Some experience to teach conversation to cause excitement in english for students in grade 6

THANH HOA EDUCATION AND TRAINING DEPARTMENT

QUAN SON
EDUCATION AND TRAINING DEPARTMENT
EDUCATION AND TRAINING OF QUAN SON
ETHNIC SCHOOLS SELL STAY TRUNG THUONG SECONDARY SCHOOL

INITIATIVE EXPERIENCE
EXPERIENCE INITIATIVE

SOME
EXPERIENCE TO TEACH CONVERSATION
A NUMBER OF STRICKS TO TEACH CONVERSATION TO CAUSE
TOEXCITEMENT
CAUSE EXCITEMENT
IN ENGLISH
FOR
IN THE GRADE 6 ENGLISH
SUDJECTS
IN
ETHNIC SCHOOLS
SELL STAY
STUDENTS
IN GRADE
6
TRUNG THUONG SECONDARY SCHOOL

Author : Doan Thi Su
Position : Teacher
Place to work: Town Primary and Secondary school
Subject

: English
Writer
: Đoàn Thị Sự
Position
: Teacher
Operative units: Ethnic schools sell stay
Trung Thuong secondary school.
Ideas in the fields of: English

THANH HOA, 2016


CONTENT
CONTENT
1. OPENING
1.1. Reasoning of the topic
1.2. Research purposes
1.3. The object of research:
1.4. Research methods.

1
1
1
1
1

2. CONTENTS PART
2.1. Reasoning base
2.2. Status of problem.
2.3. Organization and solutions made to sold the problem.

2.4. The effect.

2
2
2
3
10

3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion
3.2. Recommendation.

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12
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1. OPENING
1.1. Reasoning of the topic:
Teaching and learning of foreign languages in General, in particular in
the schools today are inadequately addressed and far-reaching development in
the country. In middle school, teachers teach English to students with other
subjects on the basis of equipping the children necessary knowledge system
aimed at training workers have highly skilled, knowledge, practical skills,
dynamism and creativity, ... The establishment and practice of skills for students
of teachers not only pay attention to the passive transfer of knowledge in
textbooks, use the medium of teaching. Teacher has to be interested in the
organization of the teaching process in the direction of the positive operation of
the learner, which plays an active role in creative initiative of students in
learning, organizations for students to master the knowledge of their own

operations.
English conversation in secondary schools are unevenly distributed in 4
blocks from block 6 to 9 block from easy to hard. In block 6 of the children only
just be familiar with the form of the conversation short, saying simple easy to
understand, not because of the ease in which we believe, we have to create for
students interested in studying in the first grade to the solid foundation and has
the passion to learn well the next year. If teacher does not truly innovative in
lesson plans, conversations are easy for students to be forgotten soon. I always
wondered how help students to pay attention more, not neglected studying and
learning conversations.
Over the years are the direct assignment of teaching in English class, I
have developed some experience in teaching process. Among them,
“Some experience to teach conversation to cause excitement in English for
students in grade 6” is the subject of attention.
1.2. Research purposes.
Make for the students in acquiring new ones, work-skills of heard.
Helping students with admissions and the exchange of information, improving
their English skills, learn more about the society, creating routines for immediate
response in the language of communication.
1.3. The object of research.
Some methods to teach conversation to cause excitement in English for
students in grade 6.
Students in grade 6 of Town primary and secondary school.
1.4. Research methods.
Research method bases on theory.
Method of investigating reality and collecting information.
Statistical method.
Data processing method.

1

2. CONTENTS PART
2.1. Reasoning base.
- According to the II National Resolution II period 8 “Renewing a educational
method of education, overcoming the way to convey passively, practicing a
creative mindset for learners. Gradually apply advanced methods and modern
methods in the teaching process, to ensure conditions and duration of study,
self-study for students. “
- The orientation above was legalized in the Education Law, Article 24, 2nd
paragraph as follows: “Method of general education has to promote activity,
creativity for students, consistent with the characteristics of each class, foster
methods for self-learning support, train skills to apply knowledge to practical
life, impact emotion, bring joy, excitement for student in learning”
- In fact there are many forms of learning: study at classroom, at home,
self – study, study under the guide of teachers, study in groups. The important
thing is that teachers must understand students, have to think about exploring, to
find out the most appropriate and effective teaching method.
- Base on the core innovation of teaching methods that attract students’
attitude toward active learning, against passive study habits. Especially, foster
self – learning method for children. The topic “ Some experience to teach
conversation to cause excitement in English for students in grade 6”, with
measures of reviewing vocabulary creatively, innovatively and effectively, it
integrates with Art – keep up with the innovation, overcome the way to convey
passive and boring old method. Moreover, guiding students to expand
vocabulary and structures is a part of the initiation to promote innovation and
foster students’ self-study, self-discipline.
Role-play and using of conversation in English that is to follow the new
teaching methods, students are directly involved in the process of learning and
active musically patterned. According to the document on methods of teaching

the subject has to meet the above mentioned issues of teaching methods, teacher
created situations, learners have the opportunity to work out and develop the
capacity of thinking.
2.2. Status of problem.
Comes from the habit of high school students to see conversation just
skimming through then solve the exercises below. If teachers do not really
creative and investing curriculum, for students of that conversation are easy to
be forgotten soon. Status in the academic subjects, students or have a habit of
passively, familiar listening, taking notes like a copy. Most students do not have
the habit of actively learning and discover lessons if not assigned or if which
was then also still embarrassing when solving problems. Children don’t have the
needs themselves reveal the thoughts, feelings, interests and talent of the
individual before the collective. The sense of preparation, almost no exist they
are always waiting to receive knowledge from the teacher. If there are
difficulties, the students are waiting for explanations from the teacher. The
situation is clearly shown by the results of my investigation.
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*. A number of students get excited about learning and understand
conversation Semesters I
– the school year 2015-2016 in Town primary and secondary school.
Order
number

1
2
3

class

a

6
6b
total

Number
of
students

10
12
22

A number of students get
excited about learning
and understand
conversation

Number
4
4
8

%
40%
33%
36%

A number of students are not
interested learn and understand
conversation

Number
6
8
14

%
60%
67%
64%

According to the view of "learner-centered", teaching and learning
methods, there have been fundamental changes. The teacher are not the only
person who hold the knowledge and impart knowledge that is just the instructor,
counselor, support people who check ... The school is no longer a passive person
to acquire knowledge that is central to the process of teaching, innovative
initiative in the learning process in order to reach the goal of his teaching. The
renewal method of teaching is very clear and important particularly in
communication in the language. From the point on the students directly involved
in the learning process, specific role and use the conversation naturally
interactive will create joy elation in English.
2.3. Organization and solutions made to sold the problem.
Each conversation is different teaching tricks. The plot is how to create
excitement for the students in acquiring new knowledge and more importantly is
to help children to be engraved upon the classroom and self development ability
of his English language quickly and effectively. The aim of the teaching of
conversation is to help students develop skills (especially to speaking), in

accordance with the level and ages of students, help students with admissions
and the exchange of information, improving your English, learn more about the
society.
Verbal conversation is between at least two people, as a change (with the
speaker and the listener). The conversations usually require the immediate
response of language habits, so conversation without preparation. The language
in the post is the speech has been abridged. The fascicules, from buffer to be
used as means of the language support. The expressive elements such as
gestures, facial expressions, gestures, intonation, accent was working so much
support to the quality and effectiveness of the dialogue. The structure of
conversation completely different from the structure of a post read. Word of the
conversation must ensure the concise. The main activity of the conversation is
active by young couples, according to the Group and played the role.

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* Conversation approach
The
Content
The purpose of
steps
Step 1 Presentation -Charismatic interests the
student.
- Creates demand wanted
to
communicate
to
students.
-Encourage students to

think about the topic that
they will learn
Step 2 Practice
- Helps students understand
conversation. Recite the
dialogue of the characters.
- Learn to apply structured
conversation samples to
build a similar conversation
under the guidance of the
teacher
Step 3 Production
-Help students develop the
ability to communicate

The activities
-Introduce the topic
of conversation,
introducing the
character context. Pose the question
suggested.
Introduction from
new words.
-Implementation of
the exercises comes
through:
-Training with the
guidance of a teacher.
-Free training
-Implementation of

the exercises.
-Practice
talking
through
the
free
training and contact
with reality.

- The reference works for the steps taught conversation:
We can use many different tricks to introduce appropriate conversation
and appealing with each object on your particular students. Here are a few
suggested activities to introduce conversation:
+ Using visuals: Using real objects, paintings or pictures to showcase:
Using drawings, introduces the characters and the context of the
conversation.
Use the drawings of the characters, introducing the characters and context
by putting questions to students based files to answer.
Using visuals.
Pictures and real objects.
For example:
English 6 (UNIT 11-page 116) "What do you eat?"
Can use one of the following operations: Use painting two characters: Baa student and a salesgirl - she sells food. Introduction context and characters:
Ask questions to students based on this file. Can select some of the following
questions:
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Who is this?
(Pointing to Ba)

Or: What can you see in the picture?
What is Ba doing?
What is the salesgirl doing?
Using real objects;
Two hundred grams of beef:

Who is this?
(Pointing to salesgirl)

A dozen eggs:

Introducing about character and context of conversation by giving cues
and questions. (Map dialogue)
+ Using tape cassettes.
Turn on the tape for students to hear conversation pattern.
Read sample conversation according to the voice of character in
conversation.
With students whose reading or classroom reading sample conversation in
the correct number of characters in conversation.
With one or two good students in the class give model conversation.
+ Practice.
To help students understand and practice conversation, often use the
following types of activities:
Questions and answers.
True/False statements.
Multiple choice.
Gap-fill
Substitutions-controlled practice.
Substitutions-free practice.
Matching questions and answers

Situation-based role play.
In the form of monologue or dialogue-Retelling
- Here are some suggested activities to help students practice
conversation.
* English 6-UNIT 12 (A2), page 116 "at the store"
Exercises:
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+ Multiple choice
1. Ba is.........
A. on the street
B. at school
C. at the store
D. at home
2. He wants..........of beef
A. two hundred grams
B. two kilos
C. two pounds
D. half a kilo
3. He wants a dozen of........
A. carrots
B. apples
C. eggs
D. oranges
+ Substitution - making similar dialogue
Cues: A. Hoa/ cooking oil/ two bottles/ peas/ a can.

B. Lan/ tomatoes/ one kilo/ lettuce/three hundred grams.

* English 6-UNIT 10 (A3), page 105
+ True/ false statements
1. Nam’d like some noodles.
2. Ba’d like some orange juice.

3. Ba’d like to sit down.

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+ Substitution
Cues:
3 1 Lan: apple juice

2 Nam: Some rice

3. Ba : a drink

. * English 6-UNIT 14 (B1), page 144
+ Questions
1. What is Lan going to do tonight?
2. What is Tuan going to do tonight?

3 What is he going to do tomorrow?

+ Free role play.
The situation suggests: Role play (English 6-Unit 10-A3- page 105)
teacher divides the class into groups of 3. One student plays the role of Nam,
one student plays the role of Ba and the other plays the role of Lan. They talk
about what kinds of food and drink they would like for their situations.

Nam:
Ba:
Lan:

+ Comparison: Compare contrast, reviews the content items with real
life.
* English 6-Unit 16-B4- page 171
Students complete conversation about ways to protect the environment,
the teacher asked the children to compare, contrast with the reality in their local
school.
Ex: We should put trash in a waste basket.
We should collect trash.

.
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+ Imagination
Imagine yourself HS is the main character
(English 6-Unit 11-"A4" page 117) student imagines himself that he is
Nam and he lists of the foods that his mother wants to buy.
My Mom needs a bottle of cooking oil ... ...
* The example illustrates through conversation of English 6 UNIT 11A2-page 116) uses the active role (Role play).
Using real objects: vegetables, flowers, fruits - use the English words
that students already know.
Put the situation: shopping.
Divide the class into small groups (each group of about 3 to 4 students).
Students work in groups to a child role-play a salesgirl. the other children roleplay a customer)
- A model lesson plan.
UNIT 11: WHAT DO YOU EAT?

LESSON 2: AT THE STORE (A2)
A. Objectives:
- Helps Ss to listen to a dialogue for specific information about quantities
for food shopping. By the end of this lesson, Ss will be able to understand the
detail about quantities for food shopping.
I. Knowledge:
Can I help you? ;
(to) want…;
(to) need….;
How much…? (Uncountable noun; How many…? (Countable noun)
…..
II. Skill:
Speaking, writing, reading and listening
III. Attitude:
Students work hard.
B. Teaching procedure:
I. Settlement: -Greeting.
II- Revision
Dictation lists: with "How much........?" "How many........?"
T reads: oranges, meat, milk, bread, carrots, chocolates, beef, chicken, rice,
eggs, apples, soap.
Answer key:
How much....? milk, bread, beef, chicken, rice, soap…
How many....? carrots, chocolates, eggs, apples …

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III. New lesson:
TEACHER'S WORKS

I. Presentation
Presentation dialogue.
A2 P.116
From the dialogue, T sets the scene to give
the model sentences.
1)I need/ want some beef.
How much do you need/ want?
2)I need/ want some eggs.
How many do you need/ want?
II. Practice.
"Blackboard drill"
T shows the way to ask students practice
well.
Shopping list
300g. beef
1k rice
500g. beans
6 apples
1 dozen eggs
2 bottles milk
3 packets noodles

STUDENTS'WORKS
-Students read the dialogue and
answer the questions of the
teacher.
-Ss give the concept check.

-Ss read the key words and
practice well.

-Ss practice in pair.
noodles

eggs

beef

apples

beans
-Ss take notes.

2 bottles milk
rice
Example exchanges:
S1: I need some beef.
S2: How much do you want?
S1: Three hundred grams, please.
.......etc.
-T controls and corrects.
III. Production
"Role play"
T asks each student writes a shopping list.

-Ss work in role to practice well.

-Ss practice.
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In pair, students take it in turns to be the
storekeeper and the customer.
-Ss take notes.
Storekeeper
Customer
Can I help you? I want/ need....
How much/
I'd like....
many.....?
Anything else? Do you have
any.......
That's....dong,
.......please.
-Ss pay attention.
please.
.......Thank you!
-T corrects
C. Consolidation
-T calls some Ss to give the main ideas in this lesson.
D. Homework
-Doing exercise in the workbook
2.4. The effect.
Through the teaching experiment, observe my colleagues found the
application of varied teaching methods, advanced and rich are needed. With the
empirical methods on students that there have been identified with different
subjects. From that learning English is difficult, especially difficult in the new
knowledge acquired, the children were fascinated by the exciting action game.
Hence, passionate excitement with the Department over and of course probably
will learn better. A number of good students are increasing. A number of poor

students are decreasing. Concrete results are:
- Results:
Through the process of experimental teaching in the class 6a is class I
applied some experience to teach conversation and confronting class 6b is class
I teach with the old method, I obtained concrete results as follows:
A number of students get excited about learning and understanding the
conversation after the implementation of the subject. (April 3, 2016):
Order
number

clas
s

Number
of
students

A number of students get excited
about learning and understanding
conversation

A number of students are not
interested in learning and
understanding conversation

Number
%
Number
7%
1

6
10
8
80%
2
20%
b
2
6
12
5
41.6%
7
58.4%
• Clearly, comparable data on the table we see that the subject application
is quite effective when disseminating content application into practice.
Base on determining basis of reasoning and analysis of advantages and
disadvantages of teachers and students in the teaching of conversation in
English. I have boldly given some tips to improve the quality of teaching and
a

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learning. At the same time through the process of conducting the subject tested
in English for students in grade 6 of Town primary and secondary school, I and
my colleagues have found the lessons take place quietly, naturally, students no
longer felt afraid to learn foreign languages. Children participate in activities
diligent, indifferent, exciting so efficiency very high. So with the measures
proposed to ensure the implementation of significant policy changes in the spirit

and innovative teaching methods, ensuring the principles of teaching in General
and of the English in particular demonstrates the correctness of the subject.
Through skilled the reality of teaching, as well as learn from colleagues
and the generations before me, I have boldly study themes: "Some experience to
teach conversation to cause excitement in English for students in grade 6 of ".
But the measure is the tool, the human element was decided namely:
enthusiasm, love working, affection children of teachers and the industrious of
students which will do the success of lectures.
The above are just some of tricks that I used when teaching type of
conversation, the tricks that have brought results in lectures. However, it is also
not yet able to plump up, because for yesterday, today it is good but with
tomorrow, the other day ... sure to expand, creating more than to fit in and make
new education method: "student-centered".

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3. CONCLUSION AND RECOMMENDATION
3.1. Conclusion.
After many years of teaching as well as applying the subject, I can draw
some following experience:
- For the teacher:
For any other subject, the teachers also need to create excitement for the
children at the beginning and especially have to guide them to self-study
because time in each period is only limited within 45 minutes. Intelligent
students only try to remember the main knowledge. If they want to study well,
they have to spend time self-learning and researching as well as reviewing
lessons at home.
Study time at home is primary but many students do not have consciousness,
and especially do not know how to learn themselves. Therefore every teacher

should stimulate, motivate and guide them to learn. Having done this task,
teachers were successful in their teaching.
Especially while performing this topic, teachers also need to be noted:
- Need to specify the tasks for each group, guide the tasks of each group,
each individual student clearly, easily to understand
- Teachers should be an instructor, always help students whenever they
need.
- For the students.
- Each individual should actively participate in the group that he had been
assigned, actively carry out his duties.
- Must be united with other members in his group and specially must have
passion for the subject.
3.2. Recommendation.
In addition to training in teaching methods by the Thanh Hoa Department
of Education and Training held annually, Quan Son education and training sector
need to organize training sessions, thematic teachings to help English teachers in
our district have an opportunity to learn, exchange experiences with each other.
Besides, the equipment fitted to the case, such as audio-visual room,
illustrations, cassette ... is really necessary. Schools should facilitate, encourage
and help teachers make good teaching job to bring quality of education in
English is more and more increased.
I would like to thank you very much!
CERTIFICATION OF PRINCIPAL
Quan Son, 10th April, 2016
COMMITMENT NOT COPY
The implementation

Doan Thi Su
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