Effective teaching method of English grammar for students of grade 9

INDEX
No
Content
Page
1
1. INTRODUCTION
1.1.Reason for choosing theme:
1.2.Research purpose.
1.3.Research object.
1.4.Research Method.
2
2
2
2
3
2
 2. CONTENT
2.1. Theoratical backround 
2.2. Problem reality 
2.3. Solution and implementtation.
2.3.1. Implementation solutions of grammar periods:
2.3.2. Implementation steps:
2.4. Research results
3
3
3
4
4
4
13
3
3. CONCLUSIONS AND SUGGESTIONS
3.1. Conclusion
3. 2. Suggestions 
 14
14
14
1. INTRODUCTION
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? ... 
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 junior high school students : "Understanding English grammar" in order to improve the quality of tests as well as improve the quality of teaching English.
With such problems, from 2017 - 2018 school year, I have researched to find solutions and applied since the school year 2018-2019. The research object is junior high school students whom I'm directly teaching.
1.1.Reason for choosing theme:
- Recognizing the result, the effect of teaching English grammar in secondary school is a problem, is a necessary condition to add to the teaching methods, so I have boldly improve the content the method for my theme.
1.2.Research purpose.
The purpose of this research is to understand the importance of English grammar teaching for secondary school students.
1.3.Research object.
- For junior high school students 
1.4.Research Method.
+ Using situation.
+ Using eyesight (real objects, real persons, pictures).
+ Comparing grammar structures.
+ Translation.
+ Giving examples of standardized sentences.
+ Using mindmap .
2- CONTENT
 2.1. Theoratical backround
- 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-speaking-reading-writing. And they can demonstrate knowledge of language that they have learned through the tests and can achieve good results.
 2.2. 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 marketall 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 6,7, 8,9 learning English, they learn each skill in each period and grammar is introduced through lessons of A closer look 2, then more practicing in Looking back and Project 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 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.
* Specifically:
Grade
Number of Students
Rate of students interested in English
Very good score
Good score
Average score
Under-average score
7
59
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
49
83,0
7
 11,9
15
 25,4
29
49,2
8
13,6
	- 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 Ly Thuong Kiet 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: "English grammar teaching methods for junior high school students " .
2.3. Solution and implementation.
2.3.1. Implementation solutions of grammar periods:
	- Most of grammar structures of English 6,7,8,9, 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 A closer look 2 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.
2.3.2. Implementation steps:
a. Presentation of structural form and meaning: (presentation) 
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 mindmap .
 * 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 "Wishes for the Present " in Lesson 3 A closer look 2 - Unit 4 - English 9. 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
* 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 10: Lesson 3 Acloser look 2 - English 6(modals: Will for the future and Might for future possibility) .
-The teacher can use the part Getting started to introduce modals: will/might.
- Teacher asks students to read the Getting started and underline
Nick: What are you doing, Phong?
Phong: I'm drawing my house.
Nick: Your house! That's a UFO.
Phong: It looks like a UFO but it's my house in the future.
Nick: Where will it be?
Phong: It'll be in the mountains, surrounded  by many tall old trees.
Nick: What will it be like?
Phong:  It'll be a large house. There will be twenty rooms in it.
Nick: Twenty rooms! Wow! Will it be nice?
Phong: Yes, and it will have solar energy.
Nick: Fantastic! Which room will you like best?
Phong: My bedroom, of course.
Nick: What appliances might you have?
Phong: I might have a wireless TV so I can watch  TV programmes from space or a friendly robot to help me with my home.
Nick: Sounds great! And how much will....
- The teacher can let a few more students guess the use of will/might. The teacher writes one of the sentences guessed by students on the board
Nick: Where will it be?
Phong: It'll be in the mountains, surrounded  by many tall old trees.
Nick: What appliances might you have?
Nick: What appliances might you have?
Phong: I might have a wireless TV so I can watch  TV programmes from space or a friendly robot to help me with my home.
and then help students review the two verbs with the structure and how to use them:
Form: will/might + V (Bare-infinitive)
Use: 	- Will is used to talk about action s we think are likely to happen in the future
-Might is used to talk about the present or future possibility 
 *. 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 5: LESSON 3: A CLOSER LOOK 2 (English 9)
T: Who can remind Veronica suggests Mi How they should go to Hue city S: My father suggests we should go by air 
T: Now, listen to me, I give you other suggestion to go to Hue "my father suggests going by air" .
Tell me the difference between these two sentences "My father suggest going by air" and "My father suggests that We should go by air".
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 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 1: Lesson 3: A closer look 2(English 9)
- Students are taught "Adverb clause of reason" used to "as/because/since" from this structure students are taught "Adverb clause of result" with "so". Thus, 2 structures are connected by "Because-so" .
- According to native language: 
“It was raining so they cancelled the trip to Trang An”. But when it is expressed in English:
“Because/ As/ Since It was raining , they cancelled the trip to Trang An”
- Then the teacher summarizes the idea and instructs students how to use conjunctions in English.
Example 2: UNIT 1: Lesson 3: A closer look 2(English 9)
- In this section, students are taught grammar structure "Adverb clause of concession" used to "although/though/even though"-with native language means “mặc dù – nhưng mà”.
- After introduction, the teacher asks students to translate:
T: She was tired, she finished knitting the scarf for her Dad.
* Combine two sentences into one by using a connective-EVEN THOUGH.
 S1: Even thought She was tired, she finished knitting the scarf for her Dad.
 S2: Even thought She was tired, she finished knitting the scarf for her Dad..
T: Vietnamese?
S1: Dù cô ấy mệt, cô ấy vẫn đan xong chiếc khăn cho cha của mình.
S2: Cô ấy vẫn đan xong chiếc khăn cho cha của mình dù cô ấy mệt
- 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: 
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 6: A Closer look 2 ( English 7)
-In this section, we can use mindmap to reintroduce forms of passive sentences that students have been taught in English 7.
 *. 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 1 :Closer look 2 ( English 7)
- 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.
b. 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 - Grammar 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): 
 - 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 3: Getting started ( English 7)
-The teacher uses posters to write the sample dialogue between Reporter ,Mai and Phuc 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.
...............
Reporter: Have you ever done volunteer work?
Mai: Yes. I'm a member of Be a Buddy - a programme that helps street children. Last year we provided evening classes for fifty children. 
Reporter: Wonderful! What else have you done?
Mai: We've asked people to donate books and clothes to the children.
Reporter: Wow, that certainly makes a difference . J And you Phuc, you're from Go Green?
Phuc: Yes, it's a non-profit organisation that protects the environment. We'va encouraged people to recycle glass, cansj and paper. We've cleaned streets and lakes .
Reporter: Did you start a community garden project last month?
Phuc: Oh yes, so far we've planted
- 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.
 c. 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 A closer look 2 aims to consolidate, test the studied knowledge of grammar. To help students acquire content of knowledge and drill, in addition to instruct the