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

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THANH HOA EDUCATION AND TRAINING OFFICE

INITIATIVES

EFFECTIVE TEACHING METHOD OF PERIOD
“LANGUAGE FOCUS” FOR STUDENTS OF GRADE 9

Written by: Trịnh Thị Thu
Position: Teacher
Working Unit: Tran Mai Ninh Secondary School
Subject: English

I- INTRODUCTION:

THANH HÓA 2016
1


INDEX
No.

1

2

3

4

5

Content
I.
INTRODUCTION
1. Retionale
2. Research purposes
3. The object and subject of the study
3.1. The object of the study
3.2. Subject of the study
4. Research methods

Page
2
2
2
2
2
3

II. CONTENT
1. Theoretical background
2. Problem reality

3
3
3

III. SOLUTION AND IMPLEMENTATION
1. Implementation solutions of grammar periods
2. Implementation steps

2.1 Presentation of structural form and meaning
(presentation)
2.2 How to perform grammar practicing skills:
(practice)
2.3. Procedures of consolidation and test after practice
* ILLUSTRATIVE LESSON PLAN
2.4. Research results

4
4
5

8
10
13
16

IV. Conclusions and suggestions

17

1. Conclusion

17

2. Suggestions
References

18
18

5

I.INTRODUCTION
2


I. Rationale
The more growing the society is, the more increasing the international
relation expanding demand is and that learning languages is an essential
element. Thus Vietnamese education has put English (Eng) into secondary
schools as key subject discouraged from kindergarten, primary school to
compulsory in the secondary and graduate educational level. Thus, creating a
vivid & exciting learning environment plays an important role in teaching and
learning in secondary schools. This environment is a facility as well as the aim
of the teaching process in general. Because English is not loved by all of
learners and it is not able to be self-studied well by all of learners. Our current
educational goals is to educate and provide students with the comprehensively
growth, full knowledge of natural sciences and the social sciences in which
foreign language is indispensable subject, and the goal of language learning is to
communicate, so students need to meet the skills to perform the communication
process well. In which the grammar skills cannot be underestimated in the
communication process.
Thus, how can an English teacher bring students the interesting,
refreshing lessons to stimulate students to be interested in learning...? Each
lesson not only inculcates knowledge but also helps students (st) be impressive
and remember active images forever, from which students will easily remember
the lesson whenever being evoked? ...
2. Research purposes
For years of innovative method application in teaching English in secondary

schools with the book changing program, many teachers have had experienced
initiatives for the teaching English and for each particular skill. However, in the
process of applying and teaching according to the new method, the book
changing program, I met and so much distress, I am always thinking and looking
for direction to solve problems that I find it is very necessary and actual for
students of grade 9: "Understanding English grammar" in order to improve the
quality of tests as well as improve the quality of teaching English.
3. The object and subject of the study
With such problems, from 2014 - 2015 school year, I have researched to
find solutions and applied . The research object is grade 9 students whom I'm
directly teaching.
3.1. The object of the study:
Students of class 9C and 9D at Tran Mai Ninh secondary school, Thanh Hoa
city.
3.2. Subject of the study: “Effective teaching method of period
“Language focus” for student of grade 9.
4. Research methods
a. Using mindmap
3


b. Translation
c. Comparing grammar structures
d. Giving examples of standized sentences
e. Matching games
f. Method of observation.
g. Exchange method, discussion.
II. CONTENT
1. Theoretical background
- At present, teaching grammar in communicative method is no longer

following the analysis of part of speech, analysis of sentences under the old
method. Most of the time for grammar exercises incorporates practicing of
listening-speaking-reading-writing skills through many different forms and
lessons are reinforced by games, and mindmap. Teaching English grammar
through these exercises in conjunction with the teaching of language skills,
comprehension skill, and skill of use,
- For teaching grammar effectively, teachers need the flexibility to choose
methods and techniques of teaching to achieve requirements of the lesson,
students will learn to apply separate grammar exercises award or integrating
grammar exercises. In addition, teachers also need to explain to the students
about the importance of learning grammar. Thence, they can use language in a
meaningful way and describe the right thing that they want to communicate.
Most importantly, students understand the form and meaning of the grammar
structures that they are learning to use through the form of listening-speakingreading-writing. And they can demonstrate knowledge of language that they
have learned through the tests and can achieve good results.
2. Problem reality
- Now there are a lot of books, references, as well as professional
syllabus, standard material of knowledge for each grade for English teacher to
refer and they are also active supporting materials in the new teaching method of
English. Besides, teachers also participate in professional improving classes held
by education institutions, or professional activities, special topics held by the
education institutions, in order to help foreign language teachers access and use
the most effective new method. However, we hardly apply the same for objects
of students in the francophone market all schools while it requires every teacher
in every school to select, use the method appropriate to levels of students,
objects of students and the facilities of each school.
- Students of classes 8, 9 learning English, they learn each skill in each
period and grammar is introduced through lessons of Listen & Read, then more
practicing in Language Focus period. Moreover, a number of lessons in English
9 have a lot of structures, grammar structures so that while they have only one

period to perform, teachers often have burden to teach grammar knowledge and
always worry that students cannot apply well to be grammar structures and
4


grammar structures in the form of exercises from which makes the lessons stress
and students do not have time to practice the skills required through the
exercises in the Textbooks.
* The survey: (Carrying out on September 2015)
Grade

Number
of
students

9

89

Rate of students
interested in
English
Quantity
%
73

82.0

Very good score

Good score

Quantity

%

Quantity

17

19.1

28

%
31.
5

Average score

Underaverage score

Quantity

Quantity

38

%
42.

7

%
6.
7

6

- Therefore, the classification and selection of activities, teaching
techniques to appropriate apply in each exercise is determining the success and
the effectiveness of teaching period. Besides, the plan design to consolidate
lessons after the teaching of grammar is essential to test the level of
understanding lesson and students' application with specific exercises. In other
that students apply to homework, test at good results. Derived from practice and
reasons which in the course of teaching I have referred professional books as
well as exchange and consult with colleagues at Tran Mai Ninh Secondary
school and partners' schools to figure out some tricks to help grade 9 students to
practice grammar skills well to apply in doing exercises and tests.
From the above situation, in order that teaching English in secondary
school is more efficiently, I bravely improve method content for my topic that is:
"Teaching method of English grammar for grade 9 students effectively"
III. SOLUTION AND IMPLEMENTATION
1. Implementation solutions of grammar periods:
- Most of grammar structure of English 9, students are learning or are
introduced through in the lower classes that may be 6, 7, and mostly in class 8,
class 9, you are going on and expansion, there are also not a few completely new
structures and though students have been introduced through the structures and
grammar structures in Listen and Read periods. In Language Focus period, we
also need to teach according to the process of grammar period "P-P-P" that
we've been trained and I have done in 3 stages:

* Introduce the form and meaning of the structure (presentation)
* Practice
* Reinforce with exercises and activities or next game after practice
(production)
- Each stage has specific requirements and particularities of its own
exercise type. Thus when researching to make teaching plan, teachers should
study carefully the form of exercises, properly identify to choose technology that
is suitable in terms of teaching, student object and actual circumstances for
effective teaching period.
2. Implementation steps:
2.1. Presentation of structural form and meaning: (presentation)

5


Before going on practice step, teachers introduce of specific form and
meaning of sentence structure on the table, though there are some sentence
structures which have been introduced in Listen & Read period but we need to
reintroduce more specific, clearer, and to not be boring and monotonous when
introduced (because of grammar is boring, rigid), teachers should use a lot of
different tricks to fit with each type of sentence like:
+ Using situation
+ Using eyesight (real objects, real persons, pictures)
+ Comparing grammar structures
+ Translation
+ Giving examples of standardized sentences
+ Using mind map
Specific references:
* Using situation:
- The teacher gives situations for students to recognize when to use such

sentence pattern, promote creativity and reasoning ability of students.
- When introducing, the teacher can use pictures or drawings to state
circumstances.
For example: To teach the structure "the past simple with wish" in Lesson
1, I draw up a simple drawing on the board (a short man) or a picture of a short
girl:
I wish I were taller

-The teacher starts outlining situations:
T: Look at him (or her). What does he (she) look like?
S: He (she) is short. He (she) isn't tall
T: Is he (she) happy with it?
S: No
T: What does he (she) have in his (her) mind?
S: He (she) minds "I wish I were taller"
T: What tense was used in the clause after WISH?
S: past tense
- Next, the teacher introduces the structure and purpose of using WISH
6


* Use of eyesight:
-The teacher uses objects, drawings or pictures or he/she may be
associated with facial expressions, gestures to help impress on images for
students to contact directly with the sentence meaning.
For example: Unit 1: section Language Focus 1/Page 89-90 (review
modals: may/might)
-The teacher can use a real object, a gift box to review modals:
may/might.
T: This is a present. Do you know what it is?

S: No
T: However, you can guess. What may it be?
S1: It may be a pen
S2: It may be a doll/a box of cookies (etc)
- The teacher can let a few more students guess the use of may/might. The
teacher writes one of the sentences guessed by students on the board
"It may be a pen
It might be a doll" and then help students review the two verbs with the
structure and how to use them:
Form: may/might + V (Bare-infinitive)
Use: -may/might is used to talk about the present or future possibility
- Might is normal a little, less sure than May
* Comparing grammar structures
-The comparison of new grammar structure to the structured learned by
students helps students consolidate the various sentence modals on the basis of
what was said, so students are not confused the use of different sentences.
For example: Unit 7: Section Language Focus 3/Page64
T: Who can remind what Mrs. Mi suggests Mrs. Ha doing to save water?
(in section Listen and Read)
S: I suggest taking showers
T: Now, listen to me, I give you other suggestion to save water "I suggest
that you 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 summarizes the idea and helps students grasp the using
purpose of "suggest" sentence structure before starting the practice step.
* Translation

-The teacher uses this way to express the meaning of the same sentence
pattern in 2 different languages, help students distinguish differences between
7


expressions the meaning of sentences in their native language and English, avoid
the negative transfer of native language.
-Some of the sentence structures can be translated by teacher from
Vietnamese to English and vice versa.
Example 1: Unit 6: Section Language Focus 2/Page64
- Students are taught "Adverb clause of reason" used to "as/because/since"
from this structure and in lesson 3-section Language Focus 4/page 31, students
are taught "Adverb clause of result" with "so". Thus, 2 structures are connected
by "Because-so"
- According to native language: “Bởi vì tối qua Ba thức khuya xem TV
nên bây giờ cậu ấy mệt”. But when it is expressed in English:
“Because Ba stayed up late watching TV, he is tired now”
-Then the teacher summarizes the idea and instructs students how to use
conjunctions in English.
Example 2: Unit 8: Section Language Focus 3,4/Page 71-72
-In this section, students are taught grammar structure "Adverb clause of
concession" used to "although/though/even though"-with native language means
“mặc dầu – nhưng mà”.
-After introduction, the teacher asks students to translate:
T: Thu Ha is not satisfied with her preparations for Tet. Thu Ha 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, even though
Thu Ha has decorated her house and made plenty of cakes.
S2: Even though Thu Ha has decorated her house and made plenty of

cakes, she is not satisfied with her preparations for Tet.
T: Vietnamese?
S1: Thu Hà không hài lòng với việc chuẩn bị tết của mình mặc dầu cô ấy
đã trang hoàng nhà cửa và làm rất nhiều bánh.
S2: Mặc dù Thu Hà đã trang hoàng nhà cửa và làm rất nhiều bánh, nhưng
cô ấy không hài lòng với việc chuẩn bị tết của mình.
- By the expression of second student (S2, students shall misuse "Mặc dù
– nhưng mà" = > "Even though-but".
- Next, the teacher analyzes and summarizes grammar form for students to
grasp and practice
* Using Mindmap: (See lesson plan illustrated in page 13)
When introducing new vocabulary terms or any topic that we can use
more efficient and convenient mindmap.
However, we can also apply in the introduction of grammar.
For example: Unit 2: section L. F/4.5 P21
-In this section, we can use mindmap to reintroduce forms of passive
sentences that students have been taught in English 8.
8


* Giving examples of standardized sentences
-The teacher gives examples in order to offer students the standardized
sentence structures, from which students can combine, replace each component
of sentence to create many different ones.
For example: Unit 5: Section Language Focus 4/Page 46
- The teacher asks students to listen
T: Listen to me about my hobbies: "I love listening to music and I enjoy
playing sports, too," who can remind my hobbies
S: I love listening to music and I enjoy playing sports, too
- The teacher writes that example on the board and explains the

grammar structure of the sentence:
"....... love/enjoy ... + V-ing" to talk about someone's hobbies.
- Students follow that sentence form to talk about themselves, their friends
and relatives, and then apply to practice.
2.2. How to perform grammar practicing skills: (practice)
- Providing grammar structures for students to grasp in the introduction
language materials is necessary and obligatory step in teaching grammar and
indispensable next step which is to help them apply their sentence patterns
learned in specific exercises. (Practice)
- The exercises of sentence pattern practice are compiled in text book Language focus section in various forms to help students practice their skills via
language knowledge. However, these exercises are tools that teachers must
know how to instruct students to use them to improve the subject learning goals.
-To perform this step, I use several techniques in the process of instructing
students to practice.
+ Substitution drill: (substitution drill): (See lesson plan illustrated
schedule of page15)
9


- This exercise form, students practice listening-speaking according to the
models on the learned structures. The teacher facilitates students rehearse about
space, time and the instruments of teaching such as pictures, posters, etc. ... and
arrange to practice in pairs, groups, ...this exercise form is usually done in the
form of a dialogue between 2 or 3 characters, consequently the teacher needs to
guide samples a clear and particular way for students to practice easier and more
deeply remember studied knowledge of language.
For example: Unit 2: Section Language Focus 1/Page 19-20
-The teacher uses posters to write the sample dialogue between Nga and
Mi and substitution information, and then the teacher notes by underlining what
information is needed and can be substituted for a number of under-average

students to easily practice with their partners.
T: Look at the dialogue between Nga and Mi
Nga: Come and see my photo album
Mi: Lovely! who's this girl?
Nga: Ah! It's Lan, my old friend
Mi: How long have you known her?
Nga: I've known her for six years.
Mi: Have you seen her recently?
Nga: No, I haven't seen her since 2003
She moved to Ho Chi Minh city with her family then
-When students are introduced and provided enough information of
supporting exercises to practice as stated, students are easy and confident to
work in pairs.
-When students are practicing, the teacher gently, quietly walks around
the class to listen to their practice, if any pair of students meet difficulty, the
teacher will help and correct errors for students at site timely.
+ Repetition drill: (Repetition drill)
- This exercise form, the practice way is in machinery way because there
are some sentence structures, students do not need to understand but they can
do. So the teacher should pay attention to the differences in the nature of the
exercises to promote the advantages of this exercise is that the student will be
acquainted with the accent and intonation system of English through which the
sentence meaning is expressed, and the students get acquainted with the English
sound system through listening - speaking.
-When students practice the form of exercises, the teacher should pay
attention to each student object not to cause boredom for some good students;
we can ask the students who are good at accent, intonation to show the
expression higher than the others.
2.3. Procedures of consolidation and test after practice:
Most of grammar knowledge of English 9 is to review, re-systemize and

consolidate the knowledge learned in grades 6, 7, 8. Thus, most of the exercises
in sections LANGUAGE FOCUS aims to consolidate, test the studied
10


knowledge of grammar. To help students acquire content of knowledge and drill,
in addition to instruct them to do homework, I think we should give students
feeling of euphoria and excitement to actively take part in lessons as well as
acquire knowledge. The best way is that teachers should apply the appropriate
tricks, at the same time as the games will have a positive effect in stimulating
students to learn.
With the usual tricks can be applied for the purpose of this lesson:
Dialogue build, Dictation, Gap fill, Matching, Network, Finding friends, Find
someone who, Ordering words, Write-it-up, Language games, Mindmap. We
are interested in the proper and effective use of tricks of Language games, of
course on the basis of the preparation of teaching period plan to be active in time
and not abused led to "fired lesson plans".
This trick includes games like: Chain game, Noughts & crosses,
Pelmanism, Guessing game, Rub out and remember, Lucky numbers,
Mindmap...
*Aims:
- To the teacher: help students remember the whole new words as well
as structures.
- To the students: They are always creative, confident, sociable and so
on.
Exercises can use Language games 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

2. L.N
3. go / shopping
4. buy / flowers
5. hang / colorful lamps
6. LN
7. L.N
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.
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.
11


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. LN
2. How old are you ?
3. Is your school near here ?
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. : 1 She asked me how old I was.
etc.
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 music
but 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 : section L.F 3 / P. 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
- Divide the class into teams : 0 & X
- Model sentence :

(9)delighted/show/good

12


(1)
(2)
(3)

I'm pleased that you are working hard.
I'm excited that I can go to DaLat
...

Unit 7 : section L.F 1 / P.62
Mindmap ( Group work - Time 5')

- Ask each group to think of connectives that they have learnt
- Have Ss write down the connectives on the second boards
- 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
Quit: ( 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)

13


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 or WHO)
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
call out the sentences.
Foregoing are some illustrating examples of the exercises performed under

the form of games to make students feel exciting in learning as well as ensure
the principle of students to keep a central role with the right method of students'
psychophysiology. The same games are also applied in other exercises. Even
some of the additional exercises in consolidation step (Production) are in class.
* ILLUSTRATIVE LESSON PLANS

Period 12
Unit 2: Clothing
Lesson 6: Language focus 2,3,4,5/P18 ->21
A. Aims: - 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, simple future and modal verbs.
B. Objectives: By the end of the lesson, S s will be able to use the present
perfect tense and do exercises in passive forms.
C. Teaching aids: Text book, posters, cards
D. Procedure:
* Check- up: Ask Ss to answer: What should secondary school students
wear when they are at school? Why?
* Warm up: " Pelmanism"
- Having Ss play in 2 groups
Do
visit
eat
see
read
visited
seen
done
read

eaten
The present perfect tense with ALREADY & YET:
14


1. Presentation:
- 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:
- "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.
2. 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.
3. Production:
Get Ss to write something they have ever done or have done already, and

what they haven't done (more than 5 sentences)
Prensent perfeetwith EVER
1. 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

15


T mentions to "ever" and the different 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.
2. Practice:
- Ss practise :
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.
Passive voice forms:
1. Presentation: (Mindmap)
Gets Ss to remind the forms of passive voice.

16


2. Practice:
T: Runs through all exercises in exercise 4,5/p21
Ss do exercises in groups
T monitors and helps Ss (if necessary)
T gives feedback
2. 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.
5- My mother buys flowers every morning.
* Homework:
- Review the topic "clothing, Malaysia" about vocabulary, structures in 2

unit 1,2
- Do exercises in text book and work book/p5 ->19
- Get ready for the test 1.
2.4. Research results
Over time of implementation mentioned above, the teaching periods of
"LANGUAGE FOCUS" section in the classes which I am charge of, students
are really interested and actively participate, and I can carry out the grammar
practice according to the method of communication. Students grasp the language
knowledge and improve skill of use thanks to this. Thence the quality of
students' test score is always at a high level: averaged over 95% of students from
average scores up.
* Status before implementing the topic: (Previous academic year)
Grade

9

Number
of
Students
89

Rate of students
interested in
English

Very good
score

Good score

Quantity

%

Quanti
ty

%

Quan
-tity

%

73

82.0

17

19.1

28

31.5

Average
score
Qua
ntit

y
38

Underaverage
score

%

Quan
tity

%

42.7

6

6.7

* Results after performing the topic (the 01st semester of academic year
2015-2016)

17


Grade

Number
of
Students

9

89

Rate of students
interested in
English

Very good
score

Good score

Average score

Quantity

%

Quanti
ty

%

Quan
tity

%

Quan
tity

%

85

95.5

35

39,3

35

39,3

19

21,4

Underaverage
score
Qua
ntit
%
y
0
0

After applying the foregoing solutions, I noticed students are much
progress in speaking skill and can communicate more naturally. Furthermore,
students can apply the learned grammar knowledge in doing the exercises as
well as tests for high results.
IV. CONCLUSIONS AND SUGGESTIONS
1. Conclusion.
In short, what I've done only aiming at the teaching effectiveness purpose
of English according to the method of communication with existing textbook.
The problem is that a type of lesson focused on practicing grammar, if teachers
are not clever, they shall be back to the old method: analysis of forms, analysis
of sentences, teachers instruct, students do exercises in textbook, ... leading to
dullness of function practice of Listening -Speaking-Reading-Writing skill, the
objective to help students practice English communication skill is not satisfied.
Besides, I am interested in finding out each type of exercises to pick out a
technique conducting proper learning - teaching activities in class for each
teaching period effective. Flexibility, attention to change the tricks, select
appropriate activities, distribution of proper time-stimulating students interested
in learning is the aim that we are aiming at. After the research topic is done, I
have achieved the desired results.
During the implementation, I am supported from professional groups; I
receive feedback as well as colleagues' idea contribution to complete the topic.
At the same time, in the process of implementing the topic, I also encountered
certain difficulties. Such as students' misuse of "Reader's book" makes them lazy
thinking, it's limited facilities: classrooms, desks and chairs, boards ... as well as
overcrowded students in foreign language classrooms leading activity of team,
group proceeded in a relatively cramped space, ...However, ultimately - the
enthusiasm and sense of responsibility has urged me trying to find the positive
directions to complete the task.
2. Suggestions: I myself has the following suggestions:
* For superior:

- I suggest the district, province's scientific Board should popularize
experienced initiatives of class A of district, province come to schools timely for
each teacher of the subject to be provided conditions to approach good teaching
methods, to improve experience practically to improve the professional skill to
contribute effectiveness and quality of education.
- I suggest the superior to keep the direction of professional activities of
group level such as: teaching practice for experience, discussion on professional
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skill, knowledge, exchange of teaching method, on experienced initiative topic,
experience to holding one teaching period, on advancing good students ....for
subject teachers to exchange and learn each other thence improve capacity by
themselves on teaching effectiveness.
* For School:
-Creating the conditions of facilities such as classrooms, desks and
benches of students in accordance with specification...
-Adding the more effective references of foreign language subject.
- Don't allocate overcrowded students in classes to facilitate the process of
organizing the activities.
Foregoing is my minor experience through the official teaching process
of English in secondary school. I myself also has limit so I think this is not the
optimal solution. Therefore, the constructive comments to the topic of the peers
will be valuable contributions to the topic more effective.

Best regards,
Certification of school leaders

Thanh Hoa, March 10th, 2016
Written by

I swear, the initiative is
my writing experience,
not copying others’ content

Trịnh Thị Thu
REFERENCES:
1. English Textbook 9
2. English teacher's book 9
3. References to teachers of secondary school in the 03rd cycle of English,
vol. 2.
4. Methods of teaching English in secondary schools.
5. Teaching guide under new English curriculum (Educational publisher2005)
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6. Standard implementation guide of English knowledge, skill in secondary
school.
7. English language Methodology Teaching of Ministry of Education &
Training § T 2003.
8. The ELTTP Methodology course.
9. Teach English-A training course for teachers-Adrian Doff.

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