It is necessary that the teachers use english in class

CONTENTS
I. INTRODUCTION	Page 2
1. Rationale of the study	Page 2
2. Aims of the study	Page 2
3. Background to the study	Page 2
4. Methods of the study	Page 3
II. DEVELOPMENT	Page 4
1. The value of using English in class	Page 4
2. Social language	Page 4
3. Organising language	Page 5
4. Explanations	Page 7
III. CONCLUSION	Page 10
1. Conclusion	Page 10
2. Suggestions	Page 11
I. INTRODUCTION
1. Rationale of the study
 	As we know that English is a way to get through the international communication in globalization era. It is spoken by many people all over the world. English is also a key to open doors to scientific and technical knowledge which is needed for the economic, politic, social, culture, tourism and many other fields. Another fact of the importance of English is a top requirement of those seeking jobs, because many occupations require people who have an English competence. From the facts above, it is obvious that everybody needs English to greet the global era. Nowadays, mastering English language is very important for most people, especially students. In recent years, a number of elementary schools have begun to introduce English into their curriculum. In teaching English to children, the teacher should pay attention not only on how the right implementation the techniques used but also on how these techniques are suited to the elementary students’ characteristics. It is the target to create the teaching learning process more interesting to the children. Every teacher wants to run the teaching learning process effectively. Therefore, I thought that it is necessary that the teachers use English in class. 
2. Aims of the study
	Using English in class is advantageous to my students. Specifically, the aims include:
	1.2.1. To show teachers the value of using English in class.
	1.2.2. To make teachers more aware of the different occasions when they could speak to their students in English.
1.2.3. To give teachers a range of English expressions which they could use in their own classes.
3. Background to the study
	In this school year, I am in charge of teaching English to classes 11A1, A4, A5 at Nong Cong 1 high school which is located in Nong Cong town, Thanh Hoa province. With the desire of helping my students with more self-confidence when they use English in class, I conducted the research entitled " it is necessary that the teachers use English in class" among my students.
4. Methods of the study
The research shows some of the opportunities for using simple English in class. It is mainly intended for teachers whose own language is not English and who teach classes of students whose share a common language other than English.
The research is concerned with the use of language rather than with teaching techniques.
II. DEVELOPMENT
1. The value of using English in class
	If the teacher uses English most of the time, it will give students practice in listening and responding to spoken English. This will help them “pick up” words and expressions beyond the language of the textbook.
	In the lesson itself, the language used is often unnatural and artificial. But the situations that occur in the classroom(e.g a student arriving late, someone forgetting a book) give an opportunity for real, natural English to be used.
	If the teacher uses English to say real things to the class, it will give the students the feeling that English is a real language which is used for communication, and not just a languge that belongs to the textbook.
	There are two main ways in which English can be used in class:
	* It can be used in teaching the lesson itself: giving examples, introducing a text, asking questions, etc.
	* It can be used for activities which “surround” the lesson, but which are not actually part of the teaching: checking attendance, telling students where to sit, chatting to students, controlling the class.
	Emphasise that, although there are advantages in using English in class, teachers should not feel that they must use English all the time. Obviously, there are many occasions when it can be useful to use the students’ own language. How much the teacher uses English will depend on the level of the class and the teacher’s own language ability.
2. Social language
	Instead of going straight to the textbook at the beginning of a lesson, the teacher can spend a few minutes chatting to the class about topics of interest. After the very earliest stages, this can be done in English.
	* The teacher can talk and ask questions, but get the students to give only short responses, e.g:
	The following example would be a good technique for a large class or with low level students
T:	Did you all enjoy the holiday?
	Ss:	Yes.
T:	Did you? Yes, I enjoyed it, too. I went on picnic with my family. Did you go on a picnic ? Anyone ?
Ss: 	Yes.
T:	Who did you go with ? ( and so on)
	* The teacher can prompt individual students to talk more about things they have done, e.g:
	T:	What did you do? Did you go out?
	Ss:	Yes, I went to a party.
	T:	A party? That’s nice. A birthday party?
	Ss: 	Yes, my friend’s birthday.
T: O.k, tell us what happened? What did you do at the party? 
 (and so on)
	* The teacher can get students to talk and ask questions, e.g:
	T:	Right. Mary went to a party. Ask her some questions about it. What do you want to know?
	S1:	What did you eat?
	S2: 	Was it a good party?
	S3:	Were there many people there?
	(and so on )
	The purpose of chatting to the class in English in this way. Establish these points:
	It creates an opportunity for real language practice, and creates an “English language” atmosphere in the class.
	Even more important, it establishes contact with the class, and helps students to feel relaxed and ready to learn. If we have a business appointment or meet a friend, we begin by chatting to establish a friendly atmosphere, it is just as important to do this when we meet a class of students.
3. Organising language
	Teachers have to say many things simply to organise the lesson – starting or stopping an activity, getting students to do or not to do things, etc. Much of this language consists of simple commands and instructions, which are repeated lesson after lesson; so if the teacher says them in English, students will quickly learn what they mean.
	Elicit from the teachers a range of simple classroom commands in English which could be used even with elementary students. If you like, build up alist on the board, e.g:
Stand up! (please)	Open/Close your book!
Sit down! (please)	Stop talking!
Look! Look at me.	Come here, please.
Listen!	Come to the front.
Repeat!	Be quiet, please.
Again!
	There are of course several similar expressions in each case, accept any that convey the right meaning, e.g:
	Would anyone like to clean the blackboard?
	= Who will clean the blackboard?
	=Woud someone clean the blackoard,please?
	Etc.
	What a teacher might need to say in English for the following situations.
You are checking attendance.
You are about to begin a new lesson in the book.
The class have done some homework.
- You are going through the answers together.
- You want the students to correct each other’s work.
- You want to know how many had the correct answer.
A student is not paying attention.
The bell rings for the end of the lesson.
Possible answers:
a. 	Who is absent today?
	Is anyone absent?
	Where’s X today?
	Where were you yesterday?
Today we’re going to begin lesson.
Turn to lesson.. in your books.
Today we’re going to practise
In this lesson, we’re going to read about.
What’s the answers to number.?
What about the next one?
Has anyone got a different answer?
Is that correct?
Everybody, change books.
Give your book to the person next to you.
Who had the correct answer?
Who got it right?
(John), what are you doing?
Stop talking at the back! 
(Peter), are you listening?
That’s all for today. That’s the end of the lesson. It’s time to stop now. Please finish the exercise for homework. Good bye, everyone.
4. Explanations
	Most of the language we need for organising the class consists of simple expressions which can be used again and again – this provides an easy opportunity to use English. However, teachers do not only need to give simple commands and instructions to the class. Otfen they need to use more complex language, for example when explaining a new word ar a grammar point, or explaining how an activity works. If the teacher can give these explanations in English it will provide very useful listening practice for the class, but of course the explanations must be as simple and clear as possible, so that the students understand.
	E.g 1:
	Explain how to mend a bicycle tyre. Read out the explanation below, speaking in such a way that teachers will not easily understand (use no gestures or drawings, and speak quickly without repeating anything)
	If you have a flat tyre on your bicycle, the first thing you need to do is to find out whereabouts the pucture is. So you turn the bicycle upside down and remove the thinner tube with a pair of tyre levers. Then you take a bucket of water, pump up the inner tube slightly, and dip it into the water. You should see small bubbles coming out from the puncture. You can then mark the spot where the pucture is by making a small cross with a piece of chalk, after first drying the inner tube.
	After the demonstration, ask students how well they understood. They will probably only have a very general idea of what you were saying.
	E.g 2:
Explain the process again, but this time doing everything possible to help the teachers understand. Use simple, short sentences, use gestures to show each stage of the process, use simple blackboard drawings (e.g a bucket, a cross); give difficult words in the teachers’ own language (e.g puncture, inner tubbe, tyre lever). 
	You have a bicycle, but the tyre is flat (gesture with hands, making a hissing noise).. you have a puncture apuncture (give translastion). So.. you must mend it. But first you need to know: Where is the pucture? Where’s the hole? So, what do you do? First turn the bicycle upside down ( gesture, or draw on the board) (and so on.)
	After the demonstration, ask students how well they understood. If you have been successful, they should have understood everything.
	Giving explanations in English is worthwhile if it can be done successfully and without too much difficulty. However, there are many occasions when it is best to use the students’ own language – either because the language needed is too complex, or because it is easier, quicker and more convenient.
E.g 1:
You want to teach these words: 	skiing, government, liver
 How would you explain their meaning:
using English only?
using English and your own language?
An explanation in English could be very confusing, especially if the concept is unfamiliar to students as well as the world. It would be better to give examples in English, and then to give a translation of the word.
E.g 2:
You want to teach these structures:
	How many eggs/oranges are there?
	How much bread/meat is there
How would you explain the difference:
using English only?
using English and your own language?
It is possible to make the difference clear using simple English (e.g: I can count eggs – oneegg, two eggs, three eggs), but it could be misunderstood (e.g: we can count loaves of breas, we can count money).
	By using the students’ own language, we can give a clearer and fuller explanation, and refer to equivalent expressions in their language.
	It is best not to rely only on explanations in either language, it is more important to give plenty of examples and a chance for students to practise.
E.g 3:
	You are organising a role play. You want students to act out a conversation based on this situation. 
	One student left his/her bag on a bus, containing some money, a book, and a towel. He/she goes to the lost property office.
	A second student is the person at the lost property office. He/she asks the student to describe the bag.
	An advantage of using the students’own language is that the situation can be given more quickly and easily, leaving more time for practice.
	An advantage of using English is that it provides useful listening practice, and helps students by giving them some of the words they need (e.g: travel, leave, contain, towel)
It is probably best to give the situation in clear,simple English, but repeating some parts in the students’ own language (e.g: lost property office) to make the meaning clear.
III. CONCLUSION
1. Conclusion
Based on the activities of teaching English through English, there are some conclusions that could be drawn from this final project. Those are: 
a. To create an “English language” atmosphere in class.
The students’ motivation to learn English is getting better when the teacher uses English to explain new material to students. The students are very enthusiastic to join the lesson, including answering the question and responding the teacher’ explanation in spoken English. Then, high motivation makes the improvement of students’ words and structures.
b. To communicate with each other in English. 
Many communicative activities are designed to be done by the teachers and their students. To create a need to communicate, the teacher and the student or the two students in each pair are given different information.The activity can then work in various ways:
The teacher has some questions and the students have to answer them.
One student has some information,and the other student has to find out by asking question.
One student has some information and tells it to the other student.
Both students have different information,and they tell each other.
c. To make the teaching and learning activity more interesting 
Teaching English through English is the process of making the students more active and interested in English class. The use of Englishcould give an enjoyable situation in teaching and learning activity, as the students do not get bored in having an English class. It could make the teaching and learning activities run well. The explanation above shows that using English in class is a good technique to improve the students’ vocabularies, structures and communicative skill. As the result, the score of English is increasing well. It can make a conclusion that using English in class is necessary and effective in teaching English.
The results of the students when I use English in teaching in a speaking lesson in class 11A4,5 more than in class 11A1.
Class
Numbers
Excellent
Good
Average
Below average
Poor/ Weak
SL
%
SL
%
SL
%
SL
%
SL
%
11A4
37
4
11
16
43
15
41
2
5
0
0
11A5
43
6
14
20
47
15
34
2
5
0
0
11A1
42
3
8
16
38
18
44
4
10
2. Suggestions 
Based on the conclusions that have been explained previously, I would like to give some suggestions.
The English teacher should create the suitable technique in improving the students’ motivation in learning English .
Using English in class is useful to support the English teaching process so that the teaching and learning process will run effectively. 
This study is just one effort in improving the students’ vocabularies and structures, and comminicative skill. I hope that this study will be useful to conduct the other research on the similar problems.
Hereby, I certify that I myself have done this research and I am capable to be responsible for this paper in the future if it can be proved of containing other people’s idea.
SIGNATURE OF PRINCIPAL 
Thanh Hoa, May 5 th, 2018
WRITER 
 Lê Thị Hồng Tâm
REFERENCES
 J.Willis (1981) Teaching English through English, Longman. 
Shows how English can be used in a wide range of teaching situations, and contains many examples of useful language.
J.Heaton (1981) Using English in the classroom, Longman.
	A simple guide to language used in the classroom, with exercises
Adrian Doff (1988) Teach English, Cambridge. 
Cambridge University Press is associated with The British Council
Jeremy Harmer (1998) How to teach English, Longman. 
An introduction to the practice of English language teaching
J. Harmer (1983) The practice of English Language Teaching (Chapter 8: communicative activities), Longman.
	A description of various kinds of communicative activity, with examples of exercises.