SKKN Cách sử dụng hiệu quả kỹ thuật gợi mở trong giảng dạy Tiếng Anh cho học sinh tại Trường THCS Hương Sơn

a.5. 2.Eliciting students to imagine
 1. Why are they standing here?
 B 2. How do they feel? 
 3. What are they going to do?
 4. What will happen? 
We know that the questions are about things which are quite clear in the picture. Each question has a single correct answer or a small range of possible answers ex. She is standing at a... They are wearing.... The purpose of questions like these would be to elicit key vocabulary or structure, or establish a situation or topic .
The questions in B require quite a different kind of answers. They require students to interpret what is in the picture or imagine things beyond the pictures itself (what will happen next?). There are no single ‘right’ answer to these questions but a wide range of possible answers students are encouraged to express their ideas and feelings. The main purpose of questions like these is to involve the class in discussion and to stimulate freer use of language.
a.5. 3.Eliciting a personal response 
1. If you were her, what would you think? 
2. Were you afraid / bored?
 Eliciting a personal response from students 
By asking students to match what they read against their own experience 
By asking students to imagine themselves in a situation related to the text but beyond their own experience 
By asking students to express feeling or opinions 
Eliciting a personal response has many values because students have chance to talk about themselves, students usually want to answer questions like these, so it will also make them more interested in reading the text. Personal questions go beyond the text, they also focus students’ attention on the text itself and make them read it carefully. 
b-How to make questions to elicit from students 
The questions play an important role in teaching, especially in eliciting students to answer. In class, it is possible to ask many different kinds of questions in many different ways. Therefore; teacher needs to know how to make questions effectively. 
b. 1 Short answer eliciting 
Yes – No questions, true- false statements, or- questions, what short – answer questions. 
With these questions, they are ideal for beginners and for comprehension works with groups of all levels. These questions are especially useful in mixed ability class when using these questions we can combine for personal questions at very early levels. The students themselves need not say much. 
Example : 
Do you drink tea? 
Did he swim? 
Can you swim? 
Do you like tea or coffee?
Does she study in America or in England? 
What do you usually drink? 
Where did he study? 
With these questions we can demonstrate as following:
 Example : 
T: Look – (point to tea). Is it tea?
S: Yes. 
T: Do you like it? 
S: No 
T: (point to coffee) what is it? 
S: Coffee 
T: Do you like tea or coffee? 
S: Coffee 
Students need to give short answers. There are two reasons: Because it is more natural, and also because at this stage the teacher only wants to check that they understand. Later they can be asked to produce the new language themselves.
b.2. Full answer eliciting .
Write these questions on the board.
What time do you get up? 
What do you have for breakfast?
With 2 questions above, students can give natural answers, they would be short (at 7 o’clock, bread and cheese)
However, in class we often want students to produce longer answers so that they practice making complete sentences. Eg, I get up at seven o’clock, and then I have breakfast. I usually have bread and cheese and a glass of tea. 
We has three possible ways of eliciting long answers 
1-We can ask a question and insist on a full answer 
T :( Answer with a complete sentence.)What time do you get up?
S:I get up at seven o’clock 
This gets students to practice language effectively, but only by focusing them to answer in an unnatural way. As a result, the conversation that takes place in the class becomes artificial and unlike real English. 
2-We could ask a more general question which would naturally lead to a long answer 
T:What do you do in the morning ?
S: Well, I get up at seven o’clock, then I have breakfast.
This is much less artificial, and allows the conversation in the classroom to be more like language spoken in real life 
3-Instead of asking a complete question, we could give a short ‘prompt’
T: Tell me about your day ?
S: Well .I get up ... early , at about seven
T: What about breakfast ?
S: I have quite a small breakfast, usually just a piece of bread and some tea......
This is often an easier and more effective way of getting sts to produce language than asking a question.
To show other examples, get students to talk about various topics by giving these prompts. 
Tell me about your family?
Describe this room?
Tell me about your hometown.
What kind of things do you like best?
With the class that students are in different levels, teacher should make many different kinds of questions: easy questions, normal questions, difficult questions. Especially in the class where there are always students who have poor knowledge. They often feel unoptimistic beside the intelligent students. But we know that the weak students need to contribute their ideas to the lesson, and it’s important that they should be encouraged. If not they will be bored and unpleased with English. 
Therefore, we ought to use other kinds of questions flexibly to students in a class in order to make the lesson successful. 
 b.3. How to attract students’ attention in class 
 In my opinion, to use the eliciting questions flexibly, when we prepare for the lesson, we should classify them in different groups (the easy questions for the weak students, the fair students have to answer the difficult questions and the most difficult questions for the good / excellent students).
Example
On Thursday evening, as usual, Mai finished her homework then went to the club. There she met Ha, her best friend, they enjoyed a game of table tennis and some disco dancing. Afterward, they.....
T: What’s the name of Mai’s friend?(ask a weak student )
St1: Ha 
T: Where did Mai go on Thursday?(ask another weak student )
St2: To the club. 
T: And what happened before they go to the club? (call a fair student )
St3: Mai did her homework.
T: What did 2 girls do together? (call a fair student)
St4: They played table tennis and danced
T: What day of the weak was it? (call a weak student )
...........................................
c. Eliciting correct answers from students’ mistakes
In learning-teaching process, not all the time can we achieve all good results as we expected. We may have to face difficulties because some of the students often make errors such as the mistakes about grammar, vocabulary, pronunciation....or the mistakes about knowledge of culture. The errors can sometimes make the teacher and students disappointed and nervous. So we have to know the errors exactly then we elicit correct answers from the students.
Example 
Ask and answer about the activities using the adverbs of frequency
St A: How often do you go swimming?
St B: I go sometimes to school
Teacher elicit correction from students by using questions 
T: Ok . But tell me ‘go’ what kind of word?
St: It is a verb 
T: Good, and ‘sometimes’? 
Sts: Adverb of frequency
T: So which is before ‘sometimes’ or ‘go’?
Sts: ‘Sometimes’
T: How do you say the sentence exactly ?
Sts: I sometimes go to school 
T: (take note) ( adverb of frequency +V )
When we correct the mistakes, we should elicit students to correct themselves. In this way, students will know how to make it right and then they will avoid making later with the other sentences which have the same structure. For example, with the above sentences, students understand clearly the adverbs of frequency always stand before an ordinary verb.
To elicit correct answers from students teacher should use many other techniques such as picture,pause , blackboard , questions ....... 
S: I am get up at half past five 
We know that the error is ‘am’ 
With this error, I can elicit correct answer as following 
T: Ok . What should it be? I ..... (pause and give a hand movement showing this is where the mistake is )
S: I get up at half past five 
T: That’s right . –Good 
Eliciting is very important. It brings into pleasure and encourages students’ active emotion in learning and that makes students independent, creative in learning process. To correct students’ errors we need to notice that: avoid humiliating students or making them feel that making a mistake is bad. we should encourage students to study by smiling and saying ’k/ right / nearly right // no problem /try your best please .....’ that help students to be confident, comfortable although their answers are not exactly .
Eliciting takes more time than straightforward presentation of new language. So most teachers would not try to elicit all the time, but rather use a mixture of eliciting and straight presentation.
Advice when eliciting
Here is some advice for elicitors:
- Give sufficient information. Eliciting doesn’t mean “Guess what’s in my head” Don’t try to elicit your grandmother’s maiden name.
- Use hand gestures to indicate who is being asked to speak, either a gesture for “anyone” or a specific individual. If everyone speaks at once, it can be hard for students to know which answer was OK and which not.
- Give very clear feedback on each student utterance. They want to know if what they said was acceptable. You could use simple gestures or facial expressions to register “OK” or “Not OK” to students.
- If they can’t provide an answer, don’t stretch the eliciting out too long. Silence or wrong answers are evidence that they need your input.
- When you have an appropriate answer, make sure it is clearly established as a good answer, perhaps by getting it repeated by a variety of individuals.
- Use eliciting regularly as a basic technique in most lessons for keeping your class active and involved. 
Giáo án minh hoạ một tiết dạy môn Tiếng Anh lớp 6 có sử dụng kỹ thuật gợi mở
Date of planning: 01/11/2020
Date of teaching: 03/11/2020
Period 26
UNIT 4: MY NEIGHBOURHOOD
Lesson 1: Getting stared
A. Objectives
1. Knowledge: 
- By the end of the lesson, Ss will be able to understand the content of the dialogue. They know how to ask and answer the way. 
2. Skills: listening, speaking
3. Attitudes: Get to know about the good and bad things about your neighbourhood; contributing to make it a better place to live
4. Intergration/life skills/competence development: Communication, co- operation, interaction, giving presentations/ reports 
B. Methodology and teaching aids.
1. Methodology: Communicative approach
2. Teaching aids:
Teacher: textbook, lesson plan, stereo, disc	
Students: books
C. Teaching procedures
I. Class organization.
- Greetings.
Class
Checking attendance
 6A

6B

6C

B. New lesson.
Ss’ and T’s activities
Contents.
1. Warm up: 
Networks to review the words
2. Presentation:
Teaching new words:
Elicit some new words (pictures, realias, situations .)
Have Ss read many times 
* Checking vocab: matching
III. Practice:
Where is Nick, Khang and Phong?
What might be happening to them?
What are they doing?
Have you ever got lost?....
Play the recording. 
Sts listen and read.
sts work and share their answers with friends. 
T correct.
T. model the role play with a more able st. sts work in pairs.
Play the recording. Pause after each item and asking them to repeat. Correct their pronunciation. For a weaker class, ask for translation to make sure they understand
T. models the role play with a more able st. sts work in pairs.
Sts match quickly. T checks their answers
IV. Production.
Sts work in pairs: Give the partner directions to one of the places on the map and they try to guess
V. Homework:
Be ready for A closer look 1.
Learn by heart the new words

characters
	generous
humorous
Vocabulary:
- excited (a): (using picture/drawing)
- direction (n): (using explanation)
- statue (n): (using picture)
- square (n): (using picture)
- cathedral (n): (using picture)
- memorial (n): (using picture)
- palace (n): (using picture)
- railway station (n): (using picture)
Structure: Asking the way.
Can / Could you tell / show me the way to the.?
à Turn left/ turn right / go straight on/ cross the street..
1. Listen read:
a. Read and put the actions in order.
2 – 5 – 3 – 4 – 1 – 6
b. 
1. Where shall we go first? - Let’s go to “chua Cau”.
2. Shall we go there first?- Ok, sure.
3. Shall we go by bicycle? – No, let’s walk there.
2. Work in pairs:
sts play roles
3. Matching:
1. E 2. H 3. F 4. C 
5. G 6. A 7. B 8. D
4. Work in pairs
Sts work in pairs to practice some questions about their place they live.
5. Match the structures with the pictures.
1. Go straight on 
2. Turn left at the traffic light
3. Go past the bus stop
4. Take the first turning on the left / Take the first left.
5. Go to the end of the road.
6. Go along the street.
7. Cross the street.
6. Game: 
sts work in pairs
VI. Về khả năng áp dụng của sáng kiến
- Các giải pháp nêu trên đã được áp dụng thử nghiệm lần đầu trong công tác giảng dạy học sinh đại trà lớp 6 năm học 2019-2020 ở trường THCS Hương Sơn và được áp dụng chính thức trong năm học 2020-2021 cho đối tượng học sinh lớp 6 đã mang lại hiệu quả tốt trong học tập của học sinh. Bởi tính hiệu quả đó nên tôi nghĩ rằng, giải pháp này có thể áp dụng rộng rãi trong công tác giảng dạy môn Tiếng Anh cho học sinh THCS nói chung. Ngoài ra, còn có thể áp dụng giải pháp trên cho việc tự bồi dưỡng chuyên môn nghiệp vụ của giáo viên, và nội dung sinh hoạt chuyên môn theo nhóm(tổ) ở các nhà trường trong phạm vi toàn huyện.
VII. Những thông tin cần được bảo mật: không
VIII. Các điều kiện cần thiết để áp dụng sáng kiến
- Học sinh có đủ sách vở và đồ dùng học tập.
- Các điều kiện về cơ sở vật chất, thiết bị dạy học, phòng học bộ môn đảm bảo.
- Sự giúp đỡ tạo điều kiện của Ban giám hiệu nhà trường, tổ nhóm chuyên môn.
- Giáo viên có tinh thần trách nhiệm ; có năng lực chuyên môn vững vàng; có ý thức tự học, tự bồi dưỡng về đổi mới phương pháp dạy học.
IX. Đánh giá lợi ích thu được hoặc dự kiến có thể thu được:
- Học sinh có hứng thú với môn học hơn; tích cực và chủ động hơn trong giờ học
Đặc biệt là trong các hoạt đông cặp và nhóm
- Học sinh tự tin hơn trong giao tiếp bằng Tiếng Anh với bạn và thầy cô.
- Hơn 40% học sinh xếp loại Khá, Giỏi môn Tiếng Anh cuối học kỳ II năm học 2019-2020
Tuy đã có nhiều cố gắng, song với khả năng nghiên cứu của cá nhân, sáng kiến chắc chắn còn nhiều thiếu sót. Rất mong nhận được sự đóng góp của Hội đồng giám khảo và đồng nghiệp để báo cáo này được hoàn chỉnh hơn, phục vụ thiết thực hơn cho quá trình giảng dạy. 
Xin trân trọng cảm ơn!
Hương Sơn, ngày 16 tháng 11 năm 2020
BAN GIÁM HIỆU
 (Ký, đóng dấu)
Ngày 02 tháng 11 năm 2020
 Tác giả sáng kiến
 (Ký, ghi rõ họ tên)
 Phan Thị Thu Hương