(SKKN 2022) methods to teach language focus lesson effectively in high school english program

One of the issues is how to teachthe LANGUAGE FOCUS lesson effectively to improve the quality of the test aswell as improve the quality of teaching English in reality at my school with t

THANH HOA DEPARTMENT OF EDUCATION & TRAINING

ETHNIC MINORITY BOARDING HIGH SCHOOL

THANH HÓA NĂM 2022

TABLE OF CONTENTS PAGE

I INTRODUCTION 1

1.1 REASON FOR CHOOSING THE TOPIC 1

1.2 RESEARCH PURPOSES 2

1.3 RESEARCH OBJECTS 2

1.4 RESEARCH METHOD 2

1.5 THE NOVELTY OF EXPERINCENCE INITIATIVE 2

II CONTENT 3

2.1 BASIC IN REALITY 3

2.2.CURRENT STATUS OF RESEARCH ISSUE……….…….3

2.3 ISSUE SOLUTION 4

2.3.1 IMPLEMENTATION SOLUTION 4

2.3.2.METHODS OF TEACHING LANGUAGE FOCUS LESSON EFFECTIVELY 5

2.3.3 INTRODUCTION OF FORM AND MEANING OF STRUCTURE 5

2.3.4 WAY TO IMPLEMENT TECHNIQUES OF PRACTISING SENTENCE 8

2.3.5 TIPS OF STRENGTHENING AND CHECKING AFTER PRACTICE.11 2.4 RESEARCH RESULTS 15

III CONCLUSION, RECOMMENDATIONS 16

3.1 CONCLUSION 16

3.2 RECOMMENDATIONS 16

3.2.1 FOR PROFESSIONAL TEAM 16

3.2.2 FOR THE SCHOOL 16

3.2.3 FOR THE DEPARTMENT OF EDUCATION 17

REFERENCE BOOKS………

I INTRODUCTION 1.1 REASON FOR CHOOSING THE TOPIC

Teaching foreign language is always fluctuating and changing according tothe general pace of evolution of civilization and world culture No one can denythat Therefore, people who teach this subject must always be responsible andenthusiastic to impart knowledge effectively, meet the social requirements

Over the years of application of innovative methods in teaching English athigh school with the program of replacing books, many teachers hadexperiences and ideas to serve actively the teaching of English However, I stillrealize that there are still problems in teaching at my school, as a teacher of thissubject, always think, find direction to resolve One of the issues is how to teachthe LANGUAGE FOCUS lesson effectively to improve the quality of the test aswell as improve the quality of teaching English in reality at my school with theexisting teaching facilities

At present, the teaching of grammar according to the method ofcommunication is not the way of analysing part of speech and analysingsentences as the old method Most of the time is for grammar exercisescombining with listening – speaking - reading - writing skills in a variety offorms and lessons are reinforced with games Teaching of grammar is throughexercises combined with teaching many language skills, methodological skills,practical skills,

To teach effectively grammar, teacher needs to be flexible in selectingmethods and techniques to meet the requirements of the lesson In addition,teacher must explain to students the importance of learning grammar From that,students can use language meaningfully and express what they want tocommunicate The most important issue is that students understand the form andmeaning of the grammar points they are learning so that they can use it in theform of listening – speaking – reading - writing At the same time, they showtheir language knowledge through tests and can achieve good results

With such issue, since September 2021 I have studied and found direction

to resolve and implement in the academic year 2021- 2022 with the research

subject as grade 10 that I directly teach in Thanh Hoa Ethnic Minority BoardingHigh School.

With the framework of this article, I would like to share with colleagues theexperience of applying the method of teaching Language Focus lessoneffectively in English 10, also what I learned through specialized trainingcourses, courses of training replacement of the textbooks as well as in theprocess that I teach in reality

For the above reasons, I chose the topic: " Methods to teach Language Focus lesson effectively in high school English program"

* Taking a survey before applying the topic in reality.

* Exchanging the experience with colleagues to find out the most effective

method for language focus in high school

* Studying the syllabus of teaching method.

1.5 THE NOVELTY OF EXPERIENCE INITIATIVE

The novelty:

The topic is to build thematic English keyword groups with the levels ofthinking capacity according to each group of subjects through teachingactivities, there by selecting the process of using keywords effectivelycontributing to improving the quality of teaching, fostering and developingstudents' language skills

The scientific aspect:

The initiative is based on theoretical foundations, based on the current practicalsituation of the schools with a view to taking measures to improve the qualityteaching and developing competences and qualities for learning high schoolstudents

The effectiveness:

Scope of application: Topics that apply in the field ethnic minority boardingHigh School in particular and in High school in general.

Application audience: Maybe the application is given schools and socialsciences

Application results: Developing language proficiency for high school students

II CONTENT 2.1 BASIC IN REALITY

In the process of teaching English textbooks in grade 10 and 11, I realizethat there are still some inadequacies such as the number of new words in eachlesson is too much while the teaching of vocabulary is only a part (maximum ¼)

of the duration of a lesson, so teachers do not have enough time to provide all, ifyou try to provide the full amount of new words in the lesson, you will not haveenough time to perform other activities In addition, content of lesson’s topic isdifficult and abstract that also makes teaching words harder Some teachers stillprovide passive and inefficient new words by using mother language totranslate, therefore students are not interested in studying That leads to the factthat the majority of students rarely remember new words

Chapter 1 is an overview of the research topic and chapter 2 shows the specificresearch contents The conclusion part shows contribution of the topic andmakes some suggestions

2.2 CURRENT STATUS OF RESEARCH ISSUE

There are now many reference books as well as refresher course supportingactively the teaching according to innovative method of the teachers teachingforeign languages In addition, every year, the Department of Education alsoorganizes professional training courses for teachers, organizes professionalactivities, organizes lectures and reports on special issues … to help teacherswho teach foreign languages approach, use the most effective new method.However, teachers in schools can’t apply stereotypes to all practical conditions

of the teaching, teachers must select to perform according to the level ofstudents, student’s age, material facilities of the school and class In someLANGUAGE FOCUS lessons, teachers heavily teach grammar and always

worry that students will not be able to do well in grammar exercises (exercisesare often in exercise books bought in market) That makes students not havetime to practice the skills through the exercises in the textbooks Or teachersdon’t select techniques and teaching activities in accordance with exercises, withthe requirement of training the skills of the exercise that makes lectureineffective Even the abusing or branching out into some game activities canalso cause the lessons not meet the requirements

Therefore, the classification and selection of activities and teachingtechniques to apply appropriately in each exercise is an important activity thatdecides the success and effectiveness of the lesson In addition, the design ofreasonable teaching plan for each lesson will help teachers control time in class,

be flexible in teaching activities, as well as guide students to combineappropriately between the studying at home as well as one in class, so that timefunds are utilized the most reasonably, the most effectively

2.3 ISSUE SOLUTION

2.3.1 IMPLEMENTATION SOLUTION

Grammar is a very important and necessary part in the communicationprocess It is like four skills of listening-speaking-reading-writing For it is not Itisn’t simple to teach and learn this grammar highly effectively especially for thehigh school student it requires perseverance and scientific methods, measures.Based on the physiological characteristics of the students, they are moreinterested and more active in the development of reading and writing skills butthey are also very easily bored in the practice of developing complex skills such

as skill of accessing and using grammar because many new words and structuresare abstract and difficult to guess meaning and difficult to apply as well as it isdifficult to practice proficiently those new structures To form skill of accessingand practicing grammar for the students, we need a long-term course, but with a45-minute session, in order to have grammar lesson which reaches high result,

we must apply and combine steps, methods of teaching the grammar flexibly,and at the same time we must allocate time appropriately for each step Ingeneral, the teaching of grammar is usually conducted in three stages:

=> Introduce form and meaning of structure

To solve this problem, I carry out as follows:

2.3.2 METHODS OF TEACHING LANGUAGE FOCUS LESSON EFFECTIVELY

2.3.3 INTRODUCTION OF FORM AND MEANING OF STRUCTURE

Before practice, teacher introduces the form and meaning of grammaticalstructure by words and handwriting on the board To introduce the meaning, Ioften choose to use techniques that are appropriate for each different lesson sothat techniques change in the possible conditions without being boring, forexample:

- It might be a box of chocolates / cookies (etc.)

After students use the verb “may” (or might) to guess, teacher helpsstudents review these two verbs by formula and ways of using them:

Form: may / might + bare infinitive

Use: may / might is used to talk about present or future possibility

Might is normally a little less sure than May

=> Teacher can introduce the form and meaning of the present perfect tense through the image of the pigeons: (English 10 - unit 5: language forcus)

Teacher can teach on PowerPoint for more vivid images.

Firstly, teacher selects the effect for the birds that flyinto the screen (students can see), then teacher selects the effectfor the birds that fly out of the screen and ask the students whathas just happened Students will give the answer:

“The birds have flown away”

From that, teacher can ask students to answer how to use and recall thestructure of the present perfect tense without spending much time explaining

=> Use staple and some papers to explain a specific grammatical situation with the name: staple and relative clauses.

Step 1:

Firstly, you write two sentences with relative pronouns on the

board:

Example, sentence 1: “The man that I saw was crying.”

And sentence 2: “The man that cried was taken to the police station.”

As we can see, the first sentence has two pronouns: "that" and "I" while thesecond sentence has only one pronoun "that"

Step 2 (Interpret sentence 1)

Now, you take 2 papers, each paper represents a single sentence before theyare joined together by relative pronoun

You raise two separate papers for the whole class to see, then staple them

together twice (symbolize for the case in the sentence 1).

You remember to explain the meaning of each paper to the students and theaction you staple them together to make sure that your students can understandand remember the situation

Step 3 (Interpret sentence 2)

Then you continue to take two another papers, put them up for the wholeclass to see and then staple them together, but only staple once (symbolize forthe case in the sentence 2)

Step 4 (Explain grammatical elements in sentence 1)

Then, you take two stapled papers twice in case 1 and raise them for thewhole class to see In front of the whole class, you remove one staple and show

it to the whole class, two papers still stick together So in case 1, relativepronoun "that" is not necessary, it can be removed, but the sentence still keepslinkage

Step 5 (Explain grammatical elements in sentence 2)

You continue to explain the second case, you remove staple from twopapers, at that time, whole class will see that two papers don’t now completelystick together So, students can see clearly in case 2, relative pronoun "that" herecannot be removed

Explanation above helps students understand clearly the nature of why insome sentences there are relative pronouns, we can remove relative pronoun butstill retain the link in the sentence, while there are sentences there are relativepronoun but we can’t remove

2.3.3.2 Comparison of grammatical structures

When you have to introduce 2, 3 grammar structures at the same time, forstudents to see difference in these structures, I use the way that students willcompare the sentences and show the differences between the structures.Example:

Some structures teacher can translate from Vietnamese into English or

vice versa Example:

Unit 8: section L.F 4/P.72

T: Ha Thu is not satisfied with her preparations for Tet Ha Thu has decorated her house and made plenty of cakes.

Combine two sentences above into one by using a connective – EVEN THOUGH

S: Ha Thu is not satisfied with her preparations for Tet, even though she has decorated her house and made plenty of cakes.

Exercises to practice sentence have been compiled in textbook in a variety

of ways to practice skills for the students through knowledge about language.However, those exercises are just the tools for teachers to guide the students touse in order to complete the goal of learning of the subject Here are sometechniques that I have used in the process of guiding students to practicesentence:

2.3.4.1 Repeat exercises

When practicing the grammatical structure, I am interested in the difference

in the nature of the mechanical or communicative exercise A mechanicalexercise takes place when students don’t need to understand the meaning of thestructure but they can do exercises

Teacher needs to know how to develop the advantage of this form, studentswill be familiar with the system of stress, rhythm and intonation of English,through which the meaning of the sentence is expressed Besides, students canget familiar with the English sound system through listening speaking At thesame time teacher shouldn’t abuse this exercise due to mechanical, imposingnature and because it is easy to cause boring and students can’t developthinking About skill of the teacher, we notice to set up some gestures to controlthe class without saying more For example, we wave for students to repeat

instead of always saying "Repeat after me / Repeat"