammar knowledge of English is to review, re-systemize and consolidate the knowledge learned in grades 6, 7, Thus, most of the exercises in sections LANGUAGE FOCUS aims to consolidate, test the studied knowledge of grammar To help students acquire content of knowledge and drill, in addition to instruct them to homework, I think we should give students feeling of euphoria and excitement to actively take part in lessons as well as acquire knowledge The best way is that teachers should apply the appropriate tricks, at the same time as the games will have a positive effect in stimulating students to learn With the usual tricks can be applied for the purpose of this lesson: Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends, Find someone who, Ordering words, Write-it-up, Language games, Mindmap We are interested in the proper and effective use of tricks of Language games, of course on the basis of the preparation of teaching period plan to be active in time and not abused led to "fired lesson plans" This trick includes games like: Chain game, Noughts & crosses, Pelmanism, Guessing game, Rub out and remember, Lucky numbers, Mindmap *Aims: - To the teacher: help students remember the whole new words as well as structures - To the students: They are always creative, confident, sociable and so on Exercises can use Language games such as: Unit : section L.F / P.12 Lucky numbers ( group work - Time : 10' ) - Teaching aids: pictures ( p.12 ) and the poster : make / a cake L.N go / shopping buy / flowers hang / colorful lamps LN 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 10 Unit : section L.F / P 20 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 : section L.F / 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 : 1 She asked me how old I was etc Unit : section L.F / P 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 music but 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 : section L.F / P 55 Noughts and Crosses ( Group work - Time : 10' ) - Teaching aids : the chart : 11 (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 : (1) I'm pleased that you are working hard (2) I'm excited that I can go to DaLat (3) Unit : section L.F / P.62 Mindmap ( Group work - Time 5') - Ask each group to think of connectives that they have learnt - Have Ss write down the connectives on the second boards - Give feedback - Ask Ss to give Vietnamese meaning - Ask Ss have to complete the sentences by using correct connectives Unit : section L.F / P.81 Quit: ( 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 : 12 Which country won the 1998 Tiger Cup ? (Singapore ) Which animal has or horns on its snout ? (rhinoceros ) Which explorer diccovered America ? (Christopher Columbus ) Which planet is closest to the earth ? (Venus) Which animal was chosen to be the logo of Sea games 2003? (Buffalo) Which ASEAN country is divided inti two regions by the sea? (Malaysia) Which food can you chew but can't swallow ? (Chewing gum) Which thing can you swallow but can't chew? (water) (After that ask Ss to answer the questions, using the Relative pronouns WHICH or WHO) Unit 10 : section L.F 3,4 / P 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 2) 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 call out the sentences Foregoing are some illustrating examples of the exercises performed under the form of games to make students feel exciting in learning as well as ensure the principle of students to keep a central role with the right method of students' psychophysiology The same games are also applied in other exercises Even some of the additional exercises in consolidation step (Production) are in class * ILLUSTRATIVE LESSON PLANS Period 12 Unit 2: Clothing Lesson 6: Language focus 2,3,4,5/P18 ->21 A Aims: - Practice the present perfect tense: Talk about an action or a state which began in the past and countine to the present - Review the passive forms of the present perfect, simple present, simple past, simple future and modal verbs B Objectives: By the end of the lesson, S s will be able to use the present perfect tense and exercises in passive forms C Teaching aids: Text book, posters, cards D Procedure: * Check- up: Ask Ss to answer: What should secondary school students wear when they are at school? Why? 13 * Warm up: " Pelmanism" - Having Ss play in groups Do visit eat see read visited seen done read eaten The present perfect tense with ALREADY & YET: Presentation: - T sets the scene: Imagine you and your friends are visiting HCM city.Look at the notes on poster, there are things you've done and somethings you haven't done, what are they? - T elicits from students: - I've seen Giac Lam pogoda (Yes) - I’ve eaten Chinese food and French food - I haven’t seen Reunification Palace, Zoo and Botanical Garden and Dam Sen Amusement Park - I haven’t tried Vietnam vegetarian -T asks Ss to read the dialogue from text book 2/ 20 (poster).Elicit from Ss the use and the position of ALREADY and YET in the sentence * Notes: - "Already" is used in the possessive sentences, it is placed after "have/has" or at the end of the sentences - "Yet" is used in the negative and questions It is placed at the end of the sentences Practice: - Ss practise : S1 : Have you ever seen GiacLam Pagoda ? S2 : Yes I've already seen it T mentions to "already and yet" Ss: Practise with the partner Production: Get Ss to write something they have ever done or have done already, and what they haven't done (more than sentences) Prensent perfeetwith EVER Presentation: - Set the scene : Tom and Mary are talking to each other about places they have been to - Ask Ss to look at the dialogue E.3 - P 21 Elicit from Ss the use of EVER - T runs through the vocab : 14 - Read a comic - Use the computer - Go to the market - Play volleyball - Go to Singapore - See an elephant - Eat durian T mentions to "ever" and the different between simple past and present perfect * Note: - The simple past talks about definite time - The present perfect Talk about an action or a state which began in the past and countine to the present Practice: - Ss practise : Survey + 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 + T asks some Ss to report the result of their survey in their group Ex : ( Hoa ) has ever read a comic She last read one this morning (Nam) hasn't been to Singapore etc Passive voice forms: Presentation: (Mindmap) Gets Ss to remind the forms of passive voice 15 Practice: T: Runs through all exercises in exercise 4,5/p21 Ss exercises in groups T monitors and helps Ss (if necessary) T gives feedback Production: Get Ss to some sentences (change these sentences into passive form) 1- Does she make the cake? 2- Did they build this house last year? 3- My younger brother hasn't learnt English 4- I won't wear jeans at school 5- My mother buys flowers every morning * Homework: - Review the topic "clothing, Malaysia" about vocabulary, structures in unit 1,2 - Do exercises in text book and work book/p5 ->19 - Get ready for the test 2.4 Research results Over time of implementation mentioned above, the teaching periods of "LANGUAGE FOCUS" section in the classes which I am charge of, students are really interested and actively participate, and I can carry out the grammar practice according to the method of communication Students grasp the language knowledge and improve skill of use thanks to this Thence the quality of students' test score is always at a high level: averaged over 95% of students from average scores up * Status before implementing the topic: (Previous academic year) Grade Number of Students 89 Rate of students interested in English Quantity % Very good score Quanti % Good score Quan % Average score Qua % Underaverage score Quan % 16 ty 73 82.0 17 -tity 19.1 28 31.5 ntit y 38 tity 42.7 6.7 * Results after performing the topic (the 01st semester of academic year 2015-2016) Grade Number of Students 89 Rate of students interested in English Very good score Good score Average score Quantity % Quanti ty % Quan tity % Quan tity % 85 95.5 35 39,3 35 39,3 19 21,4 Underaverage score Qua ntit % y 0 After applying the foregoing solutions, I noticed students are much progress in speaking skill and can communicate more naturally Furthermore, students can apply the learned grammar knowledge in doing the exercises as well as tests for high results IV CONCLUSIONS AND SUGGESTIONS Conclusion In short, what I've done only aiming at the teaching effectiveness purpose of English according to the method of communication with existing textbook The problem is that a type of lesson focused on practicing grammar, if teachers are not clever, they shall be back to the old method: analysis of forms, analysis of sentences, teachers instruct, students exercises in textbook, leading to dullness of function practice of Listening -Speaking-Reading-Writing skill, the objective to help students practice English communication skill is not satisfied Besides, I am interested in finding out each type of exercises to pick out a technique conducting proper learning - teaching activities in class for each teaching period effective Flexibility, attention to change the tricks, select appropriate activities, distribution of proper time-stimulating students interested in learning is the aim that we are aiming at After the research topic is done, I have achieved the desired results During the implementation, I am supported from professional groups; I receive feedback as well as colleagues' idea contribution to complete the topic At the same time, in the process of implementing the topic, I also encountered certain difficulties Such as students' misuse of "Reader's book" makes them lazy thinking, it's limited facilities: classrooms, desks and chairs, boards as well as overcrowded students in foreign language classrooms leading activity of team, group proceeded in a relatively cramped space, However, ultimately the enthusiasm and sense of responsibility has urged me trying to find the positive directions to complete the task Suggestions: I myself has the following suggestions: * For superior: 17 - I suggest the district, province's scientific Board should popularize experienced initiatives of class A of district, province come to schools timely for each teacher of the subject to be provided conditions to approach good teaching methods, to improve experience practically to improve the professional skill to contribute effectiveness and quality of education - I suggest the superior to keep the direction of professional activities of group level such as: teaching practice for experience, discussion on professional skill, knowledge, exchange of teaching method, on experienced initiative topic, experience to holding one teaching period, on advancing good students for subject teachers to exchange and learn each other thence improve capacity by themselves on teaching effectiveness * For School: -Creating the conditions of facilities such as classrooms, desks and benches of students in accordance with specification -Adding the more effective references of foreign language subject - Don't allocate overcrowded students in classes to facilitate the process of organizing the activities Foregoing is my minor experience through the official teaching process of English in secondary school I myself also has limit so I think this is not the optimal solution Therefore, the constructive comments to the topic of the peers will be valuable contributions to the topic more effective Best regards, Certification of school leaders Thanh Hoa, March 10th, 2016 Written by I swear, the initiative is my writing experience, not copying others’ content Trịnh Thị Thu REFERENCES: 18 English Textbook English teacher's book References to teachers of secondary school in the 03rd cycle of English, vol Methods of teaching English in secondary schools Teaching guide under new English curriculum (Educational publisher2005) Standard implementation guide of English knowledge, skill in secondary school English language Methodology Teaching of Ministry of Education & Training § T 2003 The ELTTP Methodology course Teach English-A training course for teachers-Adrian Doff 19 20 ... directly teaching 3.1 The object of the study: Students of class 9C and 9D at Tran Mai Ninh secondary school, Thanh Hoa city 3.2 Subject of the study: ? ?Effective teaching method of period ? ?Language focus? ??... improve method content for my topic that is: "Teaching method of English grammar for grade students effectively" III SOLUTION AND IMPLEMENTATION Implementation solutions of grammar periods: - Most of. .. words, Write-it-up, Language games, Mindmap We are interested in the proper and effective use of tricks of Language games, of course on the basis of the preparation of teaching period plan to be