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Some experiences to teach more effectively language focus in grade 9 at thieu tam secondary school

THANH HOA DEPARTMENT OF EDUCATION ANH TRAINING

THIEU HOA DEPARTMENT OF EDUCATION AND
TRAINING

EXPERIENCE INITIATIVE

SOME EXPERIENCES TO TEACH
MORE EFFECTIVELY LANGUAGE FOCUS IN GRADE 9
AT THIEU TAM SECONDARY SCHOOL

The writer : Nguyen Van Thanh
Position:
Teacher
Work unit: Thieu Tam secondary school
Experienced initiative: English

THANH HOA – 2019
INDEX
Contents
1.


Introduction

Page
2
1


1.1.
1.2.
1.3.
1.4.
2.
2.1.
2.2.
2.3.
2.3.1.
2.3.2
2.3.3
2.3.4.
2.4.
3.
3.1.
3.2.

Reason for choosing the topic
Researched purposes
Researched subjects
Researched Methods
Content of the experienced initiative
Theoretical basis of the experienced initiative
The problem state before the application of the experienced
initiative
Implementing solutions
Using the situations
Tranlation
How to drill the sentences
The techniques to cosolidate after drilling
The effectiveness of the experienced initiative for educational
activities, with my self, colleagues and the school
Conclusion and suggestions
Conclusion
Suggestions
Reference books

2
2
2
3
3
3
3
4
4
5
5
12
12
12
12
14

1. Introduction
1.1. Reason for choosing the topic
2


With the development of the country in the period of industrialization,
modernization and innovation of nowadays’comprehensive education, thus
requiring learners and teachers must also change learning and teaching methods
to meet the entry education objectives. As an English teacher in Thieu Tam
junior high school I have noticed that Forein language in general and Enlish in
particular plays a very important role at this point.
Moreover, in recent years reseachers have been receptive to arguments
achievements of modern teaching and learning to make a modern education
system to meet the growing needs of society.The modern education methods
which teachers have to know how to exploit positive activities of students in
stuy,teacher is only guider of student and students must be active to study the
knowlege.
Through the application of innovative methods in teaching secondary
school English with program substitutes for books, many teacher have the
experiences, positive ideas serve for the teaching of English. However, I have
noticed there are further problems arising in practice teaching in myschool that
I am a teacher myself teaching this course, I always think to find solutions. One
of those issues is: how to teach more effectively LANGUAGE FOCUS to raise
the quality of the test, as well as improve the quality of English teaching
subjects in my school with available means.
Today, the teaching of grammar with communication method doesn’t
analyse sentence by sentence as the old method anymore. Most of the time is
spent on practicing and training skills Listening - Speaking - Reading - Writing
through many different forms and lessons which are consolidated by the game.
The grammar is taught through exercises combined with more language teaching
skills such as learning methods, applied skills, ...
For these reasons, I have chosen the theme "Some experiences to teach
more effectively Language Focus in grade 9 at Thieu Tam secondary
school" to study.
1.2. Researched purposes
Within the scope of this writing I would like to share experiences with
colleagues teaching methods of Language Focus of English 9 at Thieu Tam
secondary school which are the most effective, and what I learned through
specialized training courses, as well as in my actual process of teaching.
1.3. Researched subjects
At the topic, I want to study the way to teach the language focus of English 9
more effectively in class 9 of Thieu Tam secondary school.
1.4. Researched Methods
- Taking a survey before applying the topic in the reality
3


- Exchanging the experiences with the colleagues to find out the most effective
methol for language focus in class 9.
- Studying the syllabus of teaching methods.
2. Content of the experienced initiative
2.1. Theoretical basis of the experienced initiative
Grammar is very important t and necessary in the communication process .
It is like 4 skills : listening - speaking - reading - writing . The effectiveteaching
and learning of grammar is not easy . Especialy ,for secondary school students ,
it requires learner who must be patient and have the suitable studying methods.
Basing on physiological characteristics of the students , the students are more
interested and more active in in reading and writing but also very depressed in
developing and training complexive skills such as skills of approaches for
applying grammar because of meetingmany new words and new structures
which are difficult to understand and master.To form the access and grammartraining skills for students requires a long process,A 45-minute period which
grammar is taught effectively requires the practice and collaboration among
grammar measures flexibly and to have a reasonable allocation of time for each
step.
The procedures to teach grammar: To teach speaking skill generally and
grammar particularly we have to carry out 3 steps:
+ Presenting situation and meaning of structure
+ Drilling structure
+ Producting the exercises and activities or games
The requirements for those are designed to help students understand lesson
easily and carry out the skills to drill grammar exercises considerately and more
thoughfully and then remember lessons more deeply.
Therefore , carrying out enough steps in teaching language focus part is
essential, if teacher leaves out one out of three steps,the effect of lesson will be
very low.
2.2. The problem state before the application of the experienced initiative
In reality, There are many reference books as well as training syllabus
which help positively for teaching with innovation method of foreign language
teachers. In addition, every year, the Department of education and training has
also organized professional training classes for teachers to improve teaching
method .However, the teacher has to know how to use flexibly the methods to

4


suit student level,shool facilities and classrooms,he shouldn’t apply the methods
in teaching curiously.
Some language focus periods which the teachers are too heavy to teach
grammar and anxious that their students can’t do grammar exercises well,so
they don’t have a lot of time to drill the skills through the requires in the text
book. On the other hand, the teachers have chosen techniques and teaching
activities which are unsuitable to the exercises.eventhough the teachers can
abuse the game activities,they don’t meet the requirement of lesson.
Therefore, the classification and selection of activities , teaching techniques
which appropriate to use in each exercise are important to decide the success
and effectiveness of the lessom.Besides, designing teaching plans for each
lesson will help teachers to own the time of classes, have flexibility in teaching
activities , as well as guidelines for students that are most reasonable and most
effective between learning at home as well as in the class of students.
To grasp the ability and extent of the training skills in Language focus section
in English 9 in the process of teaching English 9 I haven’t stopped innovating
the teaching methods and measures to help students capture capabilities and
skills to grasp the knowlege of language focus effectively.To assecc the ability
of students before applying and implementing new methods I have taken a
survey and obtained the following results.
Total
65

Good
Numbe
Rate
r
(%)
6
9.2

Quality of students
Fair
Satisfactory
Numbe
Rate
Numbe
Rate
r
(%)
r
(%)
14
21.5
30
46.2

Unsatisfactory
Numbe
Rate
r
(%)
15
23.1

2.3. Implementing solutions
2.3.1. Using the situations
There are some contents which we can use the situations to introduce about
them.
Example : " The past simple with WISH " :

I wish I were taller
K
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 ?
5


S : No
T : What does he ( she ) have in his ( her ) mind ?
S : I wish I were taller
T : What tense was used in the clause after WISH ?
S : Past tense
Next, the teacher introduce the structure with wish.
2.3.2. Tranlation
Unit 8 : LANGUAGE FOCUS 4 ( Page 72)
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 above into one by using a connective- EVEN THOUGH
S : Thu Ha is not satisfied with her preparations for Tet, even though she
has decorated her house and made plenty of cakes.
T : Vietnamese ?
S : Thu Hà không hài lòng với việc chuẩn bị tết của mình, mặc dù cô ấy đ·
trang hoàng nhà cửa và làm rất nhiều bánh.
2.3.3. How to drill the sentences
- Repetition drill
- Substitution drill
Unit 2 : LANGUAGE FOCUS 2 ( Page20)
The teacher use posters to write model lesson and notice board.
T : You and your friend are visiting HCMC. Look at the notes, there are
things you have done, and some things you haven't done, what are they ?
S : - I have seen GiacLam Pagod
- I have eaten Chinese and French food
- I haven't seen Reunification Palace, Zoo and Botanical Gardens.
- I haven't tried Vietnamese and vegetarian food.
Ask Ss to look at the dialogue and elicit from Ss the use and the position of
ALREADY and YET in the sentence. Then practice the dialogue in pairs ( close /
open ):
S1 : Have you seen the Reunification Palace yet ?
S2 : No. I haven't.
S1 : Have you tried French food ?
S2 : Yes. I've already tried it……
2.3.4. The techniques to cosolidate after drilling
Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends,
Find someone who, Ordering words, Write-it-up, Language games. Chaining
6


game, Noughts & crosses, Pelmanism, Guessing game, Rub out and remember,
Lucky numbers, ...
Unit 1 : LANGUAGE FOCUS 2 ( Page12)
Lucky numbers ( group work - Time : 10' )
Teaching aids: pictures ( p.12 ) and the poster :
1. make / a cake
2. L.N
3. L.N
4. buy / flowers
5. hang / colorful lamps
6. go / shopping
8. L.N
9. paint / a picture of HaNoi
Divide the class into 2 groups.
For a lucky number, Ss will get 2 points without answering any questions.
For other numbers, Ss have to write the things Lan and her friends did to
prepare for the party, using the words given. 2 points for a correct sentence.
Ex. : make / a cake à Lan made a cake. Etc.
Unit 2 : LANGUAGE FOCUS 3 ( Page20)
Survey ( Group work -Time : 5 -7' )
Teaching aids : handouts
Divide class into groups of four
Samples :
S1 :Have you ever read a comic ?
S2 : Yes, I have.
S1 : When did you last read one ?
S2 : This morning.
S1 : Have you ever been to Singapore ?
S2 : No, I haven't.
Give feedback
Unit 4 : LANGUAGE FOCUS 4 ( Page 39)
Lucky numbers ( Group work - Time : 10' )
Teaching aids: the poster :
1. LN
2. How old are you ?
3. Is your school near here ?
7


4. What is the name of your school ?
5. LN
6. Do you go to school by bicycle ?
7. Which grade are you in ?
8. Can you use a computer ?
9. Why do you want this job ?
10. When dors your school vacation start ?
Divide the class into 2 groups.
For a lucky number, Ss will get 2 points without answering any questions.
For other numbers, Ss have to turn the direct speechto the reported speech. 2
points for a correct sentence.
Ex. : 1à She asked me how old I was.
Unit 5 : LANGUAGE FOCUS 4 ( Page 46)
Chain game ( Time : 10')
S1 : My father likes watching sports but my mother doesn't. She
loves listening to music.
S2 : My father likes watching sports, my mother loves listening to
musicbut my sister doesn't. She enjoys playing games.
S3 : My father likes watching sports, my mother loves listening to
music, my sister enjoys playing games but my brother doesn't. He likes watching
advertisements.etc.
Unit 6 : LANGUAGE FOCUS 3 ( Page 55)
Noughts and Crosses ( Group work - Time : 10' )
Teaching aids : the chart :
(1) pleased /work hard
(2) excited / go / DaLat (3) sorry / break bicycle
(4)disappointed/not phone (5) amazed/win first prize (6) sure / like film
(7)happy / pass exam

(8)afraid / not help you

(9)delighted/show/good

Divide the class into teams : 0 & X
Model sentence :
I'm pleased that you are working hard.
I'm excited that I can go to DaLat…
Unit 7 : LANGUAGE FOCUS 1 ( Page 62)
8


Brainstorming ( Individual work - Time 5')
because
But

and

so

connectives

however

or
therefore
moreover
Ask Ss to think of connectives that they have learnt
Have Ss write down the connectives
Give feedback
Ask Ss to give Vietnamese meaning
Ask Ss have to complete the sentences by using correct connectives
Unit 9 : LANGUAGE FOCUS 1 ( Page 81)
Quiz ( Group work - Time 7-10')
Divide the class into two teams
Call out the questions and Ss have to answer as quickly as possible.The team
having the right answers get good marks. The team which has more marks wins
the game.
Questions :
1.Which country won the 1998 Tiger Cup ? (Singapore)
2.Which animal has 1 or 2 horns on its snout ? (rhinoceros)
3.Which explorer diccovered America ? (Christopher Columbus)
4.Which planet is closest to the earth ? ( Venus )
5.Which animal was chosen to be the logo of Sea games 2003 ?
(Buffalo)
6.Which ASEAN country is divided ino two regions by the sea ?
(Malaysia)
7.Which food can you chew but can't swallow ? (Chewing gum)
8.Which thing can you swallow but can't chew ? (water)
( After that ask Ss to answer the questions, using the Relative pronouns WHICH
orWHO )
Unit 10 : LANGUAGE FOCUS 3-4 ( Page 90, 92)
9


Matching Game ( Stage : Production - Group work - Time : 5-8' )
Divide the class into two teams ( A & B )
Each student from team A writes one if clause ( of the conditional sentences
type 2 )on a small piece of paper.
Each student from B writes one main clause.
Take 2 pieces of paper from 2 teams to have a complete conditional
sentence.Call on some students to pick up 2 pieces of paper from two teams and
all out the sentences.
Applied teaching plan
PERIOD7:

UNIT1: A VISIT FROM A PENPAL
LANGUAGE FOCUS

I. OBJECTIVES
Students will be able to practice the structures with “wish , used to”
II. LANGUAGE CONTENTS
1. Grammar:
- Wish sentence: Wish + past simple
- Past habit:
used to + infinitive
2. Vocabulary: Words relating to famous place to visit & activities done during
the visit.
III.PREPARATION

books, cassette, chalk, extra board and pictures.
IV.PROCEDURES

Stages

Contents
Guide Ss to play game about some famous places
in HaNoi :
Famous
places in
Hanoi

Actvities

Groups

Presentation. Suggested answers :
Ha Noi Opera House
Ho Chi Minh Mausoleum
- Explain the meanings of them to Students if they
do not know .
- Introduce the topic of the lesson and set the
scene:
“Imagine that a foreign pen pal is
coming to stay with you for a week . What
activities would you like to do during the visit ?
10


Practice.

- the pictures in the book may help you
- Call on some Ss to speak about places of interest
with suggested models :
Individual
Suggested models :
I think I will take my friend to Do Son / Sam
Son
Beach where we can swim and build sand castles .
And then we will visit …
New words:
- Correspond (v) : communicating by mail
Whole -class
- Be impressed by : (translation )
- Friendliness ( n) explanation
- Mosque ( n)
- Peaceful atmosphere ( n) : Translation
- Keep in touch (v)

Checking technique : Rub out and
remember
-Structures:
+
Used to + V infi
Example : Lan used to walk past the mosque on
the way to her primary school .
+
S + Wish + S + V (past simple )
Example: I wish you had a longer
vacation .
- Ask Ss to listen and answer some questions :
+ Do you have any pen pals ?
+ Where does he come from ?
=>If he visits Ha Noi , what will you introduce
him?
- In this lesson , Lan has a pen pal and this is the
first time , this friend has come to Ha Noi .
T/F prediction:
1. Lan’s penpal comes from Malaysia .
2. Kualar Lumber is a small city .
3. The girls visited Hang Luoc Street on Monday .
- Turn on the tape ( 2 or 3 times )
- Correct and give correct answers :
1.T , 2 .F , 3 . F , 4.T
- Have Ss read the text and do the exercise
below :
- Call on some Ss to report their answers and
correct mistakes. Then give correct answers :
Whole –class
1 C 2.B 3.D 4. B .
The past simple with “ wish” :
11


Production:
Drawing

I wish I were taller
K

Homework.

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 : I wish I were taller
T : What tense was used in the clause after
WISH ?
S : Past tense
àWish is used when we want really to be
different and exactly opposite of the truth.
Eg. Express wishes in the present
Form : I wish + S + past simple
- Ask Ss to look at the real situation and make Whole –class
wishes
Sample answers :
I wish I were in the swimming pool now.
I wish I had a computer now.
- Ask Ss to practice making sentences with
structures
“Used to + V / Wish + pat simple”
Language focus 3.(page 12)
S1: you are not very tall.
S2: I wish I were taller
Feedback :
Whole -class
Homework.
- Learn by heart all new words and structures .
then make 5 sentences for each one .
- Prepare the next lesson

ADJUSTMENT.........................................................................................................

.................................................................................................................................
2.4. The effectiveness of the experienced initiative for educational activities,
with my self, colleagues and the school
12


After studying and organizing the thesis I myseft have summarized
positive results about teaching the language focus in grade 9.
For the teacher:discovering the shortages in time about receiving the
knowledge of students,so I have had the suitable methods to recover those
mistakes for improving the studying results.
Mistake correction should be positive and effective.
Collecting mistakes made by the student and involving the whole class as
much as possible in the correction process.
Spending less time correcting what is only problem for one student and
more time on problems common to the whole group.
Encouraging students to use English regularly and use it at anytime or
anywhere if possible.
For student: who can understand deeply the lesson and practiced a lot.
After applying the thesis in the 2017-2018 school year , I achieved the
following results:
Total
Good
Numbe
Rate
r
(%)

Quality of students
Fair
Satisfactory
Numbe
Rate
Numbe
Rate
r
(%)
r
(%)

Unsatisfactory
Numbe
Rate
r
(%)

65
10

15.4

25

38.5

27

41.5

3

4.6

3. Conclusion and suggestions
3.1. Conclusion
The objective of teaching and learning English is to give information in
English, to enable learners to use English in realistic communication.That is
why teaching English is actually the teaching of English as communication
.Therefore, the teacher have to build the teaching methods which are the most
suitable for each type of students.
3.2. Suggestions
In my opinion, there is no technique or method showing its absolute
usefulness for language focus teaching unless the teacher can stimulate his
students and attract their interest in learning.
It is essential to create opportunities for teachers to exchange experiences
and learn experiences through seminars.
13


Encouraging teachers to improve their learning and self-learning, and
improving their level of self-sufficiency to meet the current social needs.
I do expect comments and advice on my work in order to have more
experience and be able to better my English teaching in the future.
PRINCIPAL’S CONFIRMATION

Thieu Hoa, April 13th, 2019
I am sure that this is my own
experience initiative, not copying
the contents of the other people.
The writer

Nguyễn Văn Thanh

14


REFERENCE BOOKS
1. Author: Jack C. Richards - Willy.A – Renandya. Title: Methodology in
language teaching - by Cambride University Press- published 2002.
2. Teacher’s books – by education press- published 2009
3. Work books - by education press- published 2009

15


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Văn Thanh
Chức vụ và đơn vị công tác: Trường THCS Thiệu Tâm, Thiệu Hóa, Thanh Hóa

TT

1

2

3

4

5

Tên đề tài SKKN
Việc sử dụng đồ dùng dạy
học trong một tiết dạy Tiếng
Anh lớp 7 ở trường THCS
Thiệu Tâm
Dạy từ vựng môn Tiếng anh
lớp 6 ở trường THCS Thiệu
Tâm
Đổi mới phương pháp kiểm
tra, đánh giá kết quả học tập
của học sinh môn Tiếng Anh
lớp 6 ở trường THCS Thiệu
Tâm
Một số cách vào bài môn
Tiếng Anh lớp 6 ở trường
THCS Thiệu Tâm
Một số giải pháp nhằm nâng
cao vai trò của Ban chỉ huy
Liên đội ở trường THCS
Thiệu Tâm

Cấp đánh giá
xếp loại
(Ngành GD cấp
huyện/tỉnh;
Tỉnh...)

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)

Năm học
đánh giá
xếp loại

Cấp Huyện

C

2003-2004

Cấp Huyện

B

2007-2008

Cấp Huyện

B

2011-2012

Cấp Huyện

B

2012-2013

Cấp Huyện

C

2017-2018

16



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