The results are expected in teaching enhlish

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
LE HOAN HIGH SCHOOL
THE INITIATIVE EXPERIENCE 
THE THESIS:
 THE RESULTS ARE EXPECTED IN TEACHING ENHLISH
 Author: Nguyen Thi Hao
 Occupation: Teacher
 Field ( Subject): Foreign language
THANH HÓA, NĂM 2019
 LE HOAN HIGH SCHOOL 
 TABLE OF CONTENTS
PART A: INTRODUCTION Page: 3
I.1.. Reasons for choosing the thesis Page: 3
I.2. Objectives Page: 3
I.3. Participants Page: 3
I.4. Methods of the study Page: 3
I.5. The results are attended Page: 3
PART B: CONTENT Page: 4
I. Aims of the study Page: 4
II. Aspects of the study Page: 4
III. Object of the study Page: 4
PART C: SPECIFIC STUDIES Page: 4
Chapter 1. The effect of using the form and techniques in teaching Page: 4
Chapter 2. Some the forms and techniques in teaching Page: 5
1. Making an enabling environment Page: 5
2. Preparing psychologically and knowledge for the new lesson Page: 11
Chapter 3. Experimental in a lesson Page:12
1. Exploring the psychosocial and cognitive of English 10 activities. Page:12
2. Determining the basic knowledge in the lessons. Page:12
Chapter 4. Draw experience and apply to teach other lessons Page:16
1. Draw experience. Page:16
2. Applying initiative in other lesson. Page:17
PART D: CONCLUSION Page:17
1.Conclusion. Page:17
2. Suggestions. Page:17
 PART A: INTRODUCTION
 I.1. Reasons for choosing the thesis
 In order to contribute to the educational goals of the party and the state, to train students to become dynamic, independent and creative person, to gain the knowledge of modern science as well as to help them to know how to use it to find out reasonable methods to deal with the problems in life. Hence, learning and teaching foreign language in high schools is very important in our country.
 I.2. Objectives
 As far as you know, learning and teaching the second language in high schools have been many major changes in the content and teaching methods to fit the objectives and requirements set for professional education in the reform program. The most basic viewpoint of the new method is how to promote positiveness, activeness of students and create optimal conditions for their development and practice language skills and communication purposes rather is providing purely linguistic knowledge.
 I.3. Participants
 I am an English teacher at Le Hoan high school, I always concern how to achieve quality and high efficiency in teaching. In order to do that, the teacher has to apply the forms and skills in variety and abundant lessons, as well as makes lessons more exciting, charismatic, attractive to helps students promote their abilities in the direction: "The teacher was the organizer and guide students to self-help, self-control in learning".
 I.4. Methods of the study.
 Through our own experience with the references, I realized that: “In order to have good results in the second language lessons, teachers must know the way to inspire for students in the beginning lesson. I have achieved a certain effectiveness via real – time application. I will show some forms and skills in teaching.
I.5. The results are attended.
 All my students responded enthusiastically to the lesson. They even contributed to building lesson proactively so I feel there is a lot of motivation to use the most effective teaching methods for you.
 PART B: CONTENT
I. Aims of the study
 Applying the techniques and forms of teaching the foreign language with innovation methods to promote positive and actively of students.
II. Aspects of the study
 In the process of implementing I have researched in the following aspects:
What is the effect of using the form and techniques in teaching?
Some the forms and technique in teaching.
+ Making an enabling environment.
+ Preparing psychologically and knowledge for the new lesson.
- Performing an experimental lesson.
- Surveying an experimental lesson.
- Comparing the quality with the normal lessons.
- Drawing experiences and take into the next lessons.
III. Object of the study
- The study apply for 10th, 11th, 12th from learners at high school.
IV. References
- English language teaching methodology for teachers in lower secondary schools 2005 
 PART C: SPECIFIC STUDIES
Chapter 1. The effect of using the form and techniques in teaching
- At beginning of the lessons, teachers usually check students’ homework, give mark and examine the level of student diligence. In fact, it makes boring atmosphere in the class, does not create a favorable environment for learning and it is an inefficient way to control class.
- In the process of English teaching, although some activities begin a lesson that account a short time, but it is very important. This is the first task of the teacher when entering the class, the activities begin a lesson with the following purposes:
+ Stabilizing class: following the time for students to adapt the new lesson.
+ Preparing psychologically and knowledge for the new lesson.
+ Arousing available knowledge to students that concerns to new lessons.
+ Helping students contact the knowledge learned with the new lessons.
+ Inspiring students to the new lesson.
+ Creating a situation and context to introduce the new lesson.
- The roles of these activities are create a situation and context to present a lesson. It is regarded as an integral part of the new lesson.
- If we know to apply some the forms and techniques in teaching, it decides that the new lesson attract students or not.
Chapter 2: Some the forms and techniques in teaching
- Based on the aim and features of the lesson, the teachers can collect suitable specific activities and skills.
1. Making an enabling environment
a. Creating a pleasant atmosphere between teachers and students, make sure that students become active and confident by some activities such as introducing themselves, greeting the students, talking and telling some funny stories, so on. Focusing the attention, stabilizing class, and inspiring students to the new lesson by a certain learning activity as:
b. Listening to a short tape: teaching depends on each type of the lesson, the teacher can ask students listen to a short tape and quickly to help them to know about the topic of the lesson or types of exercise that we would like to introduce or through the tape can review their knowledge that relates to the old and new lessons.
For example: in the part D: writing (Unit 8, English 10) we can ask the students to review some questions about distance: 
Lan’s house (2) 
Post office
Answer key:
School (1)
1.3000 m
2.700 m
The theater (3)
3.3 km
4.2 km
c. Observing the picture, ask and answer about the picture. It is a popular method. We can use the picture in the textbook or handmade to help the students to pay attention in the lesson or recall the learned knowledge as well as guide them focus on the topic of the new lesson. This method is usually applied thoroughly in the English 10, 11 program. The first part (Getting started) of almost all the lesson is warm – up, this section is mostly used pictures to reinforce, introduce the topic or content of the lesson, suggest the topic for students and revise the knowledge they have learned. In coordinating lesson, we can still use pictures and photo to review or help students to focus on the lesson. 
For example: in the listening lesson (Unit 8, English 11). We can use a picture about preparing the new year in Vietnam and Japan to help students to guess what do people usually do in the Tet holiday to inspire the students as well as introduce the content of the listening text.
Tet holiday in Viet Nam
Tet holiday in Japan
Or in the reading lesson (Unit 16, English 11 as Great wall; Hanging Garden of Babylon, Angkowat; Pyramid of Cleop to help students to think about the content of the lesson, these pictures will make them remember or rethink the origin and history of the wonders and easier to read the passage. 
Hanging Garden of Babylon
Great wall
Angkowat Temple
d. In the English program in Grade 10, 11, 12, the visual aids are used frequently and used for many purposes various requirements
For example:
- doing a quiz.
- playing a language game.
For examples from English 10,11 number 1,2
- doing a vocabulary exercise on nature challenge.
For example: in the unit 1: lesson 5: language focus (English 10). We can play the game with a game of puzzle. The teacher ask students to find words beginning with the words that they have given.
- Teacher writes: a
 Students write: awful
- Teacher writes: i
Students write: intelligent
e. We can use various techniques such as jumbled words, word square, guessing game, chain game, matching, networks.
For example: in the unit 12: lesson 1: reading (English 10) with the words:
- dnab = band
- mionet = emotion
- sucim = music
- The technique “word square” are used frequently for “Warm- up” or “Revision”.
For example: in the unit 12: lesson 5: language focus (English 10).
who, how, what, where, at, by, why, when, on, to, from
W
W
W
H
Y
H
W
H
E
N
E
B
A
O
N
R
Y
T
O
W
E
F
R
O
M
The purpose of this part is to review some the “wh” question words and some related presupposition like at, by, to, on, from so on.
- Besides, it is also possible to apply a lot of types of different teaching procedures to suit different objects.
* Guessing game
For example: in the unit 1: a day in the life of lesson 1: reading (English 10).
Ss choose a time and complete the sentence
It’s ................................... (nine fifteen) - Example exchange
S2: No, it isn’t 	 S1: Is it half past eight?
S3: Is it nine fifteen? 	
 S2: Yes, it is	
- Divide the class into groups of 8-10. Students sit facing together.
- The first person in the group recalled the teacher.
- The second students repeat the first students and add another point.
- The third students recalled the first, the second students and added another point.
- Such until the back with the first student in the group.
For example: in the unit 7: lesson 4 (English 6).
Teacher	: In my town, there’s a bank
Student 1	: In my town, there’s a bank and a hotel
Student 2	: In my town, there’s a bank, a hotel and a supermarket.
* Matching: 
- Write the words that teachers want students review a table on the left column, write the definition of the Vietnamese word or drawings to the right column of black table but not in the order.
- Ask students to match the left column with the definition, the Vietnamese meaning or the picture in the right column.
Example: 	Unit 11: Travelling round Viet Nam
Lesson 4: Read (Page 102 - 105)
Matching pictures to word cards.
Flowery city
Mountainous city
Seaside city
World heritage site
Ha Long bay
Nha Trang
Sapa
Da Lat
Picture 1
(Nha trang)
Picture 2
(Da Lat)
Picture 3
(Sa pa)
Picture 2
(Ha Long bay)
 Laying out 4 pictures (page 102 - 103) on the board and ask students to match the following cards to the comic pictures. 
* Networks
- In the unit 3 lesson 1: reading: a party (English 11).
- In order to students review the words about the party that related to the new lesson we use:
cakes
presents
 candles
ice cream
clothes, bag
white,pink
2. Preparing psychologically and knowledge for the new lesson
- Exploiting the summing knowledge that have known by suggest or raise feedback.
Example: 
Unit 6: The Environment
Lesson 5: Write (English grade 9)
For examples from English 6, 9,11 number 1,2,4
Brainstorming: 
Letters
Thank
Job application
invitation
gratulation
- Contact the old lesson as well as the problems related to the lesson in various forms such as:
+ Making the question.
+ Giving the task about the content of the old lesson.
+ Using some kind of activities that requires for students, stability the class, use the knowledge and the content of the old lesson.
- Making the situation context, have conversation for next activities for the lesson. We can use these forms such as:
+ Visual aids (objects, pictures, photos).
+ The true stories or creating.
+ A short reading text.
+ Can be the exercises or questions.
In fact, the activities in teaching is the technique for this part, it can simultaneously satisfy many different purposes. The forms that present for students for the second aim, can also work simultaneously for the purpose of the first aim and vice versa. So, the best way to teach is how we are carried out by a variety task in the beginning of the lesson go with the teaching activities. For example, the teacher can begin the lesson by giving the issue for students to solve, or giving the questions, exploiting the old and new knowledge. Hence, the teacher can inspire the students, stability the class, gather the students for the topic of the lesson, check and review the old lesson as well as help students to prepare psychological and the necessary knowledge 
Chapter 3: Experimental in a lesson 
Unit 2:SCHOOL TALKS (English 10)
Lesson: Speaking
Period: 7
Class: 10A4 – Le Hoan high school
1. Exploring the psychosocial and cognitive of English 10 activities.
- Age: 14 – 15
- Male: 20 Female: 25
- Almost all students excited, hyperactive and like English.
- Acquiring qualifications:
Good: 10
Quite: 20
Medium: 15
Weak: 0
2. Determining the basic knowledge in the lessons.
After the lessons students are developed the speaking skills "ask and answer about the village according to the suggest information" and can talk about their village by real information.
3. Identifying the methods of transmitting.
Visual, conversational, 
4. Preparing.
a. Lesson plan: Unit 3: lesson 2: speaking
Teaching effects:
- Picture: the kitchen (textbook 8, page 28).
b. Students:
- Homework: rewrite sentences description about the activities of people in the village.
+ Reading the new lesson at home.
Procedure:
Unit 8: The story of my village
Lesson 2	: Speaking
Period	: 
Objectives: By the end of this lesson, students will be able to: 
 -Students know about plan to improve life of a village and their possible results.
- Discussing plans to improve life in the village.
II. Presentation of structure: 
a. Vocabulary	: 
 resurface (v ):put new surface on, renew
 widen (v ):
 canal (n): man-made waterway for irrigation
 muddy(a ): full of mud
b. Grammar : Briefly explain Conditional sentence type 1 and should:
 If + S + V(present tense), S + will/can/may + V
( to talk about something that will or is likely to happen in the future)
 E. g.: If the roads are widened, cars and lorries can get to our village.
 Should or shouldn’t: to give opinions about what is the best thing to do.
III. Teaching aids: -Help sts to know about the activities of people in the village.
-Review Conditional sentence type 1 and should:
IV. Teaching methods: Communicative, work in pairs, dally.
V. Teaching procedures:
1. Warm up:
Brainstorming:
What things you should do to improve life in the village?
 to widen
a rice paddy field
to raise
use new farming methods
to resurface
to replace
work hard
cattle
 2. Pre - Speaking:
Pre - teach vocabulary: 
 Do .. for a living (explanation): sinh nhai, kiếm sống.
	East of .. (explanation) 	Về phía đông của 
To the
West of... (explanation) 	Về phía tây của ..
South of . (explanation) 	Về phía nam của .
North of . (explanation) Về phía bắc của ..
- Set the scene
- Ask sts to (Matching) in pairs
A
B
2.1.You think we should build a football ground?
For examples from English 10 number 1
a. . He told his grandchildren: “ Study harder so that you can do
 more for the village than your parents did.”
2.2.: What about a medical centre? 
b. I agree with you. If a football ground is built, young people can play sports in the free time.
 A football ground is also a place where people can meet and exchange ideas.
2.3. How can people with an education help make the life of their community better?
c. Yes, they do
2.4. What did he tell to his grandchildren?
d. People with an education: people with a university study.
2.5. Do people often grow rice and raise cattle in your village?
e. If a medical center is built, People’s health will be looked after better.
- Ask them the compare their answer keys.
- Teacher corrects and asks students to practice in pairs. 
3. While - speaking
a. Ask students to play the role of A and B to ask and answer about their partner's home village, using the information in the box 
Mapped dialogue. 
A
B
Where is your home village?
-> It's to the .
It's to the 
<- And where .. ?
How far is it from . to . ?
-> It's about  
It's about 
<- And how far ... ?
b. Have students ask and answer about their own village in pairs.
4. Post - speaking
- Ask sts to express their own village. 
I live .
5. Homework: 
- Ask sts to do exercises in student's exercise book
- Ask them to prepare new lesson.
* The survey of quality in an experimental lesson.
1. Test:
 Write a short passage to express their own village (about 10 -> 15 sentences)
2. Time: 15 minutes.
3. Participants: 42 students.
* The result:
- Good: 9, 10 points: .. Appropriate: 22 %
- Quite: 7, 8 points: . Appropriate: 48 %
- Medium: 5, 6 points:  Appropriate: 30 %
- Weak: 1, 2, 3, 4 points: . Appropriate: 0 %
* In conclusion: 
The experimental class with the new method is apply the forms and techniques in teaching. It carries the good result than the lesson that the teacher teach with the common forms and techniques: check homework, make correction to students’ homework.
Chapter 4: Draw experience and apply to teach other lessons
1. Draw experience.
Applying the forms and techniques in teaching inspired of students, create the demand to communicate, encourage students to think about the content and topic of the new lesson. Besides, it helps students to review the old knowledge, promote active, initiative of the learners and carry the high result. However, the teacher have to apply the forms and techniques in teaching, suit for each student, each specific lesson to give the highest result.
2. Applying initiative in other lesson.
 Applying above initiative in other lesson, I realize that students are excited, inspire with the new lesson and carry the high result than the common lesson. 
 PART D: CONCLUSION
 1.Conclusion.
 Thank to this thesis I know more about the effect of applying the forms and techniques in foreign language teaching. Through surveying and teaching the English 10, 11, 12, I know that the forms and techniques in teaching is an important. We have to choose the suitable technique and method to teach. It will decide the result of the lesson.
 In fact, I found and changed the teaching method that have significance for teaching. The teacher have to understand each objective that they teach to use reasonable the forms and techniques, have to make the questions for students to helps students review the knowledge that they have learned to apply in the new lesson.
2. Suggestions.
 By surveying the forms and techniques in teaching. We can see its role in teaching. It reflects to quality of a lesson directly. With own experimental experience in teaching year at high school. So I presented my own experience, thinking about an aspect that are used in English teaching. I hope that colleague will read and contribute to help me to perfect the thesis.
Confirmed by the teacher Thanh Hoa,date 20/5/2019
 I assure that this experience idea is mine,not 
 Copied the other person’s content. 
 Written by
DO THANH NAM 
 NGUYEN THI HAO 
REFERENCE BOOKS
1. Tiếng Anh 10 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
2. Tiếng Anh 11-Sách Giáo Viên (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
3. Tiếng Anh 12 (Hoàng Văn Vân ,Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
4. Tiếng A