Effective teaching method of period language focus for students of grade 9

I- INTRODUCTION:THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA EDUCATION AND TRAINING OFFICE INITIATIVES EFFECTIVE TEACHING METHOD OF PERIOD “LANGUAGE FOCUS” FOR STUDENTS OF GR

I- INTRODUCTION:

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THANH HOA EDUCATION AND TRAINING OFFICE

INITIATIVES

EFFECTIVE TEACHING METHOD OF PERIOD

“LANGUAGE FOCUS” FOR STUDENTS OF GRADE 9

Written by: Trịnh Thị Thu Position: Teacher

Working Unit: Tran Mai Ninh Secondary School Subject: English

THANH HÓA 2016

3 The object and subject of the study

3.1 The object of the study

3.2 Subject of the study

4 Research methods

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3

III SOLUTION AND IMPLEMENTATION

1 Implementation solutions of grammar periods

2.3 Procedures of consolidation and test after practice

* ILLUSTRATIVE LESSON PLAN

2.4 Research results

4 4 55

810

13 16

I.INTRODUCTION

I Rationale

The more growing the society is, the more increasing the internationalrelation expanding demand is and that learning languages is an essentialelement Thus Vietnamese education has put English (Eng) into secondaryschools as key subject discouraged from kindergarten, primary school tocompulsory in the secondary and graduate educational level Thus, creating avivid & exciting learning environment plays an important role in teaching andlearning 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 oflearners and it is not able to be self-studied well by all of learners Our currenteducational goals is to educate and provide students with the comprehensivelygrowth, full knowledge of natural sciences and the social sciences in whichforeign language is indispensable subject, and the goal of language learning is tocommunicate, so students need to meet the skills to perform the communicationprocess well In which the grammar skills cannot be underestimated in thecommunication process

Thus, how can an English teacher bring students the interesting,refreshing lessons to stimulate students to be interested in learning ? Eachlesson not only inculcates knowledge but also helps students (st) be impressiveand remember active images forever, from which students will easily rememberthe lesson whenever being evoked?

2 Research purposes

For years of innovative method application in teaching English in secondaryschools with the book changing program, many teachers have had experiencedinitiatives for the teaching English and for each particular skill However, in theprocess of applying and teaching according to the new method, the bookchanging program, I met and so much distress, I am always thinking and lookingfor direction to solve problems that I find it is very necessary and actual forstudents of grade 9: "Understanding English grammar" in order to improve thequality of tests as well as improve the quality of teaching English

3 The object and subject of the study

With such problems, from 2014 - 2015 school year, I have researched tofind solutions and applied The research object is grade 9 students whom I'mdirectly teaching

3.1 The object of the study:

Students of class 9C and 9D at Tran Mai Ninh secondary school, Thanh Hoacity

3.2 Subject of the study: “Effective teaching method of period

“Language focus” for student of grade 9

4 Research methods

a Using mindmap

b Translation

c Comparing grammar structures

d Giving examples of standized sentences

- For teaching grammar effectively, teachers need the flexibility to choosemethods and techniques of teaching to achieve requirements of the lesson,students will learn to apply separate grammar exercises award or integratinggrammar exercises In addition, teachers also need to explain to the studentsabout the importance of learning grammar Thence, they can use language in ameaningful way and describe the right thing that they want to communicate.Most importantly, students understand the form and meaning of the grammarstructures that they are learning to use through the form of listening-speaking-reading-writing And they can demonstrate knowledge of language that theyhave learned through the tests and can achieve good results

2 Problem reality

- Now there are a lot of books, references, as well as professionalsyllabus, standard material of knowledge for each grade for English teacher torefer and they are also active supporting materials in the new teaching method ofEnglish Besides, teachers also participate in professional improving classes held

by education institutions, or professional activities, special topics held by theeducation institutions, in order to help foreign language teachers access and usethe 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, 9 learning English, they learn each skill in eachperiod and grammar is introduced through lessons of Listen & Read, then morepracticing in Language Focus period Moreover, a number of lessons in English

9 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 andalways worry that students cannot apply well to be grammar structures andgrammar structures in the form of exercises from which makes the lessons stressand students do not have time to practice the skills required through theexercises in the Textbooks.

* The survey: (Carrying out on September 2015)

average score

From the above situation, in order that teaching English in secondaryschool is more efficiently, I bravely improve method content for my topic that

is: " Teaching method of English grammar for grade 9 students effectively"

III SOLUTION AND IMPLEMENTATION

1 Implementation solutions of grammar periods :

- Most of grammar structure of English 9, students are learning or areintroduced 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 newstructures and though students have been introduced through the structures andgrammar structures in Listen and Read periods In Language Focus period, wealso need to teach according to the process of grammar period "P-P-P" thatwe've been trained and I have done in 3 stages:

* Introduce the form and meaning of the structure (presentation)

is suitable in terms of teaching, student object and actual circumstances foreffective teaching period

2 Implementation steps:

2.1 Presentation of structural form and meaning: (presentation)

Before going on practice step, teachers introduce of specific form andmeaning of sentence structure on the table, though there are some sentencestructures which have been introduced in Listen & Read period but we need toreintroduce more specific, clearer, and to not be boring and monotonous whenintroduced (because of grammar is boring, rigid), teachers should use a lot ofdifferent 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

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 shortgirl:

-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?

I wish I were taller

For example: Unit 1: section Language Focus 1/Page 89-90 (reviewmodals: 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 Theteacher 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 thestructure 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 bystudents helps students consolidate the various sentence modals on the basis ofwhat 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 suggestthat you should take showers"

Tell me the difference between these two sentences "I suggest takingshowers" 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 usingpurpose of "suggest" sentence structure before starting the practice step

* Translation

-The teacher uses this way to express the meaning of the same sentencepattern in 2 different languages, help students distinguish differences betweenexpressions the meaning of sentences in their native language and English, avoidthe negative transfer of native language.

-Some of the sentence structures can be translated by teacher fromVietnamese 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, studentsare taught "Adverb clause of result" with "so" Thus, 2 structures are connected

by "Because-so"

- According to native language: “Bởi vì tối qua Ba thức khuya xem TVnên bây giờ cậu ấy 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 useconjunctions in English

Example 2: Unit 8: Section Language Focus 3,4/Page 71-72

-In this section, students are taught grammar structure "Adverb clause ofconcession" used to "although/though/even though"-with native language means

“mặc dầu – nhưng mà”

-After introduction, the teacher asks students to translate:

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

S2: Even though Thu Ha has decorated her house and made plenty ofcakes, 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 dầu 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

- By the expression of second student (S2, students shall misuse "Mặc dù– nhưng 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 usemore 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 passivesentences that students have been taught in English 8

* Giving examples of standardized sentences

-The teacher gives examples in order to offer students the standardizedsentence 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 enjoyplaying 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 thegrammar structure of the sentence:

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

- Students follow that sentence form to talk about themselves, theirfriends 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 introductionlanguage materials is necessary and obligatory step in teaching grammar andindispensable next step which is to help them apply their sentence patternslearned 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 vialanguage knowledge However, these exercises are tools that teachers mustknow how to instruct students to use them to improve the subject learning goals

To perform this step, I use several techniques in the process ofinstructing students to practice.

+ Substitution drill: (substitution drill): (See lesson plan illustrated

schedule of page15)

- This exercise form, students practice listening-speaking according to themodels on the learned structures The teacher facilitates students rehearse aboutspace, time and the instruments of teaching such as pictures, posters, etc andarrange to practice in pairs, groups, this exercise form is usually done in theform of a dialogue between 2 or 3 characters, consequently the teacher needs toguide samples a clear and particular way for students to practice easier and moredeeply 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 whatinformation is needed and can be substituted for a number of under-averagestudents 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 ofsupporting exercises to practice as stated, students are easy and confident towork in pairs

-When students are practicing, the teacher gently, quietly walks aroundthe class to listen to their practice, if any pair of students meet difficulty, theteacher 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 thereare some sentence structures, students do not need to understand but they can

do So the teacher should pay attention to the differences in the nature of theexercises to promote the advantages of this exercise is that the student will beacquainted with the accent and intonation system of English through which thesentence meaning is expressed, and the students get acquainted with the Englishsound system through listening - speaking

-When students practice the form of exercises, the teacher should payattention to each student object not to cause boredom for some good students;