Teach English in English

 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?
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
31
12 
38.7 %
10 
32.3 %
9 
29.0 %
6B
36
10 
27.8 %
11 
30.5 %
15 
41.7 %
6C
25
10 
40 %
8 
32 %
7 
28 %
7A
37
13 
35.1 %
12 
32.4 %
12 
32.5 %
7C
28
10 
35.7 %
7 
25.0 %
11 
39.3 %
7D
38
10 
26.3 %
10 
26.3 %
18 
47.4 %
8C
32
10 
31.4 %
11 
34.3 %
11 
34.3 %
9B
33
05 
15.1 %
13 
39.4 %
15 
45.5 %
Here are some posters that our students can make to decorate our language classroom.
Here are some images of our students. They are working hard to make posters of classroom language to decorate our classroom.
Here are some draws in our classrooms. They help students to think what they should say in these situations whenever they go into the classroom.
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 different students’ levels and learning styles. This not only helps teachers and students use classroom language more effectively but also change the students’ learning styles and motivation. The implementation of EFT at Dinh Tien Hoang Secondary School will be successful if there is contribution and cooperation of the administrators, teachers and students. Among these factors, the teachers are central and affect the success or failure of the innovation.
Nonetheless, the limitations of the research are unavoidable. Firstly, from the scope of the study, the results of the study are only more suitable for higher students, not for all students at Dinh Tien Hoang Secondary School. Moreover, the data were only taken from self-reported questionnaires and teachers’ interviews. However, there is a potential limitation of self-report data because some students might not be willing to express themselves frankly.
Basing on the results and the limitations of the research, we would like to make some recommendations for further study. The subjects of the study were five higher classes (6A, 6B, 6C, 7A, 7C, 7D, 8C, 9B) and 4 English teachers at Dinh Tien Hoang Secondary School. As a consequence, the results cannot apply for all students at Dinh Tien Hoang Secondary School. Furthermore, it is necessary to conduct other study on the difficulties confronted by teachers in terms of EFT application in teaching reading, listening, vocabulary, speaking and writing.
We would like to get your frank and useful comments to make our research better.
Thank you so much!
 Hoa Lu, April 25th, 2016
 English Teacher Group
 Dinh Thi Minh Chau Le Thi Phuong Hoa 
 La Thi Thanh Huyen Nguyen Thi Hanh
ILLUSTRATED LESSON PLAN
Date of planning: 28/ 01/ 2016 School authority’s signature: 29/01/2016
Date of teaching: 05/02/2016
Period: 66
UNIT 8: SPORTS AND GAMES
Lesson 5: Skills 1
I. Objectives:
 By the end of this lesson students can:
+ Read for specific information about favourite sports stars.
+ Talk about the sport(s) game(s) they play/like, using adverbs of frequency.
II. Main language:
1. Vocabulary: widely, regard, professional, vote, score, goal,
2. Grammar:
 + The past simple tense.
III. Teaching aids:
 T: Textbook, picture, computer, projector, handouts.
St: Textbook, sts' books, pens, pencils.
IV. Procedures :
1. Management:
 Good morning.
 How are you?
Anybody absent today?
2. Review the old lesson:
 Let’s review yesterday’s lesson.
 Who remember what we talked about last class? 
 3. The new lesson:
Teacher and students' activities
Content
1. Warm up
- T lets Ss watch a video about some sports.
- Ss watch the video, work in groups to write the names of the sports they can remember from the video.
- Ask each group to present their result to the class.
- Let Ss watch the video again and give feedback.
Lead in:
In this unit, we are going to work on talking about your favorite sports and games
First, we are going to read about a famous sport star. 
Then we are going to practice the adverbs of frequency to talk about the sports/games you play.
2. Presentation
- T gives the picture of Pele and asks Ss to discuss the following questions.
Look at the picture. Who’s he?
Do you know Pele?
What is special about him?
Where does he come from?
What other things do you know about him?
- T lets Ss read the information about Pele.
- Ss find out new words.
- T explains new words.
- Have some Ss read the new words.
*Checking vocabulary: “What and Where”
- T calls some Ss to read the part one in front of the class.
- T shows the exercise "T or F" on the screen.
- Have Ss work in pairs to do exercise.
“Please give your guess first.”
“Now you have 2 minutes to do the exercise with your partner.”
+ Pele is 75 years old. 
+ He was born in the countryside of America.
+ His father taught him how to play football at a very young age.
+ He won the 1st World Cup when he was only 15.
+ He won three Won Cups.
“Time is up. Stop and check”
- T checks, gives feedback.
3. Practice
- T tells Ss to read the passage quickly and check their ideas.
Please work in groups to exchange your ideas. 
You have one minute to do this.
- T Ss 2 minutes to read the passage again. Then asks them to close their books.
- Let Ss answer the questions by playing “Lucky Numbers” game.
Now, I want you to work in two teams to play “Lucky numbers”
First, choose the name for your team.
T shows the six questions on the screen, one by one. Each team at a time choose a number for themselves and give their answer. 
T shows the answer key and gives points to the team which has the correct answer.
 T gives Ss the correct answers.
T shows exercise on the screen.
Now, here is another exercise for you. Please match the verbs with the sports names.
Individual work, and then compare your answers with a partner.
* Further practice.
- T lets Ss talk about Pele (what information they know about him.
Eg: Pele was born on October 21st 1940 in the countryside in Brazil. He became...
* Pre- speaking:
T explains how to use the adverbs of frequency to students. 
Are you clear?
Here are some examples.
(Show the chart on the screen)
Look at the table in part 4 on the screen.
Stick the right column about yourselves first.
Work in groups, ask and answer with the question “How often do you.?”
+ How often do you do / go/ play these sports games? 
Sports
Games
Always
Usually
Sometimes
Never
Jogging
Swimming
Badminton
Football
Morning
exercise
Skipping
Chess
Cycling
Skateboarding
Skiing
* While – speaking:
Group work.
Discuss the questions.
- Have some pairs of Ss in each group practise in front of the class.
S1: I often play badminton because when I play it I can make a lot of friends and I can keep fit and it is easy to play it.
S2: I often play soccer because it is a popular sport. I can play and watch it everywhere. I can play it with many people.
S3:......
- Divide the class into 8 groups.
Now, you are going to work in groups of four.
Discuss the answers to the questions.
- When Ss finish, T asks one S from each group "What is the most interesting thing you learnt from your discussion?"
*Post- speaking
Work with a partner, ask and answer the questions.
You have 3 minutes.
- In pairs, one S is an interviewer and other is a famous sport person.
- Ss role- play an interview.
- Have some pairs do in front of the class.
4. Consolidation:
Mind mapping
Let’s review what we learn today.
Let’s look at that vocabulary again.
5. Homework
Good job today! 
At home, don’t forget to do your homework:
1) Practice talking about the sports you like.
2) Prepare the next lesson: Skills 2
Good bye. Have a nice weekend!
 Memorial Game
Volleyball, football, basketball, tennis, table tennis
I. Reading
Activity1: Work in pairs. Discuss the questions.
* New words
- widely (adj)
- regard (v)
 - professional (adj)
- vote (v)
- score (v)
- goal (n)
- hero (n)
*Answer:
1. T
2. F
3. T
4. F
5. T
Activity2: Read the text quickly to check your ideas in 1.
Activity3: Read again and answer the questions.
*Answer keys:
1. Pele was born on 21st October 1940.
2. People called him "The King of Football" because he is a good football player.
3. He became Football player of the Century in 1999.
4. He scored 1,281 goals in total.
5. Yes, he is.
6. At the age of 15.
Activity 4: Matching
go
skiing
go
skateboarding
go
cycling
play
chess
do
skipping
do
morning exercise
play
football
play
badminton
go
swimming
go
jogging
II. Speaking
Activity 5: Tick the right column
Activity 6: Work in groups. What kind of sports/ games do you do most often? Why?
Activity 7: Work in pairs. Ask and answer the following questions.
1. Yes, I do
2. I play football.
3. I play badminton.
 Yes. I play it well.
4. I play it every afternoon. I play it three times a week.
5. No. I don't belong to any club
6. If I don't play sport, I usually watch TV or read books in spare time.
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