Techniques in teaching enhlish

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

LE HOAN HIGH SCHOOL

THE INITIATIVE EXPERIENCE
THE THESIS:
TECHNIQUES IN TEACHING ENHLISH

Author: Nguyen Thi Hao
Occupation: Teacher
Field ( Subject): Foreign language

THANH HÓA, NĂM 2017

LE HOAN HIGH SCHOOL
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TABLE OF CONTENTS
PART A: INTRODUCTION

Page: 3

I.1.. Reasons for choosing the thesis

Page: 3

I.2. Objectives

Page: 3

I.3. Participants

Page: 3

I.4. Methods of the study

Page: 3

PART B: CONTENT

Page: 4

I. Aims of the study

Page: 4

II. Aspects of the study

Page: 4

III. Object of the study

Page: 4

PART C: SPECIFIC STUDIES

Page: 4

Chapter 1. The effect of using the form and techniques in teaching

Page: 4

Chapter 2. Some the forms and techniques in teaching

Page: 5

1. Making an enabling environment

Page: 5

2. Preparing psychologically and knowledge for the new lesson

Page: 11

Chapter 3. Experimental in a lesson

Page:12

1. Exploring the psychosocial and cognitive of English 10 activities.

Page:12

2. Determining the basic knowledge in the lessons.

Page:12

Chapter 4. Draw experience and apply to teach other lessons

Page:16

1. Draw experience.

Page:16

2. Applying initiative in other lesson.

Page:17

PART D: CONCLUSION

Page:17

1.Conclusion.

Page:17

2. Suggestions.

Page:17

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PART A: INTRODUCTION
I.1. Reasons for choosing the thesis
In order to contribute to the educational goals of the party and the state, to
train students to become dynamic, independent and creative person, to gain the
knowledge of modern science as well as to help them to know how to use it to
find out reasonable methods to deal with the problems in life. Hence, learning
and teaching foreign language in high schools is very important in our country.

I.2. Objectives
As far as you know, learning and teaching the second language in high
schools have been many major changes in the content and teaching methods to
fit the objectives and requirements set for professional education in the reform
program. The most basic viewpoint of the new method is how to promote
positiveness, activeness of students and create optimal conditions for their
development and practice language skills and communication purposes rather is
providing purely linguistic knowledge.
I.3. Participants
I am an English teacher at Le Hoan high school, I always concern how to
achieve quality and high efficiency in teaching. In order to do that, the teacher
has to apply the forms and skills in variety and abundant lessons, as well as
makes lessons more exciting, charismatic, attractive to helps students promote
their abilities in the direction: "The teacher was the organizer and guide students
to self-help, self-control in learning".
I.4. Methods of the study

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Through our own experience with the references, I realized that: “In order to
have good results in the second language lessons, teachers must know the way to
inspire for students in the beginning lesson. I have achieved a certain
effectiveness via real – time application. I will show some forms and skills in
teaching.
PART B: CONTENT
I. Aims of the study
Applying the techniques and forms of teaching the foreign language with
innovation methods to promote positive and actively of students.
II. Aspects of the study

In the process of implementing I have researched in the following aspects:
- What is the effect of using the form and techniques in teaching?
- Some the forms and technique in teaching.
+ Making an enabling environment.
+ Preparing psychologically and knowledge for the new lesson.
- Performing an experimental lesson.
- Surveying an experimental lesson.
- Comparing the quality with the normal lessons.
- Drawing experiences and take into the next lessons.
III. Object of the study
- The study apply for 10th, 11th, 12th from learners at high school.
IV. References
- English language teaching methodology for teachers in lower secondary
schools 2005
PART C: SPECIFIC STUDIES
Chapter 1. The effect of using the form and techniques in teaching
- At beginning of the lessons, teachers usually check students’ homework, give
mark and examine the level of student diligence. In fact, it makes boring
atmosphere in the class, does not create a favorable environment for learning
and it is an inefficient way to control class.
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- In the process of English teaching, although some activities begin a lesson that
account a short time, but it is very important. This is the first task of the teacher
when entering the class, the activities begin a lesson with the following
purposes:
+ Stabilizing class: following the time for students to adapt the new lesson.
+ Preparing psychologically and knowledge for the new lesson.
+ Arousing available knowledge to students that concerns to new lessons.

+ Helping students contact the knowledge learned with the new lessons.
+ Inspiring students to the new lesson.
+ Creating a situation and context to introduce the new lesson.
- The roles of these activities are create a situation and context to present a
lesson. It is regarded as an integral part of the new lesson.
- If we know to apply some the forms and techniques in teaching, it decides that
the new lesson attract students or not.
Chapter 2: Some the forms and techniques in teaching
- Based on the aim and features of the lesson, the teachers can collect suitable
specific activities and skills.
1. Making an enabling environment
a. Creating a pleasant atmosphere between teachers and students, make sure that
students become active and confident by some activities such as introducing
themselves, greeting the students, talking and telling some funny stories,… so
on. Focusing the attention, stabilizing class, and inspiring students to the new
lesson by a certain learning activity as:
b. Listening to a short tape: teaching depends on each type of the lesson, the
teacher can ask students listen to a short tape and quickly to help them to know
about the topic of the lesson or types of exercise that we would like to introduce
or through the tape can review their knowledge that relates to the old and new
lessons.
For example: in the part D: writing (Unit 8, English 10) we can ask the students
to review some questions about distance:
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Lan’s house (2)
Answer key:
1.3000 m
2.700 m

School (1)

The theater (3)

Post office

3.3 km
4.2 km
c. Observing the picture, ask and answer about the picture. It is a popular
method. We can use the picture in the textbook or handmade to help the students
to pay attention in the lesson or recall the learned knowledge as well as guide
them focus on the topic of the new lesson. This method is usually applied
thoroughly in the English 10, 11 program. The first part (Getting started) of
almost all the lesson is warm – up, this section is mostly used pictures to
reinforce, introduce the topic or content of the lesson, suggest the topic for
students and revise the knowledge they have learned. In coordinating lesson, we
can still use pictures and photo to review or help students to focus on the lesson.
For example: in the listening lesson (Unit 8, English 11). We can use a picture
about preparing the new year in Vietnam and Japan to help students to guess
what do people usually do in the Tet holiday to inspire the students as well as
introduce the content of the listening text.

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Tet holiday in Viet Nam

Tet holiday in Japan

Or in the reading lesson (Unit 16, English 11 as Great wall; Hanging Garden of
Babylon, Angkowat; Pyramid of Cleop… to help students to think about the
content of the lesson, these pictures will make them remember or rethink the
origin and history of the wonders and easier to read the passage.

7


Hanging Garden of Babylon

Great wall

Angkowat Temple

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d. In the English program in Grade 10, 11, 12, the visual aids are used frequently
and used for many purposes various requirements
For example:
- doing a quiz.
- playing a language game.
For examples from English 10,11 number 1,2
- doing a vocabulary exercise on nature challenge.
For example: in the unit 1: lesson 5: language focus (English 10). We can play
the game with a game of puzzle. The teacher ask students to find words
beginning with the words that they have given.
- Teacher writes: a
Students write: awful
- Teacher writes: i

Students write: intelligent
e. We can use various techniques such as jumbled words, word square, guessing
game, chain game, matching, networks.
For example: in the unit 12: lesson 1: reading (English 10) with the words:
- dnab = band
- mionet = emotion
- sucim = music
- The technique “word square” are used frequently for “Warm- up” or
“Revision”.
For example: in the unit 12: lesson 5: language focus (English 10).
W
who, how, what, where, at, H
E
by, why, when, on, to, from R
E
The purpose of this part is to review

W
W
B
Y
F
some the

W
H
Y
H
E
N

A
O
N
T
O
W
R
O
M
“wh” question words and some

related presupposition like at, by, to, on, from… so on.
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- Besides, it is also possible to apply a lot of types of different teaching
procedures to suit different objects.
* Guessing game
For example: in the unit 1: a day in the life of… lesson 1: reading (English 10).
Ss choose a time and complete the sentence
It’s ................................... (nine fifteen)
S2: No, it isn’t

- Example exchange
S1: Is it half past eight?

S3: Is it nine fifteen?
S2: Yes, it is
- Divide the class into groups of 8-10. Students sit facing together.
- The first person in the group recalled the teacher.

- The second students repeat the first students and add another point.
- The third students recalled the first, the second students and added another
point.
- Such until the back with the first student in the group.
For example: in the unit 7: lesson 4 (English 6).
Teacher

: In my town, there’s a bank

Student 1

: In my town, there’s a bank and a hotel

Student 2

: In my town, there’s a bank, a hotel and a supermarket.

* Matching:
- Write the words that teachers want students review a table on the left column,
write the definition of the Vietnamese word or drawings to the right column of
black table but not in the order.
- Ask students to match the left column with the definition, the Vietnamese
meaning or the picture in the right column.
Example:

Unit 11: Travelling round Viet Nam

Lesson 4: Read (Page 102 - 105)
Matching pictures to word cards.
Laying out 4 pictures (page 102 - 103) on the board and ask students to

match the following cards to the comic pictures.
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Flowery city
Mountainous city
Seaside city

Picture 1

Picture 2

(Nha trang)

(Da Lat)

Picture 3

Picture 2

(Sa pa)

(Ha Long bay)

Ha Long bay
Nha Trang
Sapa

* Networks
World heritage site

Da Lat
- In the unit 3 lesson 1: reading: a party (English 11).
- In order to students review the words about the party that related to the new
lesson we use:

cakes

ice cream

presents

clothes, bag…

candles

white,pink…

2. Preparing psychologically and knowledge for the new lesson
- Exploiting the summing knowledge that have known by suggest or raise
feedback.
Example:
Unit 6: The Environment
Lesson 5: Write (English grade 9)
For examples from English 6, 9,11 number 1,2,4
Brainstorming:

Thank
invitation
Letters

Job application

gratulation

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- Contact the old lesson as well as the problems related to the lesson in various
forms such as:
+ Making the question.
+ Giving the task about the content of the old lesson.
+ Using some kind of activities that requires for students, stability the class, use
the knowledge and the content of the old lesson.
- Making the situation context, have conversation for next activities for the
lesson. We can use these forms such as:
+ Visual aids (objects, pictures, photos…).
+ The true stories or creating.
+ A short reading text.
+ Can be the exercises or questions.
In fact, the activities in teaching is the technique for this part, it can
simultaneously satisfy many different purposes. The forms that present for
students for the second aim, can also work simultaneously for the purpose of the
first aim and vice versa. So, the best way to teach is how we are carried out by a
variety task in the beginning of the lesson go with the teaching activities. For
example, the teacher can begin the lesson by giving the issue for students to
solve, or giving the questions, exploiting the old and new knowledge. Hence, the
teacher can inspire the students, stability the class, gather the students for the
topic of the lesson, check and review the old lesson as well as help students to
prepare psychological and the necessary knowledge
Chapter 3: Experimental in a lesson

Unit 2:SCHOOL TALKS (English 10)
Lesson: Speaking
Period: 7
Class: 10A4 – Le Hoan high school
1. Exploring the psychosocial and cognitive of English 10 activities.
- Age: 14 – 15
- Male: 20

Female: 25
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- Almost all students excited, hyperactive and like English.
- Acquiring qualifications:
Good:
Quite:
Medium:
Weak:
2. Determining the basic knowledge in the lessons.
After the lessons students are developed the speaking skills "ask and answer
about the village according to the suggest information" and can talk about their
village by real information.
3. Identifying the methods of transmitting.
Visual, conversational, …
4. Preparing.
a. Lesson plan: Unit 3: lesson 2: speaking
Teaching effects:
- Picture: the kitchen (textbook 8, page 28).
b. Students:
- Homework: rewrite sentences description about the activities of people in the

village.
+ Reading the new lesson at home.
● Procedure:
Unit 8: The story of my village
Lesson 2

: Speaking

Period

:

I.

Objectives: By the end of this lesson, students will be able to:

-Students know about plan to improve life of a village and their possible results.
- Discussing plans to improve life in the village.
II. Presentation of structure:
a. Vocabulary

:

resurface (v ):put new surface on, renew
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widen (v ):
canal (n): man-made waterway for irrigation
muddy(a ): full of mud

b. Grammar : Briefly explain Conditional sentence type 1 and should:
If + S + V(present tense), S + will/can/may + V
( to talk about something that will or is likely to happen in the future)
E. g.: If the roads are widened, cars and lorries can get to our village.
Should or shouldn’t: to give opinions about what is the best thing to do.
III. Teaching aids: -Help sts to know about the activities of people in the
village.
-Review Conditional sentence type 1 and should:
IV. Teaching methods: Communicative, work in pairs, dally.
V. Teaching procedures:
1. Warm up:
Brainstorming:
2. Pre - Speaking:
to widen

work hard

to raise

to resurface

to replace

What things you should do to
improve life in the village?

use new farming

a rice paddy field

methods

cattle
Pre - teach vocabulary:
Do ….. for a living (explanation): sinh nhai, kiếm sống.
East of ….. (explanation)

To the

Về phía đông của ………

West of…... (explanation)

Về phía tây của ………..

South of …. (explanation)

Về phía nam của ……….
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North of …. (explanation)

Về phía bắc của ………..

- Set the scene
- Ask sts to (Matching) in pairs
A
2.1.You think we should build a football ground?

B
a. . He told his grandchildren:

For examples from English 10 number 1

“ Study harder so that you
can do
more for the village than your
parents did.”

2.2.: What about a medical centre?

b. I agree with you. If a
football ground is built, young
people can play sports in the
free time.
A football ground is also a
place where people can meet
and exchange ideas.

2.3. How can people with an education help make the c. Yes, they do
life of their community better?
2.4. What did he tell to his grandchildren?

d. People with an education:
people with a university study.

2.5. Do people often grow rice and raise cattle in your e. If a medical center is built,
village?

People’s health will be looked
after better.
- Ask them the compare their answer keys.
- Teacher corrects and asks students to practice in pairs.
3. While - speaking

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a. Ask students to play the role of A and B to ask and answer about their
partner's home village, using the information in the box
Mapped dialogue.
A
B
Where is your home village?
-> It's to the ……….
It's to the ……………
<- And where …….. ?
How far is it from …. to …. ?
-> It's about ………
It's about ………
<- And how far …... ?
b. Have students ask and answer about their own village in pairs.
4. Post - speaking
- Ask sts to express their own village.
I live ……………….
5. Homework:
- Ask sts to do exercises in student's exercise book
- Ask them to prepare new lesson.
* The survey of quality in an experimental lesson.

1. Test:
Write a short passage to express their own village (about 10 -> 15 sentences)
2. Time: 15 minutes.
3. Participants: 42 students.
* The result:
- Good: 9, 10 points: ….. Appropriate: 22 %
- Quite: 7, 8 points: …. Appropriate: 48 %
- Medium: 5, 6 points: … Appropriate: 30 %
- Weak: 1, 2, 3, 4 points: …. Appropriate: 0 %
* In conclusion:
The experimental class with the new method is apply the forms and techniques
in teaching. It carries the good result than the lesson that the teacher teach with
the common forms and techniques: check homework, make correction to
students’ homework.
Chapter 4: Draw experience and apply to teach other lessons
1. Draw experience.
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Applying the forms and techniques in teaching inspired of students, create the
demand to communicate, encourage students to think about the content and topic
of the new lesson. Besides, it helps students to review the old knowledge,
promote active, initiative of the learners and carry the high result. However, the
teacher have to apply the forms and techniques in teaching, suit for each student,
each specific lesson to give the highest result.
2. Applying initiative in other lesson.
Applying above initiative in other lesson, I realize that students are excited,
inspire with the new lesson and carry the high result than the common lesson.
PART D: CONCLUSION
1.Conclusion.

Thank to this thesis I know more about the effect of applying the forms and
techniques in foreign language teaching. Through surveying and teaching the
English 10, 11, 12, I know that the forms and techniques in teaching is an
important. We have to choose the suitable technique and method to teach. It will
decide the result of the lesson.
In fact, I found and changed the teaching method that have significance for
teaching. The teacher have to understand each objective that they teach to use
reasonable the forms and techniques, have to make the questions for students to
helps students review the knowledge that they have learned to apply in the new
lesson.
2. Suggestions.
By surveying the forms and techniques in teaching. We can see its role in
teaching. It reflects to quality of a lesson directly. With own experimental
experience in teaching year at high school. So I presented my own experience,
thinking about an aspect that are used in English teaching. I hope that colleague
will read and contribute to help me to perfect the thesis.
Confirmed by the teacher

Thanh Hoa,date 20/5/2017
I assure that this experience idea is mine,not
Copied the other person’s content.
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Written by
DO THANH NAM
NGUYEN THI HAO

REFERENCE BOOKS
1. Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,

Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
2. Tiếng Anh 11-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa,
Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo
dục.
3. Tiếng Anh 12 (Hoàng Văn Vân ,Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,
Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
4. Tiếng Anh 6(Nguyễn Văn Lợi, Nguyễn Hạnh Dung, Đặng Văn Hùng,
Đào Ngọc Lộc, Thân Trọng Liên Nhân, Trần Huy Phương)- Nhà xuất bản giáo
dục.
5. Tiếng Anh 9(Nguyễn Văn Lợi, Nguyễn Hạnh Dung, Đặng Văn Hùng,
Đào Ngọc Lộc, Thân Trọng Liên Nhân, Trần Huy Phương)- Nhà xuất bản giáo
dục.

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DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả:

Nguyễn Thị Hảo

Chức vụ và đơn vị công tác: Tổ phó chuyên môn - Giáo viên
Trường THPT Lê Hoàn
Cấp đánh
TT

Tên đề tài SKKN

giá xếp loại
(Phòng, Sở,
Tỉnh...)

1.

Dạy cấu trúc ngữ pháp bằng

Sở GD&ĐT

tình huống.

Thanh Hóa

Kết quả
đánh giá

Năm học

xếp loại

đánh giá xếp

(A, B,

loại

hoặc C)
C

2009 - 2010

2.
3.
4.
5.
...
* Liệt kê tên đề tài theo thứ tự năm học, kể từ khi tác giả được tuyển dụng vào
Ngành cho đến thời điểm hiện tại.
----------------------------------------------------

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