Một vài phương pháp dạy tiết language focus trong bộ môn tiếng anh lớp

To do get it, ask the teacher to apply the procedure in all forms of diversity, abundance, making foreign language classes lively, charismatic, compelling them to help the get you promot

CATEGORY

1 PREAMBLE

1.1 Why choose topic

1.2 Research purposes

1.3 Subjects research

1.4 Research methodology

2 Content

2.1 Basis for argument

2.2 Situation of the problem before applying experience initiatives

2.3 Some methods for teaching

2.4 Effective in implementing innovative methods

3 Conclusion AND suggestions

3.1 Conclusion

3.2.Suggestions

1 PREAMBLE:

1.1 Why choose topic:

Our country is in the development stage, taking the knowledge economy as the foundation for the development of education and training is considered the first national policy and improving the quality of teaching and learning in order to complete the training human resources for industrialization and modernization of the country To survive and developers to build and protect the country to keep up with developed countries requires us to grasp the most advanced achievements apart to put the country of Vietnam became a thriving civilization Besides English is a language used to communicate popular worldwide so that today the teaching and learning of English in the school has made major changes in the content and methods teaching, to match the objectives and requirements set out for the education department in the reform program The most basic views on the new method is to promote a positive, proactive students and create optimal conditions for their development and practice their language skills and communication purposes, not is the supply of plain language knowledge

As a teacher of English in secondary school, I always think about how to achieve quality teaching and high effeciency To do get it, ask the teacher to apply the procedure in all forms of diversity, abundance, making foreign language classes lively, charismatic, compelling them to help the get you promote capacity towards the end of "I am the organizer, student self-guided, self- control in class."

Although instructional time is not long, but through their own experience with the reference material, I realized: " In order to learn a good language, teacher needs to have a method for students to understand and practice grammar well " Through real-time application in secondary school , I have achieved certain effects get That's why I chose the topic "Some methods for teaching ''Language focus'' class 9" to raise teaching experience which I have applied in the process of work

1.2 Research purposes:

I help students to learn better English secondary subjects, for students interested in learning from the time new to all From that promote the positive, creative initiative in their learning Help students learning orientation and training in order to improve the quality of mass student in high school

1.3 Subjects Research:

Some methods for teaching ''Language focus'' class 9

1.4 Research methodology:

In order to be highly effective in teaching a grade 9 grammar, I studied using a number of methods to make students able to acquire knowledge in the most effective way such as

- Observation method: Use when teachers want to introduce the morphology and meaning of the structure or grammatical form used in the lesson

- Practical method: In a very important grammar practice lesson, this method will help students practice their newly acquired knowledge

- Methods of reinforcing knowledge: This method helps students reinforce the knowledge they have just learned to help them remember the content of the lesson more deeply

2 CONTENT

2.1 Basis for argument:

Nowadays, grammar teaching is no longer in the way of analyzing words, analyzing sentences by the old method Most of the time spent on grammar exercises incorporates listening - speaking - reading - writing skills through various forms and lessons are reinforced with games, and mind maps Teaching grammar is through exercises combined with teaching a variety of language skills, understanding skills, application skills,

In order to teach grammar effectively, teachers need to flexibly choose teaching methods and techniques so as to achieve the required purpose of the lesson, students will be able to use the solution of individual grammar exercises or cage grammar exercises graft In addition, teachers need to explain to students the importance of learning grammar From there they can use language in a meaningful way and express what they want to communicate Most importantly, students understand the form and meaning of the grammar points they are learning to be able to use in the form of listening -speaking - reading - writing At the same time, they can demonstrate the language knowledge that they have learned through tests and can achieve good results

2.2 Situation of the problem before applying experience initiatives:

a Advantages:

- In English courses is applied in recent years So some students feel excited,

or favorite subjects are new to this, so every class most students are very positive

- The concerns of the Board of Management to help the school, peers and siblings preceded created conditions for teaching and learning English is better There are sufficient textbooks and equipment such as tapes, disc, speakers, projectors serve for teaching and learning

b Difficult:

English is a difficult subject for special students, but students from rural areas have been especially difficult to teach a grammar lesson because it relates to the problem they have to Understanding the grammar of a lesson so that it can be used to do exercises effectively, but the use of grammar for children is limited because they do not have much time to practice and equipment The teaching service is also limited, so the children do not have the opportunity to have much access to foreign languages, which leads to the difficulty in communicating the content grammar for children

The survey results :

School year Total

2017-2018 42 6 14,2 15 35,7 17 40,4 4 9,5 From the above difficulties to teach an effective grammar lesson, I boldly researched and used a number of techniques to teach the purpose of the lesson

so that students know how to use the problem solving lesson They are fluent and at the same time they can also express the language knowledge that they have learned through tests and can achieve good results

2.3 Some methods for teaching

+ Using situations

+ Using sight (real objects, real people, pictures)

+ Using compare and compare grammatical structures

+ Translation meaning

+ Using mind map

+ Give examples of standard sentences

a Using situations:

Teachers state the situation for students to realize when to use that sentence pattern, promote creativity and ability to reason students

When introducing teachers, you can use pictures or drawings to describe the situation

Example 1: Unit 1: Section Language Focus 3 / Page 12 Textbook 9

To teach the "simple with wish" structure in exercise 3 page 12 English 9, the teacher gives a picture or draws a picture of a low girl and states the situation:

T: Look at her What does she look like?

S: She is short She isn't tall

T: Is she happy with it?

S : No

T: What does she have in her mind?

I wish I were taller

S: She minds “ I wish I were taller”

T: What tense was used in the clause after WISH?

S: Past tense

Then the teacher introduced the structure and usage of WISH From there students will easily do the exercise in this method in a positive way

Example 2: Unit 3: Section Language Focus 1 / Page 28, 29 Textbook 9

In order to teach grammar structures '' Modal with wish and the past simple with wish'' at the language focus I can use the method of using situations to do exercises 1, to guide students to write sentences using structure The structure has just learned in each picture in the most effective way

In the situation of the first picture students look at the picture and easily write the sentence from the suggested words:

a Ba / can have / new bicycle

Ba wishes he could have a new bicycle

b Using sight:

In this method, teachers use real objects, drawings or pictures that can be combined with facial expressions and gestures to help impress students so they can relate directly to the meaning of sentences

Example: Unit 10: Language Focus 1 / Page 89-90 English 9

(review modals: may / might)

In this situation, the teacher can use a real object as a gift box to review modals: may / might

The teacher gives a gift box and asks students to use the missing verb '' may ''

"might" "to guess the gift in the box

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)

Teacher calls some students to guess with how to use the may / might to guess The teacher writes one of the sentences they guessed on the board like:

- It may be a pen

- It might be a doll

Then help students review these two verbs with their formula and usage:

Form: may/might + V(bare –infinitive)

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

- Might is normal a little/less sure than May

c Using comparative comparison of grammatical structures:

The reconciliation of new structures with known student structures helps students consolidate different sentence patterns on the basis of known ones, so students are not confused between using sentence patterns together

Example 1: Unit 7: Section Language Focus 3 / Page64 Textbook 9

In this part, students will have to use two constructs that suggest someone does something but the grammar of the two structures is different, making it easy for them to make mistakes if they do not understand them thoroughly Therefore, through comparing and comparing teachers, it will make clear to students the difference of these two structures so that they can easily use when doing exercises without being confused

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 notes and helps students to use the purpose and difference

of the two proposed sentence structures before entering the training stage

Ex: - I suggest collecting some money.

- I suggest that you should collect some money.

d Translation meaning:

For this method, teachers use to express the meaning of the same sentence

in two different languages, helping students to distinguish the difference between expressing the meaning of sentences in their mother tongue and English, avoiding get a negative move from your mother tongue

Some teacher sentence structures can translate from Vietnamese to English and vice versa

Example 1: Unit 6: Section Language Focus 2/Page 54

This structure students learn "Adverb clause of reason" used with "as / because / since" and in lesson 3 - section Language Focus 4 / page 31 students learn "Adverb clause of result" used with "so" So these two structures have the link "Because - so" "Because - so"

In native language: : “Bởi vì tối qua Ba thức khuya xem TV nên bây giờ cậu ấy mệt” But when speaking in English:

“Because Ba stayed up late watching TV, he is tired now”

So when writing English sentences we have to follow a certain structure, not a word like Vietnamese, leading to incorrect sentences

After that, the teacher will give the students a way to use the words in English

Example 2: Unit 8: Setion Language Focus 3.4 / Page 71-72

In this section, they learn the "Adverb clause of concession" grammar structure used with "despite / though / eventhough" - in their native language means "though - but"

Teacher asks students to translate meaning:

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, eventhough

She has decorated her house and made plenty of cakes

S2: Eventhough 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 không hài lòng với việc chuẩn bị tết của mình mặc dù cô ấy đã trang hoàng nhà cửa và làm rất nhiều bánh

S2: Mặc dù Thu Hà đã trang hoàng nhà cửa và làm rất nhiều bánh, nhưng cô ấy không hài lòng với việc chuẩn bị tết của mình

With the words of the second student (S2, they are easily mistakenly using the "Although - but" way of using "Although - but")

Next, the teacher analyzes and closes the grammar point for students to make sure to practice

e Using Mindmap :

When introducing vocabulary or on a certain topic we can use mind map more conveniently and effectively

However, the introduction of grammar is also applicable

Example 1: Unit 2: section L.F 4.5 / P21-English 9

In this section, we can use mind map to re-introduce passive sentence patterns that students have learned With the use of this mind map, students can easily identify in a more scientific and memorable way from which they can use and do exercises accurately and scientifically

Based on this mindset, students will identify each type of passive sentence and thus to do the exercise more effectively When we look at the diagram, we see that there are four branches representing four different passive forms, so

we can easily do the exercises according to each type of sentence

When students do exercises 4 pages 21- English 9 on passive sentences, they will use sentences in three passive lines of sentences to do When it is determined, the student's sentence will only need to use the correct sentence to complete the lesson For example, if students want to write a sentence, they just need to use the structure of the branch containing the passive passive sentence to write as follows:

Ex: They made jean cloth completely from cotton in century 18th.

 Jean cloth was made completely from cotton in century 18th.

Example 2 : Unit 7: section L.F 1 / P 62- English 9.

In this section we can also use mind maps to reintroduce the connected words that students have learned to help them have a logical knowledge system but very clearly avoid confusion between knowledge units other in the lesson Based on this mind map, students can recapitulate the words that need

to be remembered scientifically and sufficiently to help them not be confused when acquiring the knowledge of the lesson Since then teachers instruct how

to use each word so students can master how to use and apply it flexibly

When students want to do homework 1 page 62- 9 textbook, they just need

to look at the mind map that the teacher introduced to use the word they need and complete the exercise effectively

Ex: Mrs Quyen bought corn, potatoes and cabbages at the market.

f Examples of standard sentences:

This method is to provide students with a standard sentence structure, from which students can assemble and replace each sentence component to create many different sentences Teachers use this method to help them form a standard sentence pattern upon which to form the remaining sentences in the lesson This method helps students remember very effectively the sentence pattern they learned

Example 1: Unit 5: Setion Language Focus 4 / Page 46- English 9.

This lesson teacher can use the method of bringing standard sentences as follows:

T : Listen to me about hobbies about me: "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 the example on the board and explains the grammar point

of the sentence:

" love / enjoy + V - ing" to talk about someone’s hobbies

Students follow the sentence pattern to talk about themselves, their relatives and friends and then apply it to the exercise

Ex: My father likes watching sports but my mother doesn't She loves listening to music.

* Experiment a lesson.

* Experimental lesson not use tricks in all.

UNIT 3 : A TRIP TO THE COUNTRYSIDE.

Period 19 : Language focus

Class 9A - Xuan Son Secondary School

* Experiment a lesson that uses tricks to post.

UNIT 3 : A TRIP TO THE COUNTRYSIDE.

Period19 : Language focus

I.Aim:

Further practice with WISH in the past, prepositions of time and adverb clause

of result

By the end of the lesson, student will be able to do the exercise well

II La guage focus

*Vocabulary:

(to) pass exam, (to) win, the contest(n), (to) depart, (to) fly

*Language content: - Modal ''could'' with ''wish''

- The simple past with ''wish''

- Prepositions of time

- Adverb clauses of result

III.Teaching method: Pairs work, individual work

IV.Teaching aids:

Teacher’s preparation: Text books, boards, chalk, posters, pictures, lesson

plan

Ss’ preparation : workbook, notebooks and pens

V.Produces:

Teacher’s and Students’activities Language target

 Warm up.

Play game ''Hang man''

I Presentation

- Elicit words from Ss.

T present the vocabulary ( using

many techniques)

Listen and copy down

Aks Ss read newwords in frond of

class

Check vocabulary by bingo

1.Activity 1:

-The teacher introduces ''wish''

with could and simple past

In this exercise the teacher will use

the method of using situations and

using visuals to guide students to

do their homework

The teacher gives the picture and

states the situation of sentence a

corresponding to this picture

Teacher: Can Ba have a new bike

now ?

Student: No, he can't

Teacher: What does he wish ?

Student: He wishes he could have a

new bicycle

 Warm up.

Students play game

I Vocabularies:

- (to) pass exam

- (to) win

- the contest(n)

- (to) depart

- (to) fly

* Check vocabulary: Bingo

II Practice : 1.Activity 1:

Form: Wish + could/ simple past Usage:

When we want to wish something that

is not real at present

Exercise1: What do these people wish?

Write the sentences