SKKN Tiếng anh 9. Viết bằng tiếng anh

Methods for teaching language focus lessons in English 9 more effectively

CATALOGUE
Catalogue

Page

A. INTRODUCTION

2

B. CONTENT
PART 1 THE THEORETICAL BACKGROUND

3

PART 2 THE PRACTICAL BACKGROUND

4-5

PART 3 SOLUTION

5- 23

1. PRESENTATION
2. PRACTICE
3. PRODUCTION

C. CONCLUTION

24- 25

I. RESEARCH RESULT
II. EXPERIENCED LESSON.
III. RECOMMENDATIONS
REFERENCE

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Methods for teaching language focus lessons in English 9 more effectively
THEME: METHODS FOR TEACHING LANGUAGE FOCUS LESSONS IN
ENGLISH 9 MORE EFFECTIVELY

A. INTRODUCTION
Nowadays, Nobody can deny the importance of English in our modern life. It
becomes a language which is spoken all over the world. It also plays an important role
in both the development of the education and society. So there are many countries in
which people use English to teach at school and to communicate daily. English is the
most remarkable means of communication in the world. Besides that, English is also
the official language of over fifty three countries. Therefore, it is necessary to learn
and understand English.
In Viet Nam, English is a compulsary second language. It can help students and
teachers widen their knowledge and understanding about the people, culture,
cilvilisation of the developed countries in the world. However, it is not easy to learn
English. Especially, the learners who live in the countryside or in the remote areas.
Therefore, the teachers always try their best to find out the innovative methods which

are suitable for their students to have a good quality in their teaching.
In teaching activities, teaching grammar and structures play no less important
role. As a result, the teachers overthought of the ways to teach them effectively and
interestingly in order to encourage students to learn English. If so, the teachers must
be flexible and creative to use the most suitable teaching method to help students
understand how to use English in real situation and in their tests.
Throughout many years, I have been teaching English in grade 9. I realized that
teaching grammar and structure lessons or language focus lessons are very necessary.
They can decide if the students could do their tests and practice English in their life or
not.That is the reason why I always thought to find out the “methods for teaching
language focus lessons in English 9 more effectively” to help students to do so.

B. CONTENT
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Methods for teaching language focus lessons in English 9 more effectively
PART I: THE THEORETICAL BACKGROUND.
In teaching language focus lessons, the teachers often use P- P- P method. PP-P (or “3Ps”) stands for presentation, practice and production - a common approach
to communicative language teaching that works through the progression of three
sequential stages.
1. PRESENTATION.
Presentation reprerents the introduction to a lesson, and necessarily requires the
creation of a realistic(or realistic feeling) “situation” requiring the target language to
be learned. This can be achieved through using pictures, dialogues, imgination or
actual “classroom situation”. The teacher check to see that the students understand.
The nature of the situation, then builds the “conkept” underlying the language to be
leaned using small chunks of language that the students already know. Having

understood the concept, students are then given the language model and engage in
choral drill to learn the stat5ement, answer the question forms for the target language.
This is the very teacher orientated stage where errore correction is important.
2. PRACTICE.
Practice usually begins which what is termed “mechanical practice” - open and
close pair work. Students gradually move into more “communicative practice”.
practice is seen as the frequency device to create the familiarity and confidence with
the new language and a measuring stick for accuracy. The teachers still direct and
correct at the stage but the classroom begins to become more learner – centered.
3. PRODUCTION.
According to “an overview ELT methodology and approaches” (1983).
Production is seen as the culmimation of the language learning process, where the
learners have started to be come independent users of language rather than the
students of laguage. The teacher role here is to somehow facilitate a realistic
situatione or activity whwere students instinctively feel the need to the actively apply
the language they have been practicing. The teachers do not correct or become
involved unless students directly appeal to him/ her to do so.
The P- P- P approach is relatively straight forward, and structured enough to be
easily understood by students. It is a good palace to start in term of applying good
communicative teaching in the classroom. It has also been criticized considerably for
the very characteristic that makes it easiest method for teachers, especially, for
teachers in the secondary school.
PART II PRACTICAL BACKGROUND.
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Methods for teaching language focus lessons in English 9 more effectively
In recent years, our Departement of education and training has decided to

combine language focus lessons with speaking or listening skill lessons in order to
develop practical skills and communicative skill for students, so the teachers have had
a lot of difficulty in linking two parts or limitted time. Some teachers don’t take of
their teaching a lot because of their family, or their strength as well as many other
reasons. Others are worried that they don’t have enough time to teach listening or
speaking skill. As a result, they often remove the presentation and the production
stage in the grammar- teaching method. They only think that students must finish all
exercises in the textbook quickly so that they have time to teach other parts
Besides, some teachers have a lot of difficulties in applying innovative
methods. Most of them only apply innovative methods in model teaching lessons
which have observer, but in other lessons, they only teach in the traditional ways. And
if they apply the innovative method, there will also be some problems which need to
be improved. Especially, in grammar teaching lessons, teachers often feel dry and
rigid, they often remove some stages. For example, when teacher reading skill they
often teach pre- reading and while- reading stage and they remove post- reading skill
or in language focus lessons, they only teach practice stage. The presentation and
production are often passed over. Therefore, I myself often ask the questions: “why do
most teachers do that?” because they are worried about not having enough time.
These are wrong views of the teachers. Because in the presentation stage, teachers can
encourage students to take part in the lesson more actively and creatively. And in the
produtive stage, teachers can help students apply their knowledge in various
situaations, revise the grammar and structures and widen them in more situations.
Morever, in some language focus lessons, teachers teach grammar too much
and they are always afraid that students can not do the types of grammar exercises
well (which are usually in the exercise books sold in the markets), it makes students
do not have much time to practice the skills required through the exercises in the
textbook. Or the teachers can not choose the techniques, teaching activities suitably
with assignments, the requirements of skill training exercises that make the lesson less
effective. Even overusing or over-indulging in some game activities may result in
unsatisfactory lessons they lay out...even some other teachers are afraid of limited

time so they often use the traditional ways to teach. For example, they only give the
structures or grammar poits and an example. Then they ask students to do the same or
pactice. That is the reason why students can’t understand and know how to use the
language. They don’t care of the “communicative method” in teaching procedures and
it is easy to make students be discouraged or lose heart.
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Methods for teaching language focus lessons in English 9 more effectively
What’s more, most teachers often stop the lesson in practice stage. They don’t
teach production stage, so students are lack of interactive activities which help
students to achieve the goals of the language in real stuation.
In fact, classifying and selecting the activities, teaching techniques suitably for
using in each exercise is important in the success and effectiveness of the lesson.
Besides, the reasonable design of lesson plans will help teachers control the time
actively in classroom, be flexible in teaching activities, as well as guide for students in
learning at home and in the classroom, so that the amount of time reasonably utilized
most effectively.With my teaching experience as well as I have referenced from my
colleagues, through carrying research on special subjects, I have explored and
researched the way to solve this problem. I thought about how to teach the grammar
in language focus part simply and effectively to have more time for students to
practice listening or speaking skill and I have applied my methods to control my
lessons and attract all grades 9 students to take part in the developement of the
lessons.
In my writing, I want to share my own experiences with colleagues the “Methods
for teachinglanguage focus lessons in English 9 more effectively.”
PART III: THE SOLUTION
In general, the grammar is usually done through 3 stages: Presentation,

Practice, Production. Each stage has its own requirements and characteristics of its
own kinds of exercises. I think that to achieve more effectively in each leson, when
preparing lesson plans teachers have to study form of exercise carefully, properly
identify to select the appropriate technical conditions and circumstances in condition
of teaching English lesons. To solve this problem, we proceed as follows:
1. PRESENTATION
Before starting the each lesson, the teachers often think what their students are
in need and what they are lack of in order to have suitable solutions for them. As we
know, the students are usually bored when they are in the grammar teaching lessons
or language focus lessons. Although some sentence structures were introduced
through the Listen & Read in details, we need to introduce again more specificly and
clearly. Moreover, not to be boring and monotonous when introducing, teachers use
many different suitable tips to each type of sentence to encourage students such as:
+ Using case.
+ Using visual (the real things, the real, pictures).
+ Using a comparative grammar structures:.
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Methods for teaching language focus lessons in English 9 more effectively
+ Translating the meaning.
+ Giving the standard sentences examples.
+ Using the mind maps.
* Specific evidence:
1.1. Using case:
In this method, teachers have to think or imagine a real situation that relates the
new structures and grammars for students to recognize when using them in order to
promote creativity and the deductive ability of students.

- When introducing, the teachers can use pictures or drawings to address the situation.
Example: To teach the structure "the past simple with “wish” " in Unit 1, I draw up a
simple drawing on the board (a short person) or a picture of a short girl:
I wish I were taller

- The teacher begins mentioning the situations:
T: Look at him (or her Artist). 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 Artist) mind?
S: He (SHE) thinks: "I wish I were taller"
T: What was tense in the clause after WISH USED?
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Methods for teaching language focus lessons in English 9 more effectively
S: past tense
- Next, the teacher asks students to give the structure and purpose of WISH
1.2. Using visuals:
Teachers use objects, drawings or pictures and they can combine with facial
expressions, gestures to help students contact directly with the meaning of the
sentence.
Example: Unit 10: Language Focus section 1 / Page 89-90 (review modals: may /
might)
- Teachers can use one real object that is one 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 some more students guess with the use of may/ might to guess.
The teacher writes one of the sentences that they have guessed on the board.
"It may be a pen”
It might be a doll”
and helps students review these modal verbs with the form and the use of them :
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 charcoal May
1.3. Using a comparative grammar structures:
Comparing the new structure with the structure students have known helps
students consolidate other model sentences on the basis of the old model sentences, so
students do not confuse the use of different model sentences .
Example: Unit 7: Language Focus Section 3 / Page64
T: Does Mrs Mi advise Mrs Ha to take a shower?
S: yes
T: what does she say?
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Methods for teaching language focus lessons in English 9 more effectively
S: I suggest taking showers
T: Now, listen to me; I give you other structure with the same aim as above one
: "I suggest that you should take showers"
Tell me the difference the 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 gives feedback and helps students understand the purpose of
using and structure of suggestion before entering the practice stage.
1.4. Translating
- Teachers use this way to express the meaning of the second sentence in the same
form in different languages, to help students distinguish the difference between
interpreting the meaning of the sentence in their native language and English, this
avoids negative transference from the mother tongue.
- With some sentence structures the teacher can translates from Vietnamese to English
and vice versa.
Example 1: Unit 6: Language Focus Section 2 / Page 54
- The students learn structure "Adverb clause of reason" refers to "as / because /
since" and in Unit 3 - section Language Focus 4 / page 31 students learn "Adverb
clause of result" refers to the "so”. Therefore, these two structures have the link is
“Bởi vì- nên” - "Because - so"
- According to the native language, "bởi vì tối qua Ba thức khuya xem Tivi nên bây
giờ cậu ấy mệt", but when being expressed in English is:
"Because Ba stayed up late watching TV, he is tired now"
- Then, the teacher finalizes the idea and gives the using of conjunctions in English
for students.
Example 2: Unit 8: Setion Language Focus 3.4 / Page 71-72
- In this section, the students learn the grammatical structure "Adverb clauses of
concession" refers to "although / though / eventhough" - in the mother tongue, it
means "mặc dầu".
- The teacher introduces the sentence then asked to students to translate it:
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Methods for teaching language focus lessons in English 9 more effectively
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: Even though Thu Ha has decorated house and made plenty of cakes, she
is not satisfied with her preparations for Tet.
T: Viet namese?
S1: Thu Hà không hài lòng với việc chuẩn bị tết của mình mặc dầu cô ấy đã
trang hoàng nhà cửa và làm nhiều bánh.
S2: Mặc dầu Thu Hà đã trang hoàng nhà cửa và làm nhiều bánh, cô ấy vẫn
không hài lòng về việc chuẩn bị tết của mình.
- According to the student 2 (S2), students are easily confused the using exit "Mặc
dầu-nhưng mà” => "Eventhough - but".
- Then, the teacher analysis and finalizes the grammar point for students to
understand.
1.5. Using mind map:
When introducing new language about vocabulary or topic, we can use mind
maps more conveniently and effectively.
However, the introduction of grammar can also apply the mind maps.
Example: Unit 2: L.F section 4.5 / P21
- In this section, we can use the mind map to introduce the passive form that the
students learnt in grade 8 English program.
S + is /am/are + Vp2
S + has/have + been + Vp2
Vpp

PASSIVE VOICE

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S + will/shall (modal) +be + Vp2

S + was/were + Vp2

Vpp

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Methods for teaching language focus lessons in English 9 more effectively

1.6. Giving the standard examples:
- Teachers present examples to give students the standard sentence structure, from
which students can assemble, replace each component sentences to create more
different sentences.
Example: Unit 5: Setion 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 enjoy
playing sports. And what about you?
S: I love watching TV and I enjoy playing games
- The teacher writes the examples on the blackboard and explains the grammar point
of the sentence:
"....... Love / enjoy ... + V - ing" to talk about someone's hobbies.
- Students say about themselves, the relatives and friends of them following that
model sentence, and then apply to practice.
2. PRACTICE:
- Providing of grammatical structures for student understanding in the introduction of

language is necessary and obligatory step in teaching grammar and the next
indispensable step is helping them to use their learned structures in specific exercises.
(Practice)
- The exercises practicing the structures have been compiled in the textbook - the
Language Focus- with different types of knowledge through language training skills
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Methods for teaching language focus lessons in English 9 more effectively
for students. However, those exercises are the tools that teachers must know how to
guide students to use them to complete the course learning objectives.
- To do this step, I used some of the techniques in the process of guiding students to
practice.
2.1. Substitution drill (Replacement Exercises):
- In these exercises, students practice listening-speaking samples based on the use of
the structure has been learned. Teachers facilitate the students to practice in space
time and teaching aids such as pictures, posters, ...... and the teachers organize to
practice in pairs, groups ... These exercises are usually done in the form of a
conversation between 2 or 3 characters so that teachers should guide all form in
specific, clearly for students to practice more easily and deepen the knowledge of
language has been learned.
Example: Unit 2: Language Focus Section 1 / Page 19-20
- The teacher uses the extra board (posters) with the sample dialogue between Nga
and Mi on it and information table replaced, and then the teacher notes by underlining
what information is needed and can be changed so that weak students are easy to
recognize and thereby help them easier to practice with their partners.
T: Look at the dialogue the 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 have not seen her since 2003.
She moved to Ho Chi Minh City with her family then.
- When being introduced and provided sufficient information in exercises supported
for practice activities as mentioned, students are easy and confident to practice in
pairs.
- When students are practicing, the teacher should be gentle, walks quietly around the
class and listen to their practice, if pairs of students who encounter difficulties,
teachers timely help and fix in place for their own.
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Methods for teaching language focus lessons in English 9 more effectively
2.2. Repetition drill: (Repeated exercise)
This exercise is a form of mechanical exercise because there are some
sentences, students do not need to understand the meaning that they can do them.
Therefore, the teacher needs to pay attention to the differences in the nature of
exercises to promote the advantages of this exercise, students will be acquainted with
the system of stress, rhythm and intonation of English which meaning of the sentence
is shown, and students become familiar with the sound system of English through
listening - speaking.
When practicing the form of this exercise, teachers should pay attention to the
different level of students to avoid being boring for some good students, we can ask
the good students about the intonation, stress, expression higher than the others.
3. PRODUCTION: Consolidate exercises and activities or games following

practice steps.
Much of the knowledge of grammar in English 9 is review, systematize, and
consolidate the knowledge learned in grades 6-8. Therefore, most of the exercises in
the language focus lesson aim to consolidate and revise their knowledge of grammar
have been learned. To help students acquire well content of the knowledge and
practice applied skills, besides guiding the students to do homework, I think we also
need to give the excitement for the children to actively participate in lessons as well
as in acquiring knowledge. For this, it is the best way that the teacher applies the tips
suitably, and using the game will have a positive effect in stimulating the excitement
for the students.
The normal tips can be applied for the purpose of this lesson is: Dialogue build,
Dictation, Gap fill, Matching, Network, Finding friends, Find someone who,
Ordering words, Write-it-up, Language games. I'm interested in the use of efficient
and national tips “Language games”, of course, on the basis of the prepared lesson
plan carefully for active time and we do not overdo that can "burn lesson”.
This tip includes games like: Chain Game, Noughts & crosses, Pelmanism,
Guessing Game, Rub out and remember, Lucky numbers...
We can use Language games for the exercises such as:
Unit 1 : section L.F 2 / P.12
Lucky numbers (group work - Time: 10’)
- Teaching aids: pictures ( p.12 ) and the poster :
1. make / a cake
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Methods for teaching language focus lessons in English 9 more effectively
2. Lucky number
3. Lucky number

4. buy / flowers
5. hang / colorful lamps
6. go / shopping
7. Lucky number
8. 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  Lan made a cake.

Etc.

We can use the pictures for students to make sentences such as:
Unit 1: section LF 3 / p 12
- Make sentences (group work- time 3’)
- Teachers give some pictures of some fomous people and ask students to make
sentences following the model
- Divide the class into the groups of four
Ex: I wish I was a president of America
- Give feedback

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Methods for teaching language focus lessons in English 9 more effectively

Unit 2 : section L.F 3 / P. 20
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 : section L.F 4 / 39
Lucky numbers

(Group work - Time: 10’)

- Teaching aids: the poster :
1. Lucky number
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Methods for teaching language focus lessons in English 9 more effectively
2. How old are you?
3. Is your school near here?
4. What is the name of your school?
5. Lucky number
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, students will get 2 points without answering any questions. For
other numbers, students have to turn the direct speech into the reported speech. 2
points for a correct answer.
Ex.: 1 She asked me how old I was.
Unit 5: section L.F 4 / P. 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.
Unit 6 : section L.F 3 / P. 55
Noughts and Crosses (Group work - Time: 10’)
- Teaching aids : the chart :

(1) Pleased /work hard
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(2) excited / go / DaLat

(3) sorry / break bicycle
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Methods for teaching language focus lessons in English 9 more effectively

(4) disappointed/not phone (5) amazed/win first prize

(6) sure / like film

(7) Happy / pass exam

(9) delighted/show/good

(8) afraid / not help you

- Divide the class into teams : 0 & X
- Model sentence :
(1) I'm pleased that you are working hard.
(2) I'm excited that I can go to DaLat
(3) ...
Unit 7 : section L.F 1 / P.62
Brainstorming (Group work - Time 5')

- Ask each group 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 : section L.F 1 / P.81
Quiz (Group work - Time 7-10')
- Divide the class into two teams
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Methods for teaching language focus lessons in English 9 more effectively
Call out the questions and Ss have to answer as quickly as possible. The team
having the right answers get god 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 inti 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 : section L.F 3-4 / P. 90-92
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.
These are just some examples illustrating assignments which are done in the
form of the games to put the excitement of learning for students as well as the
principle the students play a central role with appropriate methods of students’
psychology. I also put the same games in other exercises. Even some of the exercises
in step further consolidation (Production) in the class.
* ILLUSTRATED LESSON PLAN
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Methods for teaching language focus lessons in English 9 more effectively
Week 6.
PERIOD 12

Unit 2: CLOTHING
Lesson 6: Language focus /P18 ->21

A. Aim: - Practice the present perfect tense: Talk about an action or a state which
began in the past and countine to the present.
- Review the passive forms of the present perfect, simple present, simple past and
simple future and modal verbs.

B. Objectives: by the end of the lesson, Ss will be able to use the present perfect tense
and do exercises in passive forms.
C. Teaching aids: Text book, posters, and cards
D. Procedure:
* Check- up: Ask Ss to answer: Follow you, what should secondary school students
wear when they are at school? Why?
* Warm up: “Pelmanism" (3 minutes)
- Having Ss play in 2 groups
Do

visit

Visited

eat
seen

see
done

read
read

eaten

1. The present perfect tense with for, since, ever, recently, already and yet:
a. Presentation:
Activity 1:
- T sets the scene: we have just revised some past participle in the present perfect
tense. Now you look at the dialogue in exercise 1 (page 19) to find out some sentences

use this tense.
S: how long have you known her?
I’ve known her for six years
Have you seen her recently?
I haven’t seen her since 2003.
- T takes notes some signals when using the present perfect tense.
- T asks students to read the dialogue aloud in front of the class.
- Ss read in pairs.
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Methods for teaching language focus lessons in English 9 more effectively
- T remarks and asks Ss to answer the questions below:
+ Who is Nga and Mi talking about?
+ How long has Nga known her?
+ When did Nga see her?
- T asks Ss to work in pairs to answer and the practice in front of the class
-T underlines the key words
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 have not seen her since 2003.
She moved to Ho Chi Minh City with her family then.
-T asks Ss to make similar dialogue by using the information in the box to replace.
- Ss work in pairs to make dialogue.

Activity 2
-T sets the scene: Imagine you and your friends are visiting HCM city.Look at the
notes on poster, there are things you've done and somethings you haven't done, what
are they?
-T elicits from students:
- I've seen Giac Lam pogoda (Yes)
- I’ve eaten Chinese food and French food.
- I haven’t seen Reunification Palace, Zoo and Botanical Garden and Dam Sen
Amusement Park
- I haven’t tried Vietnam vegetarian.
-T asks Ss to read the dialogue from text book 2/ 20 (poster). Elicit from Ss the use and
the position of ALREADY and YET in the sentence.
* Notes:
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Methods for teaching language focus lessons in English 9 more effectively
- "Already" is used in the possessive sentences; it is placed after "have/has" or at the
end of the sentences.
- "Yet" is used in the negative and questions. It is placed at the end of the sentences.
b. Practice:
- Ss practise:
S1: Have you ever seen GiacLam Pagoda?
S2: Yes. I've already seen it.
T mentions to "already and yet".
Ss: Practise with the partner.
c. Production:
- T hangs a picture with some famous places and some delicious dishes. And ask Ss

to make similar dialogue by using “already and “yet”.
Activity 3
a. Presentation:
- Set the scene: Tom and Mary are talking to each other about places they have been
to.
- Ask Ss to look at the dialogue E.3 - P. 21. Elicit from Ss the use of EVER
- T runs through the vocab.:
- Read a comic

- Use the computer

- Go to the market

- Play volleyball

- Go to Singapore

- See an elephant

- Eat durian
T mentions to "ever" and the difference between simple past and present perfect.
* Note:
- The simple past talks about definite time.
- The present perfect Talk about an action or a state which began in the past and
countine to the present.
b. Practice:
- Ss practise:
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Methods for teaching language focus lessons in English 9 more effectively
Survey
+ 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.
+ T asks some Ss to report the result of their survey in their group.
Ex.: (Hoa) has ever read a comic. She last read one this morning. (Nam) hasn't been
to Singapore.etc.
Activity 4
2. Passive voice forms:
a. Presentation: (Mindmap)
Get students to remind the forms of passive voice
S + is /am/are +
Vp2

S + has/have + been +
Vp2

Vpp
PASSIVE VOICE

S + will/shall (modal) +be +

Vp2

b. Practice:

Vpp
T: Runs through all exercises in exercise 4, 5/p21
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S + was/were +
Vp2

Vpp
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Methods for teaching language focus lessons in English 9 more effectively
Ss do exercises in groups
T monitors and helps Ss (if necessary)
c. Production: Get Ss to do some sentences (change these sentences into passive
form)
1- Does she make the cake?
2- Did they build this house last year?
3- My younger brother hasn't learnt English.
4- I won't wear jeans at school
* Homework:
- Review the topic "clothing, Malaysia" about vocabulary, structures in 2 unit 1, 2
- Do exercises in text book and work book/p5 ->19

C. CONCLUTION
I. RESEARCH RESULT

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Methods for teaching language focus lessons in English 9 more effectively
I know that the teachers want to choose flexible method and suitable activities
which base on the ability of the students. And after applying my experiences in
teaching language focus lessons, I always get the interest and active participation
from students, while I do the job training under the grammar communicative
approach. Therefore, students can get the language knowledge and improve its
performance. Firstly, I see that before applying my experiences, my students often
have troubles in using their language in different situations. For example, in “wish”
structure, when I only give structure and ask students to make a similar sentence.
Students only know how to apply this structure in exercise “supply the correct verb
form in the bracket”: “He wishes he (have)....had........a lot of money”. But they don’t
know how to rewrite the sentence by using this structure. Then day by day, they may
be discouraged and dislike to learn English more.
In contrast, After applying my theme, there are more students who can get
access and know how to use their knowledge in their communicative skill and their
grammar excercises, too. And students can achieve better results in grammar tests.
Moreover, after applying the above solutions I found many students progress in
speaking and can communicate a more natural way. Those make students more
interested in English lessons and they can improve their communicative skill through
the innovative methods I have applied.
II. EXPERIENCED LESSON
1. For Teachers
I am a teacher. I know we want to have a successful teaching lesson, we must
love our jobs and indulge in teaching as our body. All of which will impulse the
recheach of the teachers to find out the most suitable methods or activities for the

students.
During students are working in groups, teachers need to closely monitor their
activities. Through this, we can more accurately assess each student's ability through
comments they give in front of the whole group, to distinguish strong students and
weak students. Not only that, teachers also help students promptly when they want to
promote their creativity.
Therefore, the teachers have to be more creative to design the interesting,
attractive activities to make student have a keen interest in studying.
2. For students

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Methods for teaching language focus lessons in English 9 more effectively
Firstly, in order to be a good English students, It is necessary for students to
like learnng English a lot so that they can widen their knowlege about the culture and
the civilization of the world
Secondly, the students need have a suitable method to study English. They
should have a strict schedule to practice and revise the lessons daily.
Thirdly, the students should have a good habbit in study and the thing plays no
less important role is the they are hard- working and take pains to study to improve
their ability
In short, each person has a thought; every teacher has a class style. However, I
think different methods are also common purpose is to indoctrinate sufficient
knowledge, help students understand all the knowledge and inculcate the quickest
way. With this subject I think finding a common method of teaching to achieve the
highest efficiency is what makes each teacher to explore, but not everyone can get it
easily.

The above solution is probably still not the perfect solution. In addition, with an
invoked spirit, we would be very grateful to get any comments from the teachers and
all the readers to the quality of English teaching in particular and education in general
quality is increasingly high.
III. RECOMMENDATIONS
For Professional groups: Organize of thematic reports related research topics
have to continue developing positively oriented teaching in all LANGUAGE FOCUS.
On that basis, I would have pursued the theme, improve it and expand the scope of
application.
For students: Should exercise self-conscious, be more active in practicing
activities to be highly effective in practice.

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