APPLYING SOME TEACHNIQUES IN LANGUAGE FOCUS TO DEVELOP LEARNERS’COMMUNICATION SKILLS FOR STUDENTS IN 12 FORM AT LE VAN LINH HIGH SCHOOL

Many teachers still require students to practice language focus especially grammar in the Language focus lesson by: Doing exercises in the textbook then on the board record the answer an

I INTRODUCTION

1.1 Rationale of the study

English is one of the most popular languages, used by many different countries

in the world The English language curriculum developed in the context of communication, language knowledge (phonetics, grammar, vocabulary) is a necessary tool for developing and developing communication skills Forming communication skills is the ultimate goal of the teaching process

Throughout the years of innovation in high school English teaching, most

of our teachers have explored and have had a certain amount of experience in active teaching English During the teaching and observation sessions of my colleagues, I noticed that most of the students were initially interested in and actively learning the skills, especially reading skills However, they are very discouraged in using the language knowledge that the teacher introduced in the practice Whereas the purpose of the exercise is to enable students to use language knowledge correctly, that language knowledge becomes a necessary means of forming and developing communication skills Language Focus is developed to reinforce and develop students' language competencies, to train to summarize or refine the language focus introduced in the skills classes Therefore, students should practice how they can develop communication skills through Language Focus

Many teachers still require students to practice language focus (especially grammar) in the Language focus lesson by: Doing exercises in the textbook then

on the board record the answer and correct the error As the reality shows often cause a tedious, boring, boring, not conducive environment for learning

Therefore, teachers need to understand the intentions, requirements and objectives of each lesson, each item so that one can teach the right side of the lesson, on the other hand can use the textbook creatively Suitable for students With the help of the Principe, the contributions of my colleagues, the search through the media, I applied "Some games and teaching techniques" to teach the practice Language of Language focus "and to some extent obtained relatively positive results, students use better language They do not think that language training is boring or impractical anymore, whereas it is very exciting, proactive, positive, and effective in learning That motivates their learning motivation Help them enjoy learning English more and use language knowledge to communicate

1.2 Aims of the study

The application of "some games and teaching techniques" to the language

focus of Language focus to develop communication skills for students

1.3 Object and scope of the study.

- Students of Le Van Linh High School

- Language focus practice session

1.4 Research Methods.

1

- Observation method (via observation time)

- Method of summarizing experience

- Experimental methodology

- Mathematical statistical methods

II DEVEPOPMENT

1 Set the problem

1.1 theoretical basic

Implementing Resolution No 40/2000 / Tenth National Assembly; Directive

No 14/2001 / CT-TT of the Prime Minister on renewing the program of general education.Instruction No 40-CTTW on June 15, 2004 by the secretariat on building and improving the quality of teachers and educational administrators, from 2006 to 2007 school year, Ministry of Education and Training The general education program, promulgated by the Minister of Education and Training 16/2006 / Decision Ministry of Education and Training on June 5, 2006, states:

"It is necessary to bring into play the positive, Creative, student's; It is suitable with the characteristics of subjects, characteristics of students, conditions of each class; Self-study method, ability to cooperate; Practice skills to apply knowledge into practice; Affect emotions, bring joy, excitement and responsibility to students

In general education, English is built in the direction of communication Forming communication skills is the ultimate goal of the teaching process; Language knowledge such as phonetics, grammar, vocabulary introduced in the Language focus course is seen as a necessary means to form and develop communication skills, not the ultimate goal of the process study

Moreover, teaching instead of taking "Teaching" centered on taking

"Learning" at the center In the organizational approach, the learner - the object

of the "teaching" activity and the subject of the "learning" activity - is attracted

to the learning activities organized and directed by the teacher, through It explores what is unclear, not yet passively absorbing the knowledge that has been arranged by the teacher

That is why teachers need to understand the intentions, requirements, goals

of each lesson, each item so that one can teach the right part of the lesson, on the other boldly and creatively in the design of the exercises Both the right focus of the article, while attracting active students, actively participate in the process of training language knowledge Students can then apply that knowledge into the process of communication Activities will make the classroom noisier, but noisy

1.2 Actual situation

This form of communication skills is the ultimate goal of the teaching process Language knowledge is the means by which language skills are developed and developed, and the linguistic knowledge is introduced in the language So how can we teach and learn the linguistic knowledge, especially the following? When introducing grammar knowledge, how should students practice to enable them to

use them in specific communication situations in order to meet the goals of the instructional process?

A Language Focus section of the English-language textbook (Basic-CTE)

is conducted as follows:

Pronunciation

Language Focus Presentation

Controlled pratice Grammar Practice

(vocabulary) Free practice

( diagram 01) Production

A Language Focus within 45 minutes, the practice practice only takes about 20 minutes

Usually, many teachers, after the introductory stage, still require students to practice their language focus (especially grammar) in the Language focus lesson by: Doing the exercises in the textbook and then on the board record the pay Words and fixes

Example UNIT 11 : BOOKS

Period: 70- Part E : Language focus ( Modals in passive voice) (English textbook 12 basic)

After introducing the formula:

The teacher instructs students to practice the structure within 20 minutes

* If you practice in a traditional manner, it will look like this

3

Modal verb + be + PP2

* The teacher asks the students to do the following exercises (pages

126-127 english textbook 12basic):Unit one : Rewrite the sentences in the passive.

1.You mustn’t use this machine after 5.30 p.m

2 you must clean this machine every time you use it.

3 you should keep the flowers in warm sunny place.

4 you should pay your bill before you leave the hotel

5 you should give us the information now.

………

Unit two: Complete the conversation with the suitable passive form of the verbs in brackets.

Naomi : Dr Kay, I’d like to ask how meals ( 1 will/ prepare) ….in the Space

Station … food ( 2 Be going to/ cook)……on board or taken in the form of

tablets?

Dr Kay: Neither Gourmet meals ( 3 will/pre-package)….on Earth then they (4 can/warm up)………on board.

Naomi:

………

Dr Kay:………

Then the teacher put the students up on the board to record their answers and correct them

With the traditional practice of the above, I find that:

- Students often do exercises in the form of coping, dependence, sometimes too much abuse of reference books makes children lazy thinking, not creative

- The classy, boring classroom atmosphere leads to children who are not interested in active teaching

- They do not know how to use their linguistic knowledge to express their communication in real life situations in order to serve their lives

Therefore, the formation and development of communication skills for children are difficult

2 Solve the problem.

To overcome the limitations of traditional practice, this type of exercise does not meet the communication goal of teaching English Because linguistic knowledge is seen as a means, not a means of communication Is the ultimate destination of the learning process

So in order for students to develop communication skills in Language Focus, I have applied "Some games and teaching techniques" to design appropriate exercises that help students to practice Language knowledge, both developed communication skills

The application of "some games and teaching techniques" to teach language training for the Language Focus course in basic English textbooks

Using games and learning techniques in the practice will attract all students to participate in the exercises, students will learn more actively, more active, classroom atmosphere is no longer tedious and tense Bored again

The word "diagram 01" shows that the language training step consists of two parts:

* The first part of the training session is a controlled practice The trick most commonly used here is drills In this section students learn through repetition, copying to form habits This step is very short, only about 5 minutes

Some of the techniques that I usually use in step 1 are

*Picture Drill

*Realia Drill

* Word cue drill

The second part of the exercise is free practice: In this section, students use suggested words to form structured sentences, or do homework assignments Preparatory or in the textbook, in the form of groups or pairs Teachers come in groups to help them

Here are some games that I usually use in step 2:

* Noughts and Crosses

*Lucky number

*Pelmanism

*Substitution Boxes

* Slap the board

* The teacher asks the students to do the following exercises (pages

126-127 english textbook 12basic):Unit one : Rewrite the sentences in the passive.

1.You mustn’t use this machine after 5.30 p.m

2 you must clean this machine every time you use it.

3 you should keep the flowers in warm sunny place.

4 you should pay your bill before you leave the hotel

5 you should give us the information now.

………

Unit two: Complete the conversation with the suitable passive form of the verbs in brackets.

Naomi : Dr Kay, I’d like to ask how meals ( 1 will/ prepare) ….in the Space

Station … food ( 2 Be going to/ cook)……on board or taken in the form of

tablets?

Dr Kay: Neither Gourmet meals ( 3 will/pre-package)….on Earth then they (4 can/warm up)………on board.

Naomi:

………

Dr Kay:………

Then the teacher put the students up on the board to record their answers and correct them

In general, the purpose of the training step help students utilize new language knowledge accurately, through a process that goes from the practice of guided practice to free practice You can transport Use the knowledge learned in specific situations to form and develop communication skills for students

Based on the games, teachers can design exercises that match the content

of each lesson, each student object Here are some examples I have used in teaching at Le Van Linh High School

Illustration

Example 1: UNIT 11 : BOOKS

Period : 70 - Part E : Language focus ( Modals in passive voice )

( Englishtextbook 12 basic)

Step 1 (5 minutes): Using the Realia Drill technique:

- Teachers ask students to observe the entire interior of the classroom, pointing out (or thinking in their head) what needs, should or should be replaced, repaired, repainted, so on

.for example : The door/must/repair

The windows/should/replace

The walls/should/ repaint

The desks /must/ clean/everyday

………

- The teacher points to the door and read aloud the sample 2-3 times:

- Teachers ask students to read sample sentences 3 times

- Teacher asks 2-3 students to read sample sentences

- Teacher pointing at the walls ( The walls ) And follow the steps above:

- Students work in pairs and order other sentences themselves

*Possible sentences :

The windows should be replaced

The desks must be cleaned everyday

The blackboard should be repainted

………

Step 2 (15 minutes): Use the game Noughts and Crosses

Teacher 9 squares up on the board, each box with a picture (with the average student, the teacher should give them the suggested words) A box on the board, each box with a picture (with the average student, the teacher should provide them with suggestions)

5

The door must be repaired

The walls should be repainted

- Teacher makes a sample sentence using any picture in the boxes:

The house may be sold

The teacher divides the students into two groups: one group is Noughts (O) and one group is Crosses (X)

- The teacher gives the members of each group a discussion of the pictures in about 2 minutes

Then, the two groups select the pictures in the box, passing the sentence in passive form with the verb short

- The group that makes the right choice will get an "O" or an "X" for example one

* Nhóm Noughts ( O ) choose the picture one :

2.The tap/should/turn off

3 The house/ must/ rebuild

4.The coach/should/

repair

5.The window/must/

close

7 They /need /help 8 The toilet/must/

clean

6 The house/may/ sell

9.The walls/ should/ repaint

1.The road/ should /

repair

6.The house/may/ sell

* Students set the sentence: “ The road should be repaired.”

* So the Noughts (O) got an "O"

O

X

Group Crosses ( X) Pick the picture five :

* Students set the sentence:

“The window must be closed”.

* So the group Crosses ( X ) Be one “X”

- The groups continue to select pictures and set sentences

- A team with three "O" or three "X" on a horizontal, vertical or diagonal line

wins *Suggested answers:

1 The road should be repaired

2 The tap should be turned off ( after being used )

3 The house must be rebuilt

4 The coach should be repaired

5 The window must be closed ( when it is windy )

6 The house may be sold

7 They need be helped

8t The toilet must be cleaned (everyday)

9 The walls should be repainted

Example two :

UNIT 5: HIGHER EDUCATION

7

1 The road/ should/

repair

5.The window/must/

close

Period: 30 - Part E: Language focus ( conditional sentences )

(12th grade English basic)

Step 1: Using Picture drill: - The teacher prepares a number of paintings and vocabulary related to conditional types 1,2,3

,

- Teacher gives students a glimpse of the pictures and the words in the paintings - The teacher gives a picture to the class - Teacher reads aloud sample (2-3 times): If he had got up early yesterday, he would not have gone to school late. - The student asks the students to read sample sentences 3 times 1 They/go/for a picnic/ tomorrow/they/play/many games

2.He/get/up/early/yesterday he/not/go/to/school/late 3 There/be/something/eat/ now/ she/not/be/hungry

4 It/ warm/tomorrow/ they/go/for a picnic

5.He/work/hard/ he/get/better/marks/last week

6 She/have /a/computer

now, she /not/feel/tired

2 He/ get up/early/yesterday/

he/ not/go/to/school/late

- Teacher asks 2-3 students to read sample sentences.

- The teacher continues the steps with the second painting:

If it is warm tomorrow, they will go for a picnic - Students work in pairs to make sentences with the remaining paintings (Teacher hangs the remaining paintings up on the board) *Suggested answers: 1 If they go for a picnic tomorrow, they will play many games 2 If he had got up early yesterday, he wouldn’t have gone to school late 3 If there were something to eat now, she wouldn’t be hungry 4 If It is warm tomorrow, they will go for a picnic 5 If he had worked hard, he would have got better marks last week 6 If she had a computer now, she would not feel tired. Step 2 : Use the Pelmanism game. - The teacher prepares 14 cards with cover (or paper) + On the one hand the teacher hits numbers 1-14 On the other hand, the teacher writes the propositions of conditional types 1,2,3 (From conditional clause 1-7, clause 8-14)

- Teachers paste the cards on the board (1-7 stickers on one side, 8-14 on one side), showing students the numbered face - Divide the class into two groups A and B 9

4 It/ warm/tomorrow, they/go/for a picnic

If you had told me earlier,

1

2 If it rains,

3 If she had a car,

5 If she had worked hard,

6 If it is hot,

7 If I were you,

8 9 10 11 12 13 14

I wouldn’t drink so much

I will stay at home

she would go out in the eeeeeeeeeeeeêeevening

she will go swimming

I could translate this

She would have passed the exams

I would have given it to you

- In turn, each group chooses two numbers (some in columns 1-7, some in columns 8-14)

- Flip the two student cards selected If they match, the group will get points (the teacher asks the students to explain why they match) For example * groups

A choose two number : and

* Students flip two cards with two matching clauses:

* These two clauses match together into one type 1 conditional clause

* So group A will get one point

- Flip the two selected cards, if they do not match, then overturn the same and do not score (teacher asked the students explain why not match)

For example: * Group B chooses two numbers: and

* Students flip two cards with two matching clauses:

* These two clauses do not match (because the conditional verb is divided in the form of the third conditional, the verb of the main clause being divided in the form of the first conditional These two clauses are not synonymous)

* Turn cards face down, and group B does not score

-Continue the game until all the cards are overturned

- Which team more points than the winning team

*Suggested answers :

1- 13 ; 2 - 12 ; 3 - 11 ; 4 - 9

5 – 14 ; 6 – 10 ; 7 – 8

Example 3

UNIT 2: CULTURAL

Period :12 – Part E : Language Focus ( Review of tense)

( 12th grade english basic)

Step 1: Use the technique Word cue drill

- The teacher prepares about 3 to 4 verbs:

- Teacher glances through the vocabulary

12 2

If it rains, I will stay at home

she will go swimming

If she had worked hard,

have

cook

watch