(Sáng kiến kinh nghiệm) starting the skill lessons in grade nine with the language focus part effectively at boarding ethnic junior high school

1 INTRODUCTION 1.1 Reason I have chosen this subject to research because of the following reasons Firstly, the aim brought the teaching and learning English at secondary schools is how new methods to promote the positive, proactive students, to create optimal conditions for their development and skills training ability to use language to communicate the purpose of not only providing pure language knowledge In other words, the ultimate aim of the process of teaching and learning is communicative competence rather than linguistic competence Secondly, the difficulties that English teachers face while teaching both two skills; Listening and Speaking in a lesson according to the old program In recent years the education and training of Thanh Hoa has adjusted by separating two skills; Listening and speaking into two separated items At the same time integrating the grammar practice sessions of the language focus in Speaking and Listening lessons with the aim to create favorable conditions for teachers in developing the skills for students This change is a really suitable solution and almost teachers sympathy and support Finally, however, looking at the reality of each lesson, the problem posed is that how we should integrate the practice sessions of that language focus on the steps in reasonable speaking – listening skill lessons How just be stimulating for the children in class skill, just not too mired in a grammar exercise more? This has always puzzled me in the teaching process With teaching experience of yourself as well as references from colleagues, I have explored and researched the solution and I have applied on the research subject is my students in grade to teach In conclusion, with the framework of this writing, let me share with my colleages about some experiences integrate language focus on the starting part of skill lessons in English through the topic: "Start the skill lessons with a part of language focus efficiently in grade at Ba Thuoc Boarding Ethnic Minority Junior High School" 1.2 Research purpose As you probably already know, there are many reasons why my research is done But what are its purposes I have conducted this initiative in order to help them learn English better in the skill lessons 1.3 Research subjects Students are in grade at Bording Ethnic Junior High School, in school year 2016-2017 1.4 Research methods There are three methods which I have used in my initiative: - Method of investigation Investigation survey methodology is a broad-based audience to discover the law of distribution and the characteristics of the object - Method of empirical science A method of scientists actively impact on the audience and the course of events that the participants are guided in the development of its planned target - Method of analysis summed up the experience 1.5 New points of experience initiative - Students use language focus to practise skill lessons - To make skill lessons more interesting and more exciting THE CONTENT 2.1 Theoretical basis Though it's a new language lesson or a skill lesson they are indispensable to the beginning of the lesson, starting (warm-up) With the aim to stabilize the class, allowing students to adapt to the new unit, creating a favorable environment for new lessons Especially created a need to communicate or make an operational purpose for the next communication, each teacher should be based on the purpose and characteristics of lessons, depending on the object and its specific students, teachers staff can design appropriate activities Typically, teachers often ask ex post in the boot in order to test their knowledge of the language of the student However, this job really pressured and created tension for students when preparing to receive new knowledge By new program of Thanh hoa educational and training office has enabled to integrate Language focus lessons on speaking and listening skills As we have already known, "Language Focus" is a part to help consolidate and codify exercise the functions of language, the grammar and vocabulary has appeared in each unit It is usually given in the form of exercise and relatively dry So integrate it into which section is suitable without time consuming This requires inquiry, creativity and exploitation of each teacher Through each lesson of myself, I found that using an exercise part of Language focus on the "Warm-up" of skill lesson has created more remarkably effective 2.2 Status of the research problem 2.2.1 Advantages - With separating two skills; speaking - listening into two separated lessons helps teachers easily orientate the main focus of the skills that I have to teach them and then design appropriate activities in three steps: pre- While- Post for each individual skill - There are currently reference books as well as professional training curricula positive auxiliary teaching method of renewing foreign language teachers Besides, each year the Department, the Department of Education also organizes professional training classes for teachers, organized the professional stage cluster activities, organized sports instructors, thematic reports going into in professional matters, to help teachers to teach foreign languages to access and use the most effective new method However, teachers at the school can not use stereotypes to actual conditions of teaching, which requires teachers to know to perform selectively to suit the student level, student age, body school facilities and classrooms - The application of information technology in teaching can help teachers to easily design the game, collect pictures without losing much time and create remarkably effective 2.2.2 Disadvantages - According to the psychological age, students in grade are in the mature stage so their study is no longer as lively excitement anymore in class 6,7 Besides, they are very afraid to communicate, this makes the lesson often becomes heavy - Most of the Language focus lessons, teachers often teach grammar heavily and they are always anxious that their students can not complete the exercise without classificating and selecting activities, instructional techniques to appropriate use in each unit So students will feel no excited if teachers are not flexible in planning and how to organize classroom activities, the review session will follow the old pattern, tedious - After a period of teaching and researching in new program, I noticed that there are speaking – listening lessons which conjunct with Language focus Listening focus but the language knowledge is not similar with language focus For example: * Unit 3: Lesson2: Speak – Language 1-4 + Speak: - Use the present tense to talk about his hometown + The Language Focus: - Exercise of wish sentence with the past simple (Lf 1)              Practise connective "so" (Lf 4) * Unit 5: The media: Lesson 3: Listen – Language focus 1-3-4 + Listen - Listening to all kinds of media mass and past tense is used + The Language Focus: - Practice the question tag, gerund followed by the verbs * Unit 6: The environment: Lesson 3: Listen – Language focus 1-3+ Listen - Listening to the ocean so contaminated + The Language Focus: - Exercise of adjectives and adverbs can only ways (Lf 1) - Train the adjective comes with clause (Lf 3) - Exercise of conditional sentences (Lf 5) The disjointed in the knowledge of this language makes difficult the integration of the teachers of Language Exercises focus on more skills as well as using it to link with the content of the post - Besides, as the example mentioned above, there are all too many amount of knowledge in a more practiced This requires teachers to integrate how reasonable medium just does not take much time for warm-up activities By activity warm-up usually takes to 10 minutes in a lesson 2.2.3 Survey details: In the process of teaching, with just sense the situation to study the characteristics of the study subjects had students conduct drawing experience Right from the beginning of the school year I had estimate orient yourself a plan and specific methods to actively investigate the situation of their students learning to teach Through investigation I have found that most students did not manipulate the knowledge of language focus to practice speaking and listening Survey results as follows: Grade poor Weak Average % Number % Number % Number 8.34 10 16.67 35 58.33 Quite Good Total Number % Number % 13,33 3,33 60 2.3 The performance measures From the advantages and difficulties, after the language focus lessons I have taught at schools before and now I am working at Boarding Ethnic secondary school, I've redesigned the Language focus exercises into fun games for the startups of listening or speaking skill lessons Detail as follows: 2.3.1.“ Snake and ladder” game Unit of English 9: Speak- Language focus 1: Warm-up: Language focus - Objective: In this activity students can:    + Practise the simple past tense with "Wish"    + Identify the topic of skills you're going to learn - Preparation: + A poster with the picture of a snake and a ladder                (Photo illustration below) - How to conduct this activity + The teacher divides the class into two teams: team A and team B + Suggestions for topics of the picture: It's a place + Ask the students to repeat the knowledge of the wish sentence with the past simple a- Ba/ can have/ new bicycle Ba wishes he could have a new bicycle b- Hoa/ can visit/ parents c- I/ pass/ exam d- We/ it/ not rain e- He/ can fly f- They/ stay Hue Handout: (for class with weak students) a- Ba ( wish) wishes he (can) could .have a new bicycle b- Hoa (wish) she (can) visit her parents c- I (wish) .I (pass) the exam d- We (wish) it (not rain) e- He (wish) he (can) fly f- They(wish) they (stay) in Hue + Asks students to work in groups and put the Convention with suggestions + Students in groups will give their answers one by one, that team will be opened a letter in word of the theme with each correct answer and help the snake climbing a ladder’s step Each correct answer corresponds to one piece of the puzzle which is uncovered will get points and the team which guesses the theme word will get points + Teacher adds points of teams, the team will win with more points + Teacher relies on that topic word to lead to new lesson - Time for activity: 10 minutes * Conclusion: - The game actually stimulates for students and easier for teachers to lead to new lessons with the village theme 2.3.2 Run for flag on the moon game: ( Unit 10 of English 9: Listen- Language focus 3-4) : * Warm-up: Language focus - Objectives: After the activity students can + Understand the structure of conditional sentences + Identify the theme of listening skills you're going to learn - How to conduct activity: + Preparation: Handout: (for classes with good students) - A poster fantasy moon and flag 1- Mr Loc/ have/ car// drive to work 2- Lan/live/ Ho Chi Minh city// visit/ Saigon Water Park 3- Nam/ arrive/ school/ on time// have/ alarm clock 4- Hoa/ live/ Hue// see/ parents/ every day 5- Nga/ own/ piano//play/ well 6- Tuan/ get/ better/ grades// study/ harder Handout: (For weak students) 1- If Mr Loc (have)…………….a car, he (drive)…………………… to work 2- If Lan (live)…………in Ho Chi Minh city, she ( visit)……… Saigon Water Park 3- Nam (arrive)…………………….at school on time if he (have) ………………… an alarm clock 4- If Hoa(live)………………… in Hue, she (see)……………………her parents every day 5- If Nga (own) ……………………a piano, she (play)…………………… well 6-Tuan (get)………………………… better grades if he (study)………… harder + Students can be divided into groups (group A, B,C) and handout for each group + Ask the students stated the conditional sentence structure that they have learned + Teachers show the following photo + Students in the groups will make sentences with the suggested words in the form of the second conditional sentences The team which complete first, then present their answers and the other groups will give comment If correct, that team will get the flag and become the winner + Teachers rely on the moon image in the game and lead to new lesson - Time for activity: 10 minutes - Conclusion: With the relatively short time that the object mountainous student teachers need to simplify the exercise of textbooks to create opportunities for students to solve exercises in a short time but still be deepened grammatical content - This activity can be adapted for assignments such as: Unit 4: Learning a foreign language - Language focus Unit 8: The environment- Language focus 2.3.3 Guessing picture game: ( Unit 10 of English 9: Speak- Language focus 1-2) : -Warm-up:Language focus - Objective: In this activity students can + Exercise the first conditional + Identify the topic of new lesson - Preparation: + a picture about Mars + Four cards write sentences in exercise Language focus 2( page 90) b-Lan(miss) ……… the bus if she(not hury)……… d- Mrs Nga(join)…………us if she (finish) ………… her work early c-If Ha(not be) …… careful, he( drop) …………the cup e-If Mrs Binh(write)……… a shopping list, she(not forget)…… - How to conduct: + The teacher divides the class into two teams: The Moon and The Sun + Suggests about topics of picture: It's a planet + Hangs (slideshow) cards are numbered 1,2,3,4 and painting is covered under cards + Asks the students to refer to the knowledge of the first conditional sentence + Students in groups will in turn choose the number and exercise in deep behind those numbers Each correct answer corresponds to one piece of the puzzle is uncovered will be 10 points and team guessed the contents of paintings dedicated team will be 30 points + Teacher sums of teams, which team will win more points + Teacher relies on that picture to lead to new lessons - Time for activity: 10 minutes * Conclusion: The game actually stimulates for students and easier for teachers to lead to new lessons with topics Mars 2.3.4 Stepping stone game: ( Applied to the Language focus at Speak and Language focus 2- of Unit 7) - Objective: In this activity students can: + Exercise structure "Suggest" + Identify new lesson topics - Preparation: + suggestions given in textbooks and posters painted the rocks on a river - Steps: + The teacher divided the class into two groups A, B and each group with a poster + The teacher mentioned the first suggestions Students discuss and write a sentence with the structure "Suggest" in two situations given a) and b) + Teachers collect the writing of two groups and ask two students to represent each group and read aloud The group with the correct answers will be setting foot on the first stone Incorrect groups from there, standing still + In turn such rock groups up front will cross the river minutes ago and was the winning team + Teachers rely on newly implemented operational structure to enter the new lesson 2.3.5 Shark attack game: (Applied to the Language focus I Speak and Language focus lesson – Unit 8) - Objective: In this activity students can: + Exercise of the relative clause + Identify new topic lesson "compliment" - Preparation: + Draw a poster with pictures and theme of the lesson + Teachers prepare cards with sentences at the Language focus Topic: “Well done!”- This is a…… a- Tet is a festival Tet occurs in late January and early February b- Auld Lang Syne is a song Auld Lang Syne is sung on New Year’s Eve c- This watch is a gift The watch was given to me by my aunt on my 14th birthday d- My friend Tom can compose songs Tom sings Western folk songs very well e- We often go to the town cultural house The town cultural house always opens on public holidays f- I like reading books Books tell about different people and their culture g- On my mom’s birthday my dad gave her roses The roses were very sweet and beautiful h- Judy liked the full- moon festival very much The festival is celebrated in mid- fall i- Tomorrow I’ll go to the airport to meet my friends My friends come to stay with us during the Christmas Handout: (For weak students) * Please finish the following sentences with relative pronouns who, which appropriate: a- Tet is a festival occurs in late January and early February b- Auld Lang Syne is a song is sung on New Year’s Eve c- This watch is a gift .was given to me by my aunt on my 14th birthday 10 d- My friend Tom, sings Western folk songs very well, can compose songs e- We often go to the town cultural house always opens on public holidays f- I like reading books tell about different people and their culture g- On my mom’s birthday my dad gave her roses were very sweet and beautiful h- Judy liked the full- moon festival is celebrated in mid- fall very much i- Tomorrow I’ll go to the airport to meet my friend, ., come to stay with us during the Christmas + The teacher divided the class into two groups (group A, B) and handout for each group + Ask the students to repeat the knowledge of relative clauses which they have learned + Teachers image sequence after (or hang poster) + Students in the group will connect the pair of sentences using relative clauses Teachers turn screened pairs and ask each question in turn connecting pairs team sentences with relative clauses Which team will turn the connections between topics and stand in place Which team made the wrong answer will be down degree The team that found a topic from which the winning team + Teachers rely on from topic to enter the new post - Time for activity: 10 minutes - Conclusion: With the relatively short time that the object mountainous student teachers need to simplify the exercise of textbooks to create opportunities for students to solve exercises in a short time but still be deepened grammatical content 2.4 The efficiency of the experience initiative 2.4.1 Learned lessons During implementation of the method applied lessons I have drawn on a number of lessons as follows: - The exercises are done in the form of the game to make interest in learning for students as well as ensuring the principle students central role with appropriate methods psychoactive students Other assignments have also included in the same game Even applying this game in some extra exercise in step consolidation (Post- teaching) in class 11 And we not only use these games in class lessons that can apply to the integrated lesson with Language focus in grade - Although there may be old games which have been applied very much teacher applies as: Shark attack, pelmanism but at each specific lesson with the intention of each teacher, it re-creates the effective difference - In the process of implementing the game, I see that the teams follow the naming vocabulary related to the topic of the newly created excitement in the lesson, students just helps them inculcate vocabulary in topic there Example: Unit 3: A trip to the countryside - teachers when organizing games can be named as the banyan tree teams played and the bamboo or in Unit 9: Life on the planet- other teachers can name two the Sun and the Moon is the 2.4.2 Achievements According to the survey results of the class that I applied the solution on, I found the results of student learning is improved remarkably A detailed exam of the class after I apply this solution is higher than the previous test Grade poor Weak Average % Number % Number % Number 0 10 30 50 Quite Good Total Number % Number % 18 30 10 60 That is the lesson I designed to apply in my lessons and feel satisfied with the achieved results in teaching language focus and skill lessons English 9: Period 63: UNIT 10: LIFE ON THE OTHER PLANET Lesson 2: SPEAK & LANGUAGE FOCUS 1-2 A- Objectives: By the end of the lesson, students will be able to: + Talk about vents or existence on other planets + Practice the modal verb: may/ might and the conditional sentence: Type B- Language contents: + Vocabulary: words about substance on another planets microorganism (n); little creature (n); gemstone (n); trace (n); precious (n); sparkling ; spot (n) + Structures: Modal verbs: might/ may The conditional sentence: Type C- Techniques: matching, dialogue build, discussion 12 D- Preparation: poster showing drawing things E Procedures Warm - up (10 minutes) Teacher’s activities + Greeting * Game: Guessing picture: - Shows the poster with pieces of paper - Gives the topic of the picture hidden under the pieces: It’s a planet - Has sts give the structure and the usages of the first conditional sentence - Divides class into groups and sts choose the numbers and answer the questions Which group gives right answer will get 10 marks, the one finding the topic of the picture will get the marks - Shows the answers - Uses the picture and leadin the lesson Students’ activities + Greeting Content - Listen and answer - Play the game - Write the answers * Language focus 2: 1- b-Lan(miss) ……… the bus if she(not hury)……… 2- c-If Ha(not be) …… careful, he( drop) …………the cup 3- d- Mrs Nga(join)…………us if she (finish) ………… her work early 4- e-If Mrs Binh(write)……… a shopping list, she(not forget) Pre - speaking(10 minutes) - Sets the scene: - Pre- teach vocabulary - Pay attention - Listen and answer - Write I- New words: - microorganism (n): sinh vật ( picture) - little creature (n): sinh vật nhỏ (picture) - gemstone (n): đá quý ( picture) 13 - Gets sts to read in chorus - Calls some sts to read * Check vocabularies: Jumbled words - Gets sts to match the pictures and words in the map - Introduces the situation between Hung and Nam and gets sts to talk about the grammar in the dialogue - Read in chorus - Read - trace (n): dấu vết (translation) - precious (n): quý giá (situation) - sparkling (n): lấp lánh( picture) - spot (n): điểm, chấm - Match - Give idea about the grammar II- Grammar: Modal verb: May/ might Form: May/ might + infinitive Meaning: Có lẽ, The usages: Diễn tả suy đoán tương lai ( may chắn might) – While - speaking (10 minutes) ( Controlled - speaking) - Introduces a Gap - filling - Observe and (On the poster) dialoge make dialogues in 1- Make similar dialogues about - Makes model with a good pairs the drawings using the cues in student section (a) Nam: What these say? Hung: There may be _ Nam: And what about ? - Calls some students to give Hung: Well, there might be ideas - Present the There may be _ - Comments and corrects dialogue - Remark 14 - Sets task -Model -Has students give their ideas in pairs -Feed back b Free-speaking (5 minutes) - Listen and work 2.Work with a partner Tell what in pairs you think there might be on Mars, on the moon and on other planets - Present their Ex: I think there might be water on answers the moon - Comment and correct Post - speaking(8 minutes) - Set the scene: - Introduce the game - Listen - Play the game Game: The magic hat * Language focus - Listen and memorize - Write - it - up Homework (2 minutes) - Assign task: +Learn by heart the vocabularies + Write a similar dialoge + Do exercise 2,3,4 in workbook + Prepare Listen and Language focus 3,4 CONCLUSION Teaching is an art, the way of teaching in class can be an art as it was conducted under the direction of teacher skill Therefore, every teacher is always constantly learning to find its own ways to lead their students to the shores of knowledge In the narrow scope of this solution I just wish I could help shorten the distance of his students approached the shores of knowledge Besides, I hope that my work will contribute to gradually improve and perfect the general teaching methods and class methods in 15 particular To sum up, I also wish to refer to the research of colleagues to everimproving their teaching skills more CONFIRMATION OF HEADMASTER Ba Thuoc, May 25th , 2017 I assure that this is my experience initiative I not copy from other people's content AUTHOR Trịnh Ngọc Viên INDEX INTRODUCTION………………………………………………… …….…………………Page: 01 THE CONTENT………………………………………………… …………………….……Page: 02 16 2.1 Theoretical basis………………………………………….………….……………….……Page: 02 2.2 Status of the research problem ……………………………………………… … Page: 02 2.2.1 Advantage………………………………………………… ………………….… ………Page: 02 2.2.2 Disadvantages………………………………………………… ……………….……… Page: 03 2.2.3 Survey details ……………………………………………………….…… ….…………Page: 04 2.3 The performance measures…………………… ……………….… … … ………Page: 04 2.4.The efficiency of the experience initiative …………………… ……….…Page: 11 2.4.1 Learned lessons………………………………………………………….… ………… Page: 11 2.4.2 Achievements …………………………………………………………….… ………… Page: 12 CONCLUSION…………………………………………… …………… ……….………….Page: 15 REFERENCES Hoàng Thị Diệu Hoài- Phan Thị Như Ý- 2009 17 HOẠT ĐỘNG LUYỆN TẬP TIẾNG ANH 9( Nhà xuất giáo dục) Pattison,P DEVELOPING COMMUNICATION SKILLS Cambridge : Cambridge University Press Tứ Anh - Phan Hà - May Vi Phương - Hồ Tấn- 2005 HƯỚNG DẪN GIẢNG DẠY THEO CHƯƠNG TRÌNH TIẾNG ANH MỚI( Nhà xuất Giáo dục) 18 ... 5) The disjointed in the knowledge of this language makes difficult the integration of the teachers of Language Exercises focus on more skills as well as using it to link with the content of the. .. skills; speaking - listening into two separated lessons helps teachers easily orientate the main focus of the skills that I have to teach them and then design appropriate activities in three steps:... lesson or a skill lesson they are indispensable to the beginning of the lesson, starting (warm-up) With the aim to stabilize the class, allowing students to adapt to the new unit, creating a favorable