SKKN some methods for teaching language focus class 9 at ABCDEF secondary school

To do get it, ask the teacher toapply the procedure in all forms of diversity, abundance, making foreignlanguage classes lively, charismatic, compelling them to help the get youpromote c

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THANH HOA EDUCATION AND TRAINING OFFICE

INITIATIVES

SOME METHODS IN IMPROVING SPEAKING ENGLISH

SKILLS FOR STUDENTS IN GRADE 6

AT NGUYEN VAN TROI SECONDARY SCHOOL

Written by: Trần Thị Thu Hằng Position: Teacher

Working Unit: Nguyen Van Troi Secondary School Subject: English

THANH HÓA 2017

ABCDEF EDUCATION AND TRAINING DEPARTMENT

ABCDEF EDUCATION AND TRAINING OFFICE

ABCDEF 2020

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 consideredthe first national policy and improving the quality of teaching and learning inorder to complete the training human resources for industrialization andmodernization of the country To survive and developers to build and protect thecountry to keep up with developed countries requires us to grasp the mostadvanced achievements apart to put the country of Vietnam became a thrivingcivilization Besides English is a language used to communicate popularworldwide so that today the teaching and learning of English in the school hasmade major changes in the content and methods teaching, to match theobjectives and requirements set out for the education department in the reformprogram The most basic views on the new method is to promote a positive,proactive students and create optimal conditions for their development andpractice their language skills and communication purposes, not is the supply ofplain language knowledge

As a teacher of English in secondary school, I always think about how toachieve quality teaching and high effeciency To do get it, ask the teacher toapply the procedure in all forms of diversity, abundance, making foreignlanguage classes lively, charismatic, compelling them to help the get youpromote 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 experiencewith the reference material, I realized: " In order to learn a good language,teacher needs to have a method for students to understand and practice grammarwell " Through real-time application in secondary school , I have achievedcertain effects get That's why I chose the topic "Some methods for teaching

''Language focus'' class 9 at GHK secondary school " to raise teachingexperience which I have applied in the process of work

1.2 Research purposes:

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

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

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

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

2 CONTENT

2.1 Basis for argument:

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

In order to teach grammar effectively, teachers need to flexibly chooseteaching methods and techniques so as to achieve the required purpose of thelesson, students will be able to use the solution of individual grammar exercises

or cage grammar exercises graft In addition, teachers need to explain tostudents the importance of learning grammar From there they can use language

in a meaningful way and express what they want to communicate Mostimportantly, students understand the form and meaning of the grammar pointsthey 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 thatthey 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 feelexcited, or favorite subjects are new to this, so every class most students arevery positive

- The concerns of the Board of Management to help the school, peers andsiblings 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 ruralareas 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 islimited because they do not have much time to practice and equipment Theteaching service is also limited, so the children do not have the opportunity tohave much access to foreign languages, which leads to the difficulty incommunicating the content grammar for children

The survey results :

School year Total

2018-2019

40 6 15,0 14

35,0

16 40,

0

4 10,0 From the above difficulties to teach an effective grammar lesson, I boldlyresearched and used a number of techniques to teach the purpose of the lesson sothat students know how to use the problem solving lesson They are fluent and atthe same time they can also express the language knowledge that they havelearned 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

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, theteacher 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?

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 Fromthere 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 pastsimple 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 Thestructure has just learned in each picture in the most effective way

In the situation of the first picture students look at the picture and easilywrite 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 sothey 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 toguess 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 helpsstudents consolidate different sentence patterns on the basis of known ones, sostudents 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 suggestsomeone does something but the grammar of the two structures is different,making it easy for them to make mistakes if they do not understand themthoroughly Therefore, through comparing and comparing teachers, it will makeclear to students the difference of these two structures so that they can easily usewhen doing exercises without being confused

T: Who can remind what Mrs Mi suggests Mrs Ha doing to save water? (insection Listen and Read)

S: I suggest taking showers

T: Now, listen to me, I give you other suggestion to save water “ I suggest thatyou 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 anddifference of the two proposed sentence structures before entering the trainingstage.

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

Some teacher sentence structures can translate from Vietnamese toEnglish 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 studentslearn "Adverb clause of result" used with "so" So these two structures have thelink "Because - so" "Because - so"

In native language: : “Bởi vì tối qua Ba thức khuya xem TV nên bây giờcậu 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" grammarstructure used with "despite / though / eventhough" - in their native languagemeans "though - but"

Teacher asks students to translate meaning:

T: Thu Ha is not satisfied with her preparations for Tet Thu Ha has decoratedher 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

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 sentencepatterns that students have learned With the use of this mind map, students caneasily identify in a more scientific and memorable way from which they can useand do exercises accurately and scientifically

Based on this mindset, students will identify each type of passivesentence and thus to do the exercise more effectively When we look at thediagram, we see that there are four branches representing four different passiveforms, 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 isdetermined, the student's sentence will only need to use the correct sentence tocomplete the lesson For example, if students want to write a sentence, they justneed to use the structure of the branch containing the passive passive sentence towrite 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 connectedwords that students have learned to help them have a logical knowledge systembut very clearly avoid confusion between knowledge units other in the lesson.Based on this mind map, students can recapitulate the words that need to beremembered scientifically and sufficiently to help them not be confused whenacquiring the knowledge of the lesson Since then teachers instruct how to useeach word so students can master how to use and apply it flexibly

When students want to do homework 1 page 62- 9 textbook, they justneed to look at the mind map that the teacher introduced to use the word theyneed 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 tocreate many different sentences Teachers use this method to help them form astandard sentence pattern upon which to form the remaining sentences in thelesson This method helps students remember very effectively the sentencepattern 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 enjoyplaying 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 ofthe sentence:

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