Use the question system in english language teaching in high school

DEPARTMENT OF THANH HOA EDUCATION AND TRAINING
LE VAN HUU HIGH SCHOOL
------------***--------------
EXPERIENCE INITIATIVE: 
USE THE QUESTION SYSTEM IN ENGLISH LANGUAGE
TEACHING IN HIGH SCHOOL
 Doer: Nguyen Thi Hoa
 	 Duty: Teacher 
 School: Le Van Huu high school
 Subject: English
THANH HOA, 2016 - 2017
 CONTENTS
 I. INTRODUCTION
1.Reasons for choosing this topic.
2.Aims of the study.
3.Object of the study.
4.Methods of the study.
5.New points.
II. CONTENT
1.Rationale. 
2.Practical basis.
2.1- Teachers.
2.2- Students.
3.The measures have been taken to solve the problem.
3.1- Find out the function of the question:
a- Introduction phase of the language
b- stage of practice
c- Stage of evaluation evaluation
3.2-The tips to ask questions
a- Closed-Questions
b- Open Question
c- Suggested Questions
3.3- How to use a questionnaire
a- Exploit available students door
b- The linking questions between the chalk in the post
c- Questions for staging contextual situations.
d- Questions to extract the vocabulary needed for the task
e-Hint questions
 f- Reading comprehension, listening comprehension
3.4- How to conduct the question
3.5- Some points to keep in mind when using the question in front of the class
4. The effectiveness of the experience initiative.
III.CONCLUSION AND RECOMMENDATIONS
1. Conclusion
2. Recommendations
IV- REFERENCES
I. INTRODUCTION
1. Reasons for choosing this subject.
In the process of industrialization and modernization, in the reality of the developing country to integrate into the international community of ASEAN countries as well as other countries in the world, especially our country. Having officially become a member of the WTO, knowing and using at least one foreign language is an urgent need, a necessity for each of us. The decisive factor in the success of industrialization and modernization is that the resources of the Vietnamese people are developed in quantity and quality on the basis of improved intellectual level. Therefore, the education and training of our country has also changed from education and training to teaching and learning methods in order to effectively contribute to the preparation of human resources of the country. In the first decades of the 21st century, learning foreign languages ​​in general and learning English in particular has become and will become a hot topic for people of all ages, gender and all levels. .
During the past school years, we have been innovating teaching and learning methods, innovating textbooks, combating copying such as classical teaching methods, teachers often use in-depth methods. For this reason, students must change their learning style and prepare better, more thoroughly, and at the same time the teacher must meet a variety of teaching methods. We need to apply many tricks in the system of tricks so as to achieve high efficiency in students' ability to develop their linguistic abilities. Teach students to logically learn the lesson, after a period of study, learning, learning Especially in a real-life course taught at Le Van Huu High School With my own thoughts, I boldly put up a small experience" Use the question system in English language teaching in high school " to exchange together. 
2. Aims of the study.
With successful research, this experience will help teachers gain the following main purposes:
- inspire interest for the students in the class.
- Instruct the students to practice themselves to develop their language skills.
3.Object of the study.
Classes 10A8, A9, Bl, B5 Le Van Huu High School through English classes.
4.Methods of the study.
Mainly based on practical teaching and self-experience. Through peer-to-peer exchange and study of relevant documents.
5. New points. 
In order to meet the needs of the society, the universal education must promote self-discipline, self-awareness, initiative and creativity of the learners. Put into the practice, affect the personality, bring joy, interest in learning that formed capacity and quality. Therefore, to create excitement for students I have researched the new questioning tips to open, encourage the learning spirit of students such as Closed-Questions, Open- Question ,Suggested Questions.
II. CONTENT
1.Rationale. 
In general teaching and English in particular, question plays an important role to be used as a popular tool and is almost indispensable in every classroom lesson. Song said so, his questions are not always the results as expected. If we observe the teacher's question during class, it takes up most of the time. There are cases where, in many parts of a unit, questioning is the only one trick in an instructional session. In general, familiar questions to the teacher are often questions to check. For example: Check the old post, check the comprehension level, grasp the lock, check the grammar grip, vocabulary ....
Also due to the "test question" concept, most of the time the main questioners are still teachers. Very rarely students have the opportunity to ask questions, unless it is a case of student grammatical questions, or questions that students want to explain to the teacher. This situation leads to the following negatives:
- Students have no training conditions, use meaningful communication questions.
- The way students learn passive behavior, lack of initiative, lack of opositive ...
- The question is emotional, not focused and not scientific teachers have not as effective as expected.
Thus, in order to achieve effective use of the question, teachers must have a method for questioning and using the question system in a scientific way. To guide students, engage their concentration during school.
2.Practical basis
2.1- Teachers:
The school currently has 8 English teachers. Most of the comrades are experienced, enthusiastic in teaching and all have the required standards.
2.2- Students:
Most students of Le Van Huu High School were born and raised in rural areas so the conditions of study are not good, the time is limited and the English communication environment is limited. Secondary school subjects A, B should not really study hard, hard to memorize the word, flexibility, creativity is not high, the way to learn passive behavior.In addition English is also a difficult subject. Students must master the four basic skills: listening, speaking, reading, and writing. At the same time, students must also be familiar with the basic and systematic knowledge of modern English practice. With age as well as a general understanding of British culture it is a challenge
Before applying the subject, I was able to summarize some of the students' understandings of the lesson through the use of teacher-led questions as follows:
Class
Total students
positive attraction
normal attraction
No attraction
SL
%
SL
%
SL
%
A9
38
10
26
20
52
8
22
A10
38
9
24
20
52
9
24
B1
38
10
26
19
50
9
24
B5
46
15
32
21
55
10
13
3. The measures have been taken to solve the problem.
3.1 Find out the function of the question:
To use the question in a scientific way, the teacher must first understand the function of the question. The question is used for different purposes in each stage of the teaching process.
a-Introduction phase of the language
During this phase, questions are used to:
- Inspire students before the lesson
- Deploy students into new assignments
- Creating situation, context, introducing the lesson
- Create communication needs
- Clarify the need for practice
- Tutorial guidance, help students master new material
- Check the level of understanding of the newly introduced language.
b-stage of practice
The question is used to: 
- check comprehension or listening comprehension
- practice new material
- suggestive guidance, focus students attention on the main content or the content to detect to understand better.
- Practice listening and speaking skills.
- Get feedback.
c-Stage of evaluation evaluation 
At this stage, use questions to assess the level of comprehension of students as well as test their knowledge. 
3.2. The tips to ask questions:
In the process of teaching and learning. The teacher is the one who raises the question and the student always wants to answer the teacher's question. Here are some ways to ask questions that can help students understand and speak English more easily.
The work of the teacher is to check the level of understanding of the student. Song raises the question: "Do you understand?" Not a good question. Because students will answer "Yes". Students sometimes respond to this because they may not want to disappoint the teacher or show unfavorable results for both teachers and students. So in my opinion, teachers should ask questions that can test the understanding of the students. Here are three basic tricks.
a- Closed-Questions
In this enumeration, the teacher should ask "Yes / No questions". This may be the easiest way for teachers to get their feedback quickly.
For example: In Reading 3, page 33 of English textbook grade 10, teacher can ask questions to explore the level of reading comprehension of the students with the following questions:
- Did Marie go to school in Warsaw?
- Was her dream to become a private tutor?
- Was she the first woman professor at the Sorbonne?
Example;In Writing –unit 8, page 87 of English textbook grade 10, teacher can ask questions to lead in the new lesson:
-Have you ever found the way to somewhere?Is it difficult for you?Can you follow the directions with a map?
Example;In Listening –unit 10, page 107 of English textbook grade 10, teacher can ask questions to introduce the topic:
-Have you heard about the forest fires recently? In Vietnam and in other countries,for example,in Australia?
-Do you know the reasons why they happened?
So this question form is very easy for students. By simply comparing the words of the question to the content of the readings to answer "Yes" or No.
b- Open- Questions
Another trick in asking that question is that we use questions beginning with: What ...? Why ...? When ...? Where ...?
As with the lesson content in the example above, we can ask:
	- Where did Marie go to school?
- Why did she work as a private tutor?
- Who was the first woman professor at the Sorbonne? 
c- Suggested Questions:
The question prompts the teacher to give some simple questions to guide students to finding the answer by their own inference. Often these questions require students to use their deductive imagination with situations. Sometimes simple tricks when explaining to students the content of the lesson. Students should learn to brainstorm.
Example; In part 1 Reading page 13 of English textbook grade 11 can ask the question:
- What do you think about the friend in the poem?
- What qualities should we have to have true friendship?
With illustrated lessons you can also take pictures asking students to guess.
For example, in lesson 2 of listening on page 27 of English textbook grade 11 might ask:
- Can you see fire?
- What's burning?
- Can you see a woman?
- What's she doing? / Who's she carring in her hands?
- Do you think they are from the burning house?
- How do they look?
3.3 How to use a questionnaire:
a- Exploit available students door
 Prior to the entry of any content, the teacher may offer some suggestions for exploring the available knowledge of the student. At the same time, direct the attention of the children to lead them into new content.
With the content of learning how to learn reading or listening, the use of the available resources for student exploration is a good example. The main aim of these questions is:
- What do you know?
- Do you want to find out more?
Example: In Reading Reading section 11, page 113 of English textbook grade 11 ask the following questions:
- What do you know about Cuc Phuong National Park in Viet Nam?
- Where is it? How big is it?
- What is it famous for?
- What do you want to know about it?
- Read and find out the answers.
Example:In Listening section unit 8, page 86 of English textbook grade 10,teacher ask some questions to summarize the content of the lesson:
 -Do you remmeber where Popffero is?
 -What has it become now? Is it quiet and peaceful?
 -How different is it from the past?
 -Do all the people in Popffero like the changes?
Students then read the article, comparing the available insights with the content of the article to gain new insights.
b- The linking questions between the chalk in the post
At the pre-entry stage, teachers may also ask questions that students may be able to answer, and students must perform a task or follow-up request such as reading, listening, asking or answering. interview. In other words, this question makes for a more motive of reading, listening, and speaking, as a problem set out to solve, and thus making the meaningful exercise
For example:
- Do you know?
What is the purpose of Spring School? (Listening page 51 English textbook grade 11)
Listen and find out.
- Does your friend like these things?
Talk to him and find out.
Example:In speaking section unit 12, page 126 of English textbook grade 10,teacher ask students to work in pairs :
Teacher gives the model:
T: What kind of music do you like?
Ss:I like pop.
T:Why do you like it?
Ss:Because it is relaxing.
T:Who is your favorite band or singer?
Ss:Micheal Jackson.
T:What song do you like best?
Ss:Thriller.
T:When do you often listen to it?
Ss:Whenever I have free time.
c- Questions for staging contextual situations
These questions are often accompanied by pictures.
Example: In Reading 2, page 22 of English textbook grade 11, Teacher can ask the following questions:
- Who do you see in this picture?
- What's the girl wearing on her head?
- How does the hat look?
- What's the man doing?
- What's on the table?
You can see the same girl in all of the other pictures.
- Where is she?
- What is she doing there?
- How is she feeling?
-What is she thinking about?
d- Questions to extract the vocabulary needed for the task:
Example: In Lesson 2 of Writing on page 19 of English textbook grade 11 Teacher asks students to think of the words which they add to the following lists to decribe a person.
+ Appearance: tall, short, thin ...
+ Character: Friendly, helpful ...
+ Habits: get up early, stay up late
+ Ask if these are true to your friend?
+ He / she has a stamp collection.
+ He / she is a good chess player
+ He / she plays table tennis
+ He / she is a computer expert
+ He / she swims very well. 
e- Hint Questions:
These are open-ended questions that help students contribute their ideas, contribute information and insights to better understand, practice using better language.
The open question has the following positive ones:
- Through the questions posed, students are actively engaged in the lesson, the time the students are talking in the class increases.
- Suggestions to raise the students 'well-being, consolidate and develop the students' thinking, learning strategies.
- Lessons are more attractive and interesting to students, because they have better motivation to learn.
- It is a means of checking and timely responding to the necessary information for the teacher to grasp the level of understanding of students such as: Students who understand the good lessons, which students need more support ...
So how to exploit this kind of question?
Suggested questions to help students better understand: This is a small, easy-to-follow quiz to help students find answers to questions. Suggested Questions Help Students Understand Totals: This is a small, easy-to-make quiz that can help students find answers to more difficult questions while learning a lesson. These types of questions are often deliberately arranged by the teacher so that the questions step by step prompt students to understand a great deal of content.
Example: In lesson 7 on page 80 of English textbook grade 11 teacher can ask the following questions:
- Who can you see in the first picture?
- How many children?
- How is the house which his family live in?
- What does the man do to earn his living?
- What do the two pictures tell you? 
* Suggestion questions test concept, meaning of words.
At the stage of introducing new intonation, an important step is needed before the training stage to check the level of capturing the meaning of that language.
One of the tricks of language understanding at this stage is to ask a series of questions around the meaning of the material.
* Check the meaning of the grammatical structure.
Example: In lesson 1, focus language page 21 of English textbook grade 11
Mary wanted to borrow a French book yesterday
The questions could be:
+ When did John want to borrow a Frenh book?
+ What are the last two letters of the verb "want"?
Etc ...
f- Reading comprehension, listening comprehension:
This is the type of question most commonly used by teachers for their listening and comprehension skills. However, in order to effectively use these questions the teacher also needs to understand the types of questions and the difficulty level of those types of questions. The types of comprehension and comprehension questions can be summarized as follows:
* Question types divided by morphology, structure.
- Yes, no Question
- Or-Question (altennative questions)
- Wh- Question
- How Question
- Multiple choice
- True / False
* Type of questions divided by the content of the answers. 
- Questions are answered by directly retrieving the sentences available in the text.
- Questions are answered with the information selected in the lesson.
- Questions are answered with indirect suggestions in the article
- The questions require the evaluation inference to answer.
In practice, the difficult or easy question does not necessarily depend on the complexity of the structure of the question, but also on the level of response required (as mentioned in section b).Teachers should combine these two elements to create the right questions for the students.
3.4. How to conduct the question:
In addition to mastering should use the question is, in any case. Teachers also need to know how to organize the activity of the question and answer to overcome the disadvantages as stated in the beginning. Specifically, the teacher must consider the problems in questioning such as: Who to ask? Ask what? Ask students to raise their hands or not raise their hands? Or like: Who asked? Teacher asked or asked: Ask how? In group or pair? Ask in front of the class or bald spot? In general these are issues that need to be considered by the teacher in each specific situation, with each specific subject. There is no best or only way. Depending on the specific situation, depending on the specific student object, the teacher selects the appropriate question form. Otherwise these questions will be embarrassing for students.
Here are some suggestions:
* Use the questions to gather the whole class intention, requiring the class to work.
Eg:
- What are we studying this part?
- Do you know about,.?
- Who can tell me about ...?
`* Use questions that weak students have the opportunity to answer.
In lesson 1, speaking-task2 page 15 of English textbook grade10 can
ask the following questions:
- What is his name?
- What does he do at 2 p.m?
- What time does he read books?
- Does he watch TV at 16.30?
Etc ...
For a short answer question, ask the whole class to answer freely. Then call the personal check.
* Always change the questioning mode
+ Teacher - student
+ Student - student
+ Student - teacher
If the questions are done in the classroom, use the intersection of the students. That means not to have the two students sit together to ask each other, for students to ask this row ask the students sit side by side. Song must also note the location of the students as appropriate.
*Highly motivated students should be enco