English 9 For Teaching - Dinh Tien Hoang Secondary School

n teaching English in the classrooms. Nevertheless, after the course, we all felt much more confident when using English in the classrooms. We learned a lot from the course, we have had some useful experiences from the trainers and teachers. We think that, our responsibility is to retrain what we learned from the course to other teachers in our province.
For all the reasons above, I think it is very necessary for all of us to teach English in English. It is not only good for you but also good for your study. Our thesis will help you with this.
1.3. Aim of the study.
- To encourage teachers to teach English in English, not using native.
- To help teachers with the specific classroom language they need to teach confidently in English.
- To investigate the difficulties of using “Classroom Language” of secondary school teachers in their teaching English.
- To make some suggestions on reducing the teachers’ difficulties in the application of EFT and make English lessons in Dinh Tien Hoang Secondary School more interesting and successful.
 1.4. Research questions.
(1)What are the difficulties faced by the students of Dinh Tien Hoang Secondary School in learning English and their expectations?
(2)What are the difficulties faced by the teachers of Dinh Tien Hoang Secondary School in using English for teaching and their own solutions?
1.5. Scope of the study.
The study is concerned with finding the teachers’ difficulties in using English For Teaching for students from grade 6 to grade 9 (focus on 6A, 6C, 6D, 7C, 8B, 9B) at Dinh Tien Hoang Secondary School – Hoa Lu District – Ninh Binh Province. The study of others would be beyond the scope.
1.6. Design of the study.
This thesis consists of three parts:
PART I (INTRODUCTION): presents the rationale, the aims, the significance, the research questions, the scope, and the design of the study.
PART II (DEVELOPMENT): consists of three chapters described as follows:
- Chapter 1 (LITERATURE REVIEW) deals with literature review. It starts with definitions of topic and its role in language teaching, then an overview of some language teaching approaches. The next is about the CLT which includes the definition, characteristics, and stages in using English For Teaching (EFT). The final is some factors to be considered of EFT application.
- Chapter 2 (THE STUDY): presents the study. Firstly, there is an overview on situation of using English For Teaching at Dinh Tien Hoang Secondary School. Secondly, the phrases of classroom language are performed in the study with variety of examples. The study provides subjects, the instruments and data analysis process. Finally, the data collected from the survey questionnaire and interviews is analyzed and discussed.
- Chapter 3 (FINDINGS AND RECOMMENDATIONS): reveals the major findings of the study and presents the recommendations.
PART III (CONCLUSION): summarizes the study, gives conclusion and some limitations during the process of doing the research as well as some suggestions for further study.
PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Definitions of English For Teaching (EFT).
English For Teaching (EFT) provides teachers with the specific classroom language they need to teach confidently in English. Teachers learn and practice the English needed to:
	+ Manage their classroom.	
+ Prepare and teach their instructional materials. 
	+ Provide learners with feedback.
1.2. An overview on English For Teaching (EFT).
In this project, we will introduce different phrases that can be put to immediate use in language classroom, on topics including classroom management, communicating lesson content and giving feedback to students. Word List of many words and phrases used in the classroom. Animated Lean activities that illustrate the target language in a classroom context. Practice activities that gives teachers feedback on their pronunciation. Opportunities for reflection after each part.
1.3. Factors to be considered of EFT application.
- Teachers’ beliefs and attitudes.
- Teachers’ qualities and personalities.
- Learners’ motivation.
- Learners’ beliefs and attitudes.
- Learners’ learning style.
- Learners’ anxiety and confidence.
- Classroom conditions.
- Language environment.
- Syllabuses and textbooks.
CHAPTER 2: THE RESEARCH
As far as you know, Dinh Tien Hoang Secondary School is a school which has good reputation not only in Hoa Lu District, but in Ninh Binh Province as well. Our school is known as the school with well-qualified teachers in many fields. Being teachers of English, we always think of how to make our lessons more and more attractive and effective. And the most importance is that after the lesson, our students not only can use English to communicate with their friends but they also can use their English to communicate with foreigners fluently and naturally. But this is also our biggest problem and it is very difficult for us to find solution. Luckily, while we were wandering how to face this problem, we were taken part in the course for teachers of English from well-qualified schools in Vinh University. The course helped us find solution to this problem, and today we are sharing you some experiences that we learned form the course. These are different phrases that you can use in your classroom. They are very simple, but sometimes we don’t remember or sometimes we don’t know how to use and when to use them properly and effectively.
Let us introduce some specific examples to you. We hope that the phrases will help you a lot with your teaching career.
Before introducing the phrases, please look at our survey of students’ using English in classroom before carrying out the research. (School year 2014 – 2015)
SURVEY
Class
Number of students
Not good at using classroom language
Percentage
Quite good at using classroom language
Percentage
Good at using classroom language
Percentage
6A
37
17
45.9
12
32.4
8
21.6
6C
28
12
42.9
7
25
9
32.13
6D
38
14
36.84
9
23.7
15
39.5
7C
32
16
50
9
28.1
7
21.9
8B
34
11
32.4
8
23.5
15
44.1
9B
38
17
44.7
9
23.7
12
35.6
I: CLASSROOM MANAGEMENT
1. Greeting students:
Hi, everyone.
Hello.
Good morning boys and girls
Good afternoon class/ students/ children
How are you?
How are you doing?
How is everyone today?
Good to see you.
Fine, thanks.
Great, thanks.
Fine, thank you. And you?
How was your vacation? / break / weekend/ summer?
2. Discussing the date and the weather:
- The date:
	What day is today? Today is......
	What day is tomorrow?
	What day was yesterday?
	 What’s month? - It’s..............
- Weather:
	What season is it?
	What’s the weather like?
	How’s the weather?
3. Taking the attendance:
Where is Ana?
Is there everyone here?
Who’s absent today?
I’m going to take attendance now.
Raise your hand when I call your name.
Please say “here” / “present” when I call your name.
4. Reviewing and collecting students work:
* Review:
Let’s check your homework.
Let’s go over your homework together.
Ana, please read the first sentence.
What’s your answer to question 1?
Please exchange papers with your partner.
* Collecting:
Please take out your homework.
Please hand in your papers.
Please put your homework on my desk.
Please bring your homework next time.
Please pass your papers to me.
5. Making announcement:
a. Getting students’ attention:
I have something to tell you.
I have an announcement to make / tell you.
I have some important information for you.
Please, listen carefully.
Please, write it down / them down.
Please copy from the board.
I have some announcement to make.
b. Announcing - Test and quizzes:
We’ll have a test tomorrow.
There will be a test on June 7.
Remember that we have a test tomorrow.
The test is on Unit 6.
Don’t forget to study for the test.
Remember to study chapter 7 for the test.
The test has 10 questions.
The test will take 20 minutes.
Don’t forget about the test on Tuesday.
I have an announcement to make / some announcements. 
c. Announcing projects and special assignments:
We are going to do a protect on family.
We will do a project on clothing.
The project is due on May 30.
You should finish the report by June 1st.
Work on your own.
There’s a new due date for the project.
* Making announcement: 
There’s a change in the schedule.
We’re going to finish class early tomorrow.
We’ll have a visitor today.
Tomorrow there’s no class because it’s holiday.
There will be a parent meeting on Monday.
Don’t forget about the concert tonight.
Give this notice to your parents.
We’re coming back at 2 pm.
* Announcing schedule changes and events:
There will not be recess today.
We will not have a break today.
Recess will be shorter today.
We’re going to read first today.
Tomorrow, there’s no class because it’s a holiday.
* Announcing extra curricular activities:
There will be a parent meeting on .........
We’re going to have a visitor on ............
Don’t forget about the concert tonight.
Tell your parents about the parent meeting tomorrow.
Give this note to your parents.
On September 15, we will go to the zoo.
We’re coming back at 2 pm.
6. Using class materials:
Do you have a pencil?
Please take out you books.
Open your book.
Please turn to the page 27.
Put away your notebook.
Turn out your page.
Write your name on your paper.
Hand in your paper.
The exercise is at the top of page 28.
7. Teaching classroom language:
Repeat after me please.
You can say “Can you repeat that please?”
 “May I go to the bathroom, please?”
When you don’t understand
Please ask me in English.
Repeat, ask “What does this mean?”
Get ready for lunch.
You can say, “Can you repeat that, please?”
You can say, “Can you speak more slowly?”
You can say, “Can you write it on the board?”
You can say, “May I go to the bathroom, please?”
8. Giving test and give instructions:
Now you are going to have a quiz on family words.
Put away your books.
Clear your desk.
Please be quiet.
I’m going to read the instruction aloud.
Pay attention to the instructions.
Write the name on the test.
Do your own work.
No talking.
Please finish up.
Put your pencil down.
You have five more minutes to finish the test.
Don’t forget to check your work again.
Remember to read the instructions carefully.
Time is up.
Stop writing.
9. Changing activities:
a. Getting students’ attention:
Please listen.
Attention please.
Can you pay attention please?
Let’s get started.
b. Making a new activity:
 Let’s get started.
 Turn to page 31.
 Ok, everyone. Let’s start an exercise in Unit 5.
Let’s look at the picture on page 37.
Now, let’s move on to the next activity.
We will now start a different activity.
Now, we will learn something new.
10. Disciplining:
Please listen.
Be quiet.
Stop talking.
One at a time.
Please pay attention.
Sit down please.
Please take turns.
Once at a time.
Please get to work.
Please raise your hand.
Please look at your own paper.
11. Checking student understanding:
Is that clear?
Is everything clear?
Please read the instruction.
I’ll read the instruction.
Do you understand the instruction?
Are there any questions?
Do you have any questions?
Let me give you an example.
Are the examples clear?
Do you want another example?
Let’s review the instruction.
Are there any questions?
If you have a question, please raise your hand.
Let me explain the chart again.
So what are you going to do?
What are you going to talk about?
12. Encouraging participants:
Please raise you hand.
Please speak louder.
Please read aloud.
Who want to volunteer?
Who knows the answer?
Do you want to try number 2?
13. Motivating students:
Good job.
Don’t give up. You are doing great.
Keep trying.
You can do it.
Just do you best?
You can say that in English.
Don’t worry, take your time.
Try that in English. You can do it.
Don’t worry. I’ll explain it again.
14. Assigning homework:
Your homework is due next class.
Review the vocabulary for a quiz.
Practice the conversation on page 35.
Write sentences using vocabulary.
For our next class, please listen to the dialogue on page 20.
You homework is to read the text, then answer the questions.
Next time, don’t forget to bring your homework.
15. Dismissing the class
Good bye.
See you tomorrow.
Class is finished.
You can go now.
Have a good afternoon.
Good job today.
It’s time to clean up.
Please clean up your area.
Please put away your books.
II- COMMUNICATING LESSON CONTENT
I. Understanding and communicating lesson goals.
1. Reviewing from the previous class.
Let’s review yesterday’s lesson.
What did you do yesterday?
Who can tell me what we talked about yesterday.
Who remember what we talked about last class?
Are there any questions?
2. Sequencing lesson goals.
Today, we are going to continue our unit.
Today, we will continue learning words for room in a house.
In this unit we are going to study words about the house.
In this unit we are going to work on talking about houses.
First, we are going to review the vocabulary.
Then we are going to practice the past tense.
Finally we will write sentences.
3. Summarizing the Day’s lesson.
What did we learn today?
I want to go over what we learned today.
Let’s review what we learn today?
Today we talked about words for room.
Let’s look at that vocabulary again.
II. Explaining lessons content to students in English.
1. Explaining lesson content.
This is.
They are..
2. Modeling and giving examples.
Please repeat after me
Please read the sentences.
Please listen to the example.
Here’s an example.
Here’s an example of a preposition.
Let me give you an example of a preposition.
Look at the example on the board.
Jack, please read the example.
Let’s watch Anna and Jack.
3. Asking for and writing students examples.
Give me an example of part of your morning routine.
Give me another example of occupation.
Can you think of an example of a fruit?
Who can give an example of an adjective?
Who can give another example of an animal?
4. Giving activity instructions.
Look at the pictures.
Work with a partner.
Give information.
Play a game in pairs.
Think about your family.
Guess the words.
Take turn to read the paragraph.
Draw your ideas.
Circle the correct word.
Find a student.
Check your paper with the partner.
Choose the title for the article.
Match the questions and answers.
Practice saying the description.
Use your notes to write a paragraph.
5. Organizing students.
Please work by yourself.
Find a partner.
Work with a partner.
Pair up.
You can work together.
You have to get into group of three.
Work in groups of three.
Count off by twos.
Sara, please work with Paul.
Sara and Paul, work together please.
Sit in a circle.
Face the board.
Take turn reading the dialog.
You have 5 more minutes.
You have until 9 o’clock to finish this activity.
Paul, you are A, Sara, you are B.
This half of the class is A and this half is B.
III- GIVING FEEDBACK
1. Giving positive feedback.
Good!
Very good!
Great.
Good job.
Excellent.
Nice work. 
Well done!
Ok. 
All right.
That’s right.
 Right.
2. Encouraging self- correction A
That isn’t correct.
That is incorrect.
That’s not quite right.
This word is wrong.
Something is missing.
Add another word.
Use another verb.
Don’t add another word.
There’s an extra word here.
What does this mean?
Do you mean “likes” or “liked”?
I think you are trying to say “liked” not “likes”.
Remember we are talking about the past.
There is a problem with this sentence.
This sentence is incomplete.
Don’t forget to follow the word order in the example.
3. Encouraging self- correction B.
What’s missing?
There was a word missing.
What’s wrong with this sentence?
Does this verb look right?
Try adding another word.
Try using another tense.
Please, look at this sentence again.
Look at the difference between “like” and “likes”.
This sentence is off topic.
Pay attention to the verbs.
Remember the irregular form.
Compare your work to the example.
Check spelling.
CHAPTER 3: FINDINGS AND SUGGESTIONS
3.1. The difficulties faced by the teachers at Dinh Tien Hoang Secondary School in using classroom language in our teaching and our own solutions.
+ Deficiency in strategic and sociolinguistic competence in English.
+ Students’ low English proficiency.
+ Students’ passive learning style.
+ Large class size.
+ The grammar-based exams
+ Lack of authentic teaching materials.
+ Students’ not participating in class activities.
+ Students’ lack of motivation to communicate.
+ Students’ use of Vietnamese.
+ Other difficulties.
To overcome the difficulties, the teachers give a variety of suggestions such as attending workshops or seminars on CLT, being trained and retrained on sociolinguistic competence, motivating students more to learn English. What is more, having self- improvement in their English level and teaching methods, giving encouragements and positive correction and feedback on their students’ mistakes, and using the language which is suitable with the students’ level in the classroom.
3.2. Recommendations for overcoming the difficulties in using classroom language in teaching English.
Firstly, it is crucial to improve students’ motivation in learning grammar.
+ Using simple language.
+ Giving interesting topics, games and communicative activities such as information gaps, role-plays, interviews, pictures and picture stories, puzzles and problems and matching activities. 
+ Organizing English speaking club.
+ Group work is a good suggestion.
Furthermore, the teachers should encourage students’ participation in class activities. 
Students’ role and teachers’ role should be redefined too.
It is evident that teachers should improve their authentic teaching materials initiatively and creatively.
What is more, grammar should be presented in context in order to make clear the relationship between grammatical forms and communication functions.
Mistake correction should be positive and effective.
+ Collecting mistakes made by the student and involving the whole class as much as possible in the correction process.
+ Spending less time correcting what is only problem for one student and more time on problems common to the whole group.
+ Encouraging students to use English regularly and use it at anytime or anywhere if possible.
+ Not interrupting the student before he/ she finishes his/her utterances because he will find it disconcerting or frustrating.
+ Trying not to repeat the mistakes, even in mocking and astonishing way. Last but not least, the teachers should use classroom language in their teaching as much as possible. 
3.3. The result of the research (survey of students’ using English in classroom after 7 months carrying out the research).
SURVEY
Class
Number of students
Not good at using classroom language
Percentage
Quite good at using classroom language
Percentage
Good at using classroom language
Percentage
6A
37
4
10.8
8
21.6
25
67.6
6C
28
4
14.3
6
21.4
18
64.3
6D
38
4
10.5
7
18.4
27
71.1
7C
32
3
9.4
6
18.8
23
71.9
8B
34
4
11.8
5
14.7
25
78.1
9B
38
4
10.5
6
15.8
28
73.6
PART III: CONCLUSION
In conclusion, the research has found out what are the teachers’ difficulties in using English For Teaching (EFT) communicatively. The study also reveals variety of phrases that teachers can use in their classrooms; the recommendations for overcoming these difficulties as well as having effective English lessons in Dinh Tien Hoang Secondary School – Hoa Lu District – Ninh Binh Province. Obviously, when applying EFT in classroom, there is no ready-made recipe for which techniques and activities can work best for which structure, but the primary principle is the use of a variety of techniques and activities to suit differen