SKKN một vài phương pháp dạy tiết language focus trong bộ môn tiếng anh lớp 9

CATEGORY
1. PREAMBLE
1.1. Why choose topic.
1.2. Research purposes.
1.3. Subjects research.
1.4 Research methodology.
2. Content
2.1. Basis for argument
2.2. Situation of the problem before applying experience initiatives
2.3. Some methods for teaching.
2.4. Effective in implementing innovative methods.
3. Conclusion AND suggestions
3.1. Conclusion
3.2.Suggestions.

1. PREAMBLE:
1


1.1 Why choose topic:
Our country is in the development stage, taking the knowledge economy as
the foundation for the development of education and training is considered the
first national policy and improving the quality of teaching and learning in
order to complete the training human resources for industrialization and
modernization of the country. To survive and developers to build and protect
the country to keep up with developed countries requires us to grasp the most
advanced achievements apart to put the country of Vietnam became a thriving
civilization. Besides English is a language used to communicate popular
worldwide so that today the teaching and learning of English in the school has
made major changes in the content and methods teaching, to match the
objectives and requirements set out for the education department in the reform

program. The most basic views on the new method is to promote a positive,
proactive students and create optimal conditions for their development and
practice their language skills and communication purposes, not is the supply of
plain language knowledge.
As a teacher of English in secondary school, I always think about how to
achieve quality teaching and high effeciency . To do get it, ask the teacher to
apply the procedure in all forms of diversity, abundance, making foreign
language classes lively, charismatic, compelling them to help the get you
promote capacity towards the end of "I am the organizer, student self-guided,
self- control in class."
Although instructional time is not long, but through their own
experience with the reference material, I realized: " In order to learn a
good language, teacher needs to have a method for students to understand and
practice grammar well ". Through real-time application in secondary
school , I have achieved certain effects get. That's why I chose the
topic "Some methods for teaching ''Language focus'' class 9" to raise
teaching experience which I have applied in the process of work
1.2. Research purposes:
I help students to learn better English secondary subjects, for students
interested in learning from the time new to all. From that promote the positive,
creative initiative in their learning. Help students learning orientation and
training in order to improve the quality of mass student in high school.
1.3. Subjects Research:
Some methods for teaching ''Language focus'' class 9
1.4. Research methodology:
In order to be highly effective in teaching a grade 9 grammar, I studied
using a number of methods to make students able to acquire knowledge in the
most effective way such as
- Observation method: Use when teachers want to introduce the morphology
and meaning of the structure or grammatical form used in the lesson.

- Practical method: In a very important grammar practice lesson, this method
will help students practice their newly acquired knowledge.
2


- Methods of reinforcing knowledge: This method helps students reinforce the
knowledge they have just learned to help them remember the content of the
lesson more deeply.
2. CONTENT
2.1. Basis for argument:
Nowadays, grammar teaching is no longer in the way of analyzing words,
analyzing sentences by the old method. Most of the time spent on grammar
exercises incorporates listening - speaking - reading - writing skills through
various forms and lessons are reinforced with games, and mind maps.
Teaching grammar is through exercises combined with teaching a variety of
language skills, understanding skills, application skills, ...
In order to teach grammar effectively, teachers need to flexibly choose
teaching methods and techniques so as to achieve the required purpose of the
lesson, students will be able to use the solution of individual grammar
exercises or cage grammar exercises. graft. In addition, teachers need to
explain to students the importance of learning grammar. From there they can
use language in a meaningful way and express what they want to
communicate. Most importantly, students understand the form and meaning of
the grammar points they are learning to be able to use in the form of listening speaking - reading - writing. At the same time, they can demonstrate the
language knowledge that they have learned through tests and can achieve good
results.
2.2. Situation of the problem before applying experience initiatives:
a. Advantages:
- In English courses is applied in recent years. So some students feel excited,
or favorite subjects are new to this, so every class most students are very

positive.
- The concerns of the Board of Management to help the school, peers and
siblings preceded created conditions for teaching and learning English is
better. There are sufficient textbooks and equipment such as tapes, disc,
speakers, projectors serve for teaching and learning.
b. Difficult:
English is a difficult subject for special students, but students from rural
areas have been especially difficult to teach a grammar lesson because it
relates to the problem they have to Understanding the grammar of a lesson so
that it can be used to do exercises effectively, but the use of grammar for
children is limited because they do not have much time to practice and
equipment The teaching service is also limited, so the children do not have the
opportunity to have much access to foreign languages, which leads to the
difficulty in communicating the content grammar for children.

3


The survey results :
Good
School year

Total

SL

Fair
%

SL

Moderate Weak
%

SL

% SL

%

2017-2018
42
6 14,2
15 35,7 17 40,4 4
9,5
From the above difficulties to teach an effective grammar lesson, I boldly
researched and used a number of techniques to teach the purpose of the lesson
so that students know how to use the problem solving lesson. They are fluent
and at the same time they can also express the language knowledge that they
have learned through tests and can achieve good results.
2.3. Some methods for teaching.
+ Using situations
+ Using sight (real objects, real people, pictures)
+ Using compare and compare grammatical structures
+ Translation meaning
+ Using mind map
+ Give examples of standard sentences
a. Using situations:
Teachers state the situation for students to realize when to use that sentence
pattern, promote creativity and ability to reason students.

When introducing teachers, you can use pictures or drawings to describe
the situation.
Example 1: Unit 1: Section Language Focus 3 / Page 12 Textbook 9
To teach the "simple with wish" structure in exercise 3 page 12 English 9, the
teacher gives a picture or draws a picture of a low girl and states the situation:
I wish I were
taller

T: Look at her. What does she look like?
S: She is short. She isn't tall
T: Is she happy with it?
S : No
T: What does she have in her mind?
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S: She minds “ I wish I were taller”
T: What tense was used in the clause after WISH?
S: Past tense.
Then the teacher introduced the structure and usage of WISH. From there
students will easily do the exercise in this method in a positive way. Example
2: Unit 3: Section Language Focus 1 / Page 28, 29 Textbook 9
In order to teach grammar structures '' Modal with wish and the past
simple with wish'' at the language focus I can use the method of using
situations to do exercises 1, to guide students to write sentences using structure
The structure has just learned in each picture in the most effective way.
In the situation of the first picture students look at the picture and easily
write the sentence from the suggested words:

a. Ba / can have / new bicycle.

Ba wishes he could have a new bicycle.
b. Using sight:
In this method, teachers use real objects, drawings or pictures that can be
combined with facial expressions and gestures to help impress students so they
can relate directly to the meaning of sentences.
Example: Unit 10: Language Focus 1 / Page 89-90 English 9
(review modals: may / might)
In this situation, the teacher can use a real object as a gift box to review
modals: may / might.
The teacher gives a gift box and asks students to use the missing verb '' may ''
"might" "to guess the gift in the box.

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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)
Teacher calls some students to guess with how to use the may / might to
guess. The teacher writes one of the sentences they guessed on the board like:
- It may be a pen
- It might be a doll
Then help students review these two verbs with their formula and usage:
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 than May.
c. Using comparative comparison of grammatical structures:
The reconciliation of new structures with known student structures helps

students consolidate different sentence patterns on the basis of known ones, so
students are not confused between using sentence patterns together . Example
1: Unit 7: Section Language Focus 3 / Page64 Textbook 9
In this part, students will have to use two constructs that suggest someone
does something but the grammar of the two structures is different, making it
easy for them to make mistakes if they do not understand them thoroughly.
Therefore, through comparing and comparing teachers, it will make clear to
students the difference of these two structures so that they can easily use when
doing exercises without being confused.
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 notes and helps students to use the purpose and difference
of the two proposed sentence structures before entering the training stage. Ex:
- I suggest collecting some money.
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- I suggest that you should collect some money.
d. Translation meaning:
For this method, teachers use to express the meaning of the same sentence
in two different languages, helping students to distinguish the difference
between expressing the meaning of sentences in their mother tongue and

English, avoiding get a negative move from your mother tongue.
Some teacher sentence structures can translate from Vietnamese to English
and vice versa.
Example 1: Unit 6: Section Language Focus 2/Page 54
This structure students learn "Adverb clause of reason" used with "as /
because / since" and in lesson 3 - section Language Focus 4 / page 31 students
learn "Adverb clause of result" used with "so" . So these two structures have
the link "Because - so" "Because - so"
In native language: : “Bởi vì tối qua Ba thức khuya xem TV nên bây giờ
cậu ấy mệt”. But when speaking in English:
“Because Ba stayed up late watching TV, he is tired now”.
So when writing English sentences we have to follow a certain structure,
not a word like Vietnamese, leading to incorrect sentences.
After that, the teacher will give the students a way to use the words in
English.
Example 2: Unit 8: Setion Language Focus 3.4 / Page 71-72
In this section, they learn the "Adverb clause of concession" grammar
structure used with "despite / though / eventhough" - in their native language
means "though - but".
Teacher asks students to translate meaning:
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: Eventhough 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 dù 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.
With the words of the second student (S2, they are easily mistakenly using
the "Although - but" way of using "Although - but")
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Next, the teacher analyzes and closes the grammar point for students to make
sure to practice.
e. Using Mindmap :
When introducing vocabulary or on a certain topic we can use mind map
more conveniently and effectively.
However, the introduction of grammar is also applicable.
Example 1: Unit 2: section L.F 4.5 / P21-English 9
In this section, we can use mind map to re-introduce passive sentence
patterns that students have learned. With the use of this mind map, students
can easily identify in a more scientific and memorable way from which they
can use and do exercises accurately and scientifically.

Based on this mindset, students will identify each type of passive sentence
and thus to do the exercise more effectively. When we look at the diagram, we
see that there are four branches representing four different passive forms, so
we can easily do the exercises according to each type of sentence.
When students do exercises 4 pages 21- English 9 on passive sentences,
they will use sentences in three passive lines of sentences to do. When it is
determined, the student's sentence will only need to use the correct sentence to
complete the lesson. For example, if students want to write a sentence, they
just need to use the structure of the branch containing the passive passive
sentence to write as follows:
Ex: They made jean cloth completely from cotton in century 18th.

Jean cloth was made completely from cotton in century 18th.
Example 2 : Unit 7: section L.F 1 / P 62- English 9.
In this section we can also use mind maps to reintroduce the connected
words that students have learned to help them have a logical knowledge
system but very clearly avoid confusion between knowledge units other in the
lesson. Based on this mind map, students can recapitulate the words that need
to be remembered scientifically and sufficiently to help them not be confused
when acquiring the knowledge of the lesson. Since then teachers instruct how
to use each word so students can master how to use and apply it flexibly.
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When students want to do homework 1 page 62- 9 textbook, they just need
to look at the mind map that the teacher introduced to use the word they need
and complete the exercise effectively.
Ex: Mrs Quyen bought corn, potatoes and cabbages at the market.
f. Examples of standard sentences:
This method is to provide students with a standard sentence structure, from
which students can assemble and replace each sentence component to create
many different sentences. Teachers use this method to help them form a
standard sentence pattern upon which to form the remaining sentences in the
lesson. This method helps students remember very effectively the sentence
pattern they learned.
Example 1: Unit 5: Setion Language Focus 4 / Page 46- English 9.
This lesson teacher can use the method of bringing standard sentences as
follows:
T : Listen to me about hobbies about me: "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 the example on the board and explains the grammar point

of the sentence:
"....... love / enjoy ... + V - ing" to talk about someone’s hobbies.
Students follow the sentence pattern to talk about themselves, their relatives
and friends and then apply it to the exercise.
Ex: My father likes watching sports but my mother doesn't. She loves
listening to music.
* Experiment a lesson.
* Experimental lesson not use tricks in all.
UNIT 3 : A TRIP TO THE COUNTRYSIDE.
Period 19 : Language focus
Class 9A - Xuan Son Secondary School.
* Experiment a lesson that uses tricks to post.
UNIT 3 : A TRIP TO THE COUNTRYSIDE.
Period19 : Language focus
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I.Aim:
Further practice with WISH in the past, prepositions of time and adverb clause
of result.
By the end of the lesson, student will be able to do the exercise well.
II. Laguage focus
*Vocabulary:
(to) pass exam, (to) win, the contest(n), (to) depart, (to) fly.
*Language content: - Modal ''could'' with ''wish''
- The simple past with ''wish''
- Prepositions of time
- Adverb clauses of result
III.Teaching method: Pairs work, individual work
IV.Teaching aids:

Teacher’s preparation: Text books, boards, chalk, posters, pictures, lesson
plan.
Ss’ preparation : workbook, notebooks and pens.
V.Produces:
Teacher’s and Students’activities Language target
 Warm up.
 Warm up.
Play game ''Hang man''
Students play game
I. Presentation
I. Vocabularies:
- Elicit words from Ss.
- (to) pass exam
T present the vocabulary ( using
- (to) win
many techniques).
- the contest(n)
Listen and copy down.
- (to) depart
Aks Ss read newwords in frond of - (to) fly
class.
* Check vocabulary: Bingo
Check vocabulary by bingo.
1.Activity 1:
II. Practice :
-The teacher introduces ''wish''
1.Activity 1:
with could and simple past .
In this exercise the teacher will use Form: Wish + could/ simple past
the method of using situations and Usage:

using visuals to guide students to
When we want to wish something that
do their homework.
is not real at present
The teacher gives the picture and
states the situation of sentence a
Exercise1: What do these people wish?
corresponding to this picture.
Write the sentences
Teacher: Can Ba have a new bike
now ?
Student: No, he can't
Teacher: What does he wish ?
Student: He wishes he could have a
new bicycle.
10


Then teachers will give general
knowledge content.
Wish + could/ simple past when we
want to wish something that isn't
real at present.
Teacher asks students do exercise 1
Look at the pictures and
suggestions. Discuss what these
people wish. Complete the wishes
Teacher checks
Answer:
a) Ba wishes he could have a new

bicycle.
b) Hoa wishes she could visit her
a)Ba / can have / new bicycle.
parents.
b)Hoa / can visit / parents.
c) I wish I passed the exam.
c)I / pass / exam.
d) We wish it did not rain
e) He wishes he could fly.
f) They wish they stayed in Hue.

d)We / it / not rain
e)He / can fly
f) They / stay/ Hue
2. Activity 2:
Have them review the prepositions 2. Activity 2:
of time: at, on, between, till, after, Exercise 2. Work with a partner.
Look at Mr Thanh’s itinerary for his
up to.
business trip to Singapore. Complete
In this exercise teachers will
the sentences. Use the prepositions in
use mindmap to communicate
the box.
prepositions to students.
Itinerary for Le Huy Thanh
Monday,
Wednesday,
September 20 September 22
Depart: Ha Noi /

MEETING
2
pm Raya Palace /
Arrive:
2.15 - 7 pm
Singapore / 6.30
DINNER
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pm
Tuesday,
September 21
MEETING
Rallies
Center /
11 am -1 pm
LUNCH
Lion
City
Restaurant
/
1.30 - 2 pm

Little
India
Restaurant
/
7.30 10
pm

Thursday,
September
23
Depart:
Singapore
/
9
am
Arrive: Ha
Noi /
11.30 am

at
till
on
after
up to
between
Look at Mr Thanh's itinerary for
a) Mr Thanh leaves Ha Noi ___ 2 p.m.
his business trip to Singapore. Base b) He arrives in Singapore ___ Monday
on the information in the itinerary, evening.
you complete the sentences in a) by c) On Tuesday morning, there is a
meeting ___ 11 a.m. and
1 p.m.
using the prepositions in the box.
d) On Wednesday, Mr Thanh has
appointments ___ 10p.m.
e) He returns to the hotel ___ 10 p.m.
f) He will be in Singapore from

Monday ___ Thursday.
Answer :
a) Mr Thanh leaves Ha Noi at 2 p.m.
b) He arrives in Singapore on Monday
evening.
c) On Tuesday morning, there is a
meeting between 11 a.m. and 1 p.m.
d) On Wednesday, Mr Thanh has
appointments till 10p.m.
e) He returns to the hotel after 10 p.m.
3. Activity 3:
f) He will be in Singapore from
Teacher guides students to do their Monday up to Thursday.
3. Activity 3:
homework.
Exercise 3. Complete the sentences
Now you revise the use of some
with ON, AT, IN, FOR .
prepositions of time by doing
a) Goodbye. See you ___ Monday.
exercise 3.
b) The bus collected us ___ 5 o’clock
Call some students to do the
early ___ the morning.
exercise
c) We usually go to our home village at
Check some students
least once ___ the summer.
d) We walked ___ half an hour to roach
the waterfall.

e) They planned to have the trip ___
June.
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4. Activity 4:
Teacher analyzes the structure of
result only by writing two clauses
on the board :
Hoa worked hard, ....... she passed
her exam.
The teacher asks students to
analyze the relationship between
the two clauses, thereby
introducing the meaning and usage
of the word '' so ''. So: so, should.
The word used to connect
between two clauses indicating
results.
Teachers guide students to do their
homework.
Match the half- sentences in A with
the ones in B. Then write the full
sentences in your exercise book.
The teacher called a few students
to read the completed sentence.
Teacher corrects.

III. Production:
Write about 3 -> 5 sentences use

the past simple with WISH.

f) She loves to watch the stars ___
night.
Answer:
a) Goodbye. See you on Monday.
b) The bus collected us at 5 o’clock
early in the morning.
c) We usually go to our home village at
least once in the summer.
d) We walked for half an hour to roach
the waterfall.
e) They planned to have the
trip in June.
f) She loves to watch the stars at night.
4. Activity 4:
Exercise 4. Match the half-sentences.
Then write the fill sentences in your
exercise book.
1.
Hoa a) so I turned on
the air
worked
conditioner.
hard,...
2.
It
was b) so she didn't
have time for
hot,...

3.
Nga is sick breakfast
c) so Mrs.
today,...
Robinson took
4. Na woke up
it back to the
late,...
5. The
new shop.
d) so she
camera didn't
won't go to
work,...
school.
e) so
she
passed
her
exam.
Answer:
1 - e) Hoa worked hard, so she
passed her exam.
2 - a) It was hot, so I turn on the
air conditioner.
3 - d) Nga is sick today, so she won't
go to school.
4 - b) Na woke up late, so she
didn't have time for breakfast.
5 - c) The new camera didn't work, so

Mrs. Robinson took it back to the
shop.
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III. Production:
IV. Homework
Learn lesson carefully.
Prepare the next lesson
Unit 4: Learning a foreignlanguage
( Getting started - Listen and Read)

1. I wish I could dance well.
2. I wish I had a new car.
3. She wishes she could play the piano.
4. He wishes he could sing well.
5. They wish they learned English well.
IV. Homework

* Survey of quality in experimental
lesson. a. The test:
Write about 3 -> 5 sentences use the past simple with WISH
b. Inspection time: 5 minutes.
c. The number of students participating in check: 42 students.
* Results:
School year Total Good
Fair
Moderate

Weak

SL
% SL %
SL
%
SL
%
2018 - 2019
42
10 22
20 48
12
30
0
0
2.4. Effective in implementing innovative methods:
Through the implementation of the above methods in lessons "LANGUAGE
FOCUS" in grade 9 English subject, I and my colleagues in charge always
create excitement and active participation from students, at the same time. We
carry out grammar training according to the communication method. Applying
these methods in all forms has attracted students' interest, created a need for
communication, encouraged them to think about the content and grammar of
the lesson in a positive way. In addition, we also help students review old
knowledge, motivate learners to actively acquire new grammatical knowledge
data to achieve outstanding results. However, teachers also need to apply all
methods in a flexible manner, suitable for each student, each specific lesson in
their lesson to achieve the highest results. Applying this initiative to teaching
in classrooms, I found students to be very passionate, interested in new lessons
and bring better results than normal lessons.
Therefore, students acquire language knowledge and improve their ability to

use grammar more effectively. Since then, the quality of the subject is always
maintained at the level of satisfactory that teachers and schools have set out.
3. CONCLUSION AND SUGGESTION:
3.1.Conclusion:
In short, with what we have done, it is not outside the purpose of
teaching English effectively according to the method of communicating
with the current textbook. The problem is that with a lesson on grammar
training, if there are not some creative methods in lesson, the teacher
will return to
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the old method: analyzing words, analyzing sentences, instructing
teachers to solve problems. practicing in textbooks,
... obscuring the function of training skills of Listening - Speaking Reading - Writing, not achieving the goal of helping students practice
their ability to communicate in English. In addition, we are interested in
understanding each type of exercises to choose a technique to conduct
teaching and learning activities in the class so that it is appropriate to
achieve effective with each lesson. Flexibility, attention to changing
tricks, choosing the right method, rational time distribution - stimulating
students' interest in learning is our goal. And through the
implementation of the research topic we have achieved the desired
results.
In the process of implementation, we received the support from the
professional team, we received the agreement as well as the constructive
suggestions of colleagues to improve the topic. At the same time, in the
process of implementing the project, we also face certain difficulties, which
are limited facilities: rooms, desks and chairs, teaching aids ... to make
activities, groups must carried out in a rather cramped space, ... However, the
enthusiasm and sense of responsibility - ultimately that motivated us to try to

find positive directions to complete the task.
3.2. Suggestions:
Organizing thematic reports related to the topic we have studied to
continue to promote positive teaching in LANGUAGE FOCUS class 9. On
that basis, we will be able to promote research topics, complete more topics,
expand the scope of application.
I sincerely thank you!
I assure you this is a copy of my own writing that is not copied by anyone.
Tho Xuan, May 2019.

15


REFERENCES
1. English 9 Nguyen Hanh Dung (Ed) – Education Publisher
2. Book English teachers 9 - Education Publisher – year 2004.
3. Scrapbooking Exercise English 9 - Education Publisher – year 2004
4. Book Design Lectures English 9 - Volume I, II – Chu Quang Binh - Hanoi
Publishing House – year 2004.
5. Some issues of innovative approaches to teaching in secondary school
English courses - Ministry of Education and Training – year 2004.
6. Training materials "Teaching and examination standard assessment of
knowledge, skills in the general education program in English secondary
education subjects - year 2010" by the Ministry of Education and Training.
7. Books designed to teach mind maps - studying English - Vietnam
Education Publishing House.

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TABLE OF CONTENTS
Contents
1. Preamble
1.1. Why choose topics.
1.2. Research purposes.
1.3. Subjects Research.
1.4 Research methodology.
2. Content .
2.1. Basis for argument
2.2. Situation of the problem before applying experience initiatives
a. Advantages.
b. Difficult.
2.3. Some methods for teaching.
a. Using situations
b. Using sight (real objects, real people, pictures)
c. Using compare and compare grammatical structures
d. Translation meaning
e. Using mind map
f. Give examples of standard sentences
2.4. Effective in implementing innovative methods.
3. Conclusion and suggestion
3.1. Conclusion
3.2. Suggestions

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