(SKKN mới NHẤT) appying some active teaching techniques in teaching english grade 10

PART I: INTRODUCTION
1.1. Rationale
In recent years, the teaching of English in high school has made great
changes in the content of learning as well as the teaching methods of teachers. That
requirement poses for teachers to flexibly apply methods and tricks to class
activities to promote the activeness and initiative of students in order to create
optimal conditions for students to practice, develope thinking and improve
language skills for communication purposes for students.
Being a mountainous school of Ba Thuoc district, Thanh Hoa province, Ha
Van Mao high school gathers most of the students in seven communes in the
mountainous area of Ba Thuoc district with two main ethnic groups namely Kinh
and Muong . Students here are often shy and lack active initiative in learning
English. They often feel uninterested in learning English, especially in acquiring
and expanding vocabulary and memorizing complex grammatical structures in
textbooks. Therefore, many students feel depressed and passively study, making the
classroom atmosphere very stressful and boring.
As a teacher assigned by the school to teach English in grades 10, 11, 12,
for many years, I have always wondered with the question: "How to arouse positive
mastery?" ability and the ability to memorize English vocabulary and grammar
structures during class hours, especially for students in the 10th grade, who just
entered the new school are still very confused and lacking experience in learning?
”.
In the process of teaching, I realized that one of the biggest difficulties
affecting their acquisition and development of foreign language skills is that they
do not know how to apply learning methods in a positive and effective way, hence
they are very discouraged and no longer interested in learning English. Therefore, I
realized that the teachers’ task is to provide and guide students to apply learning
methods effectively so that they will be keen on exploring and absorbing effective
lectures. more fruit. In particular, provide students with the necessary methods in
each lesson that they are learning gently, stimulating creativity, independent
thinking and working collaboration of students in each lesson period

Recognizing the importance of applying active teaching techniques in
teaching English, I chose the topic "Applying some active teaching techniques in
teaching English grade 10" as a subject of experience innovation.
1.2. Aims of the study
The thesis identifies the theoretical basis and offers a number of active
teaching techniques in the Grade 10 English program to help students promote their
positive, self-awareness, initiative, creativity, practice habits and self-study ability,
cooperative spirit, skills to apply knowledge in different situations in learning and
in practice, create trust, joy, interest in learning English
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1.3. Scope of the study
- Implementation time: school year 2017 - 2018.
- Research subjects: The active teaching techniques in teaching grade 10 English
subject at Ha Van Mao High School.
- Scope of research and application: Applying a number of active teaching
techniques to revise grammar and expand vocabulary from each unit of lessons,
apply at classes 10A1, 10A4, 10A8 Ha Van Mao High School.
1.4. Measures to conduct experiments
- Study textbook programs, related documents for lectures.
- Select positive teaching techniques appropriate to the lesson.
- Design a number of classroom activities to promote students' ability to use
language in speaking and communicating in English.
+ Practice positive teaching techniques in teaching and observation classes.
+ Get feedback from students.
+ Select the classes 10A1, 10A4, 10A8, I am teaching to implement the initiative,
use the results of tests or semester exams to compare, contrast and draw experience.

PART II: DEVELOPMENT
CHAPTER 1: SCIENTIFIC BACKGROUND
2.1. Theoretical background for the application of active teaching techniques
2.1.1. Teaching perspective
Teaching is the overall orientation for methodological actions, which
combine the principles of teaching as a foundation, the theoretical backgrounds of
general or specialized teaching theory, the teaching conditions and organization as
well as long-term, strategic directions are the theoretical models of teaching
methods. However, teaching perspectives have not given action models as well as
specific social forms of the method.
2.1.2. Teaching methods
Teaching method is a very complex and diverse field. There are many
different concepts and views about teaching methods. However, these notions
recognize that teaching methods have the following characteristics:
- Teaching methods reflect the movement of human cognitive process to achieve
learning goals.
- The method reflects how to operate, interact, exchange information
(communication and comprehension) between teachers and learners.
- The method reflects how to organize and control cognitive activities of teachers
such as stimulating and building motivation, organizing cognitive and testing
activities - assessing learners' cognitive results.
Thus, any method is also a system of purposeful actions of teachers, an
awareness activity and organized practice of students, in order to ensure the game
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to achieve the learning content. Teaching methods require the inevitable interaction
of teachers and students to the object of study, which results in students learning

the content.
From the above characteristics we can understand:
In a general sense: Teaching method is a way of working with a sequence
and coordination of interaction between teachers and students in defined teaching
conditions in order to achieve the purpose of teaching.
In a specialized sense: Teaching methods are the teaching and learning
methods of teachers and students, which are specific action models, the ways
teachers and students' act to realize teaching goals, determine and match specific
content and teaching conditions. Specific teaching methods include general
methods for many subjects and specific methods of each subject.
2.1.3. Teaching techniques
Teaching techniques (teaching and learning) are measures and ways of acting
of teachers and students in small action situations to implement and control the
teaching process. Learning systems are not independent teaching methods but are
components of teaching methods.
Active teaching techniques are the term used to refer to teaching activities to
promote students' positive learning. Positive teaching is a component of active
teaching methods, showing the viewpoint of teaching to promote students' positive
learning.
2.1.4. Advantages and disadvantages of using active teaching techniques
*Advantages:
+ The application of active teaching techniques will help students promote the
positive, self-conscious, proactive, creative, practice habits and self-learning
ability, cooperative spirit, transport skills using knowledge in different situations in
learning and in practice; create trust, joy, excitement in learning.
+ When teachers use active teaching techniques in teaching, it will create good
opportunities for students to express their ideas, making "Learning" become the
tectonic process of students.
+ Helping learners to develop their communication skills, express ideas, criticize
and evaluate the problems that are encountered.

+ Developing the ability and ability to solve problems and self-assessment of
students.
* Disadvantages: Teachers spend a lot of time preparing and using active teaching
techniques.
2.1.5. Current trend of innovation of teaching methods.
Teaching methods are one of the most important components of the teaching
process. Along with the renovation of the curriculum and the Textbook, if there is
not an appropriate teaching method, it will be difficult to synchronize innovation to
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promote the active ability and the trend of comprehensive development of learners
in school. Therefore, the innovation of teaching method is an urgent need.
The basic characteristics of the current trend of innovation of teaching
methods include:
- Promote the activeness, self-reliance, initiative and creativity of learners. Turn the
focus from teachers to students. Turn learning styles from re-existing messages to
explore. Create conditions for students to study actively, actively and creatively.
- Serve better and better with self-study and lifelong learning motto. Not only teach
knowledge but also teach how to learn, equip students with learning methods, selfstudy methods to implement lifelong learning motto.
- Strengthen training thinking ability, ability to apply knowledge to real life. Shift
from a heavy learning style to digesting knowledge into a way that values the use
of knowledge.
- Personalize teaching.
- Enhance the use of information on the Internet, making optimal use of teaching
facilities, especially informatics and information technology in teaching.
- Innovate step by step the examination, evaluation and reduction of mere memory
checks, encourage the examination of reasoning ability and application of

knowledge; use many types of tests appropriate to each subject.
- Associate teaching with scientific research with higher and higher levels
(according to the development of students, the level of education and grade).
2.2. Practical background
In recent years, Ha Van Mao High School has actively implemented many
activities to innovate active teaching methods and achieve encouraging results such
as: Organizing seminars on innovation of teaching method extreme, which has the
content to apply active teaching techniques in teaching including English. After
being equipped with knowledge of active teaching methods, some teachers have
applied active teaching methods in the process of writing lessons and going to
class. At the subject level, the Foreign Language Group has organized many
professional activities in the direction of "Renovation of professional activities". In
each activity, the teachers discussed very enthusiastically about the method of
teaching lessons in textbooks under the motto "Promoting students' abilities" and at
the same time organizing sample lessons and sessions, discussing to draw
experiences in the team. Thereby many teachers have applied new methods in
teaching hours to arouse and promote the positive, learning capacity of students.
It can be said that the above results are the efforts of the school board, the
professional teams and the effort and responsibility of the school teachers.
However, the application of positive techniques in teaching also exists limitations
to overcome.
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Fistly, except for those with other teachers scheduled, teachers often cling
to the Tasks of the textbook. With these types of requirements, students do passive
work, have not developed language thinking, abuse good books to deal with, or
students use old books with ready answers, even teachers still do instead of

students.
Secondly, sometimes teachers organize a number of support activities but
do not check, not score, or check but have not attracted all students to participate.
Third, teachers only check new words or grammatical structures by giving
them a copy of the textbook provided by the teacher and memorizing. This method
is passive, making them feel bored and hard to remember, not able to develop the
ability to self-study and expand students' vocabulary.
Depending on the content of the topics and grammatical knowledge
designed in the textbook or the appropriate tasks designed by the teacher, each hour
of teaching, teachers must promote little by little the capacity of the students to
develop according to the nine competencies system set by the Ministry of
Education and Training is:
1. Self-learning ability
2. The ability to learn how to learn
3. Personal ability
4. Creative capacity
5. Cooperation capacity
6. Communication skills
7. Thinking ability
8. Ability to solve problems
9. Information and communication technology capacity.
CHAPTER II: SOME ACTIVE TEACHING TECHNIQUES.
2.1. Table cloth technique
2.1.1. Definition: Tablecloth technique is a collaborative form of organization
combining personal activities and group activities to:
- Stimulate and promote active participation of students.
- Enhance the independence and responsibility of individual students.
- Develop a model with student interaction with students.
Based on this technique, I have students expand and revise the vocabulary
of topics learned in small groups as follows:

Note: Each member works at his or her own corner. The group with the number of
four members is the best. You can make use of old calendars and guys on the map
of a tablecloth, then instruct them to do it.2
2.1.2. Advantages and disadvantages of tablecloth techniques
- Advantages: Enhance the independence and responsibility of learners.
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+ This technique helps group activities to be more effective, each student must give
their opinions on the topic being discussed, not relying on good students.
+ This technique applies to group activities with a small topic in class, all students
study a topic together.
+ After the groups complete the work, teachers can attach the "tablecloth" samples
to the board for the class to comment on. Teacher can use smaller paper or
projector.
+ It is possible to change the number by the student's name so that the teacher can
then evaluate each student's cognitive ability on the topic.
- Limitations: Costly and difficult to store and repair results
2.1.3. How to proceed Tablecloths technique
- Group activities (4 people / group) (maybe more people).
- Each student sits in the position as shown.
- Focus on questions (or topics, ...)
- Write in your box the number of your answers or opinions (on the topic ...). Each
individual works independently for a few minutes.
- End of personal working time, the members share, discuss and agree on the
answers.
- Write the general opinions of the group in the box between the tablecloths (A0
paper).

Example 1: English 10: Unit 2 - School talks; Part C-Listening.
Cheking old lesson: Work in groups to fill in the box with names of the subjects
that you learn
In the previous lesson (speaking part) of this lesson, they learned a lot of
course names in English. To test the old lesson and help them re-systemize these
vocabulary words, I applied the tablecloth technique and divided the class into
small groups to present. Ask students not to use notebooks or textbooks.
This is the result after you complete the task

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History, biology , maths,
English...

Geograph
y
maths,En
glish
...

School Subjects
History, biology, maths, English, Physical
education, physics, chemistry, literature,
Geography.....

Physical
education

English,
physics ...

chemistry, literature,
history .....
Individual Opinions

Results of group working

Similar to the above topic, we can do it with any of the 10 grade subjects in the
High School English program, for example Music, Film and cinema, technology
and you ...
Example 2: English 10, Unit 13- Film And Cinema, Part C- Listening
Checking new words in part B- Speaking
Detective , science
fiction, action....

Horror,
cartoon,
scienceFiction....
.

Kinds of film
Detective , science fiction, cartoon, war,
thriller, action, love story, comedy,
horror.......

Cartoon ,
war,
thriller....

Love story, detective ,
comedy.....
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2.2. Technique of puzzle pieces
2.2.1. Definition: Grafting techniques are collaborative teaching techniques,
combining individuals, groups and links between groups to solve a complex task,
stimulating active participation as well as lifting High role of individual in the
process of cooperation.
2.2.2. Advantages and limitations of the Grafting Techniques
- Advantages:
+ Dig deep knowledge in each field.
+ Promote students' understanding and solve misunderstandings.
+ Develop teamwork spirit.
+ Promote the responsibility of each individual.
-Restrictions:
+ The results of the discussion depend on the first round of discussion, if this
discussion is not of quality, then the operation will not be effective.
+ If the number of members is not calculated carefully, it will lead to excess group
status.
+ This method can not be used for the content of discussions with a binding
relationship "Cause- Effect" together.
+ Teachers find it difficult to control the class and cause noises affecting other
classes
Note: Teachers can make puzzle pieces to be used many times in the following
ways:

Method 1: These pieces are made of cardboard from old calendars or from
cardboard, taking advantage of the other side of product advertisements or
leaflets ... We can also use iron paint or wood paint with different colors overlap
and write on it with a whiteboard pen which can be erased and reused for later
times.
Method 2: The pieces are made of hard plastic sheets of child boards for teachers
and students, currently sold in bookstores, using scissors to cut them into small
tables with lots of sizes and shapes as below

2.2.3. How to conduct the technique Puzzle pieces
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The teacher delivers to each student in the class with a small cover
containing a word according to the four chosen themes. These cards are distributed
incidentially, then the teacher asks them to leave the place to find the puzzle pieces
according to each given topic and gather them into groups. If the group finishes
first, that group will score higher than the other groups. This method is indicated by
the following diagram:

Example:
In the first revision period for semester II, I conducted a test of the vocabulary
of the unit from Unit 9 to Unit 16 by applying the technique of pieces to make
them more interested in learning and lessons become more lively.
Here are four themes I have prepared.
SUBJECTS

WORLD CUP

MUSIC

FILM

And these are puzzle pieces based on the 4 themes I gave

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After the students have completed the task, I check the answers of the groups and
get the following results
Group 1

Group 2

Group 3

Group 4

RUNNER UP

POP

THRILLER

GEOGRAPHY

TOURNAMENTNT

ROCK

ACTION

ENGLISH

CHAMPION

CLASSICAL

MATHS

DETECTIVE

Puzzle pieces rearranged according to the themes by the students
2.3. Thinking Diagram Technique ( Mind map )
2.3.1. Definition: Mind map is a form of recording that uses colors and images to
expand and deepen ideas. In the middle of the map is a central idea or image. This
central idea or image will be developed by branches representing the main ideas
and are connected to the central ideas. The main branches are divided into branches
of level 2 and level 3, etc. On branches, we can add necessary images or symbols.
Thanks to the connection between branches, the ideas that are linked together make
the mindset diagram cover the ideas on a wide range of ideas that conventional
ideas cannot.
2.3.2. Advantages and disadvantages of mind map techniques
- Advantages:
+ When drawing mind maps, students learn the process of organizing information,
ideas as well as explaining information and connecting information with their

understanding.
+ This technique is suitable for students' psychology, simple and easy to
understand.
+ It is appropriate for review content, linking theory with reality.
+ Mind map helps children be more creative, save time, remember better, see the
overall picture, organize and classify, practice developing and arranging ideas.

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SUPPORTING
IDEA

SUPPORTING
IDEA

TOPIC

SUPPORTING
IDEA

SUPPORTING
IDEA

SUPPORTING
IDEA

- Restrictions:

+ Paper diagrams are often difficult to store, change, edit, costly.
+ Diagrams built by students will help students remember the lesson better than the
diagram developed by the teacher, then explain to the students.
2.3.3. How to conduct mind map techniques
- From a large topic, find out the small topics involved.
- From each small topic, find out the relevant elements and content.
- Branching continues and elements and content are always connected. This link
will create a "complete picture" that describes the topic in a complete and clear
way.
In order to review and expand the word based on this technique, I do the
following:
I give a word to a topic, then ask the students to work in groups to find words
related to this topic.
Example 1:
After completing the Unit 8- Language focus (English 10) I conducted for
students to draw a mind map to re-systemize the knowledge of Reported Speech.
At first, I let the children follow the groups, then let them work individually. I
provide the children with the diagrams as shown below to help them understand
and perform better.

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TENSES

PRONOUNS

YES/ NO

QUESTION

REPORTED SPEECH

WHQUESTIONS

STATEMENTS

ADVERBS
COMMANDS

Example 2: Similar to the above examplea, after Unit 11- Language Focus
(English 10), I also give them a diagram of conditional statements to help them
systematize their knowledge logically, and remember them better.
TYPE 2

TYPE 3

TYPE 1

CONDITIONAL

SENTENCES

TYPE 4
( MIXED)

EXAMPLES
UNLESS
INVERSION

The following is a mind map of 10th graders that I have applied personally. After
doing that, I see students remembering knowledge easier and more interested in
learning
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Tree mind map conducted by students
2.4. Grouping technique
2.4.1. Definition: Grouping is a positive teaching technique in which teachers
organize students into many small groups and guide each group to collaborate and
exchange ideas to solve teaching tasks.
2.4.2. Advantages and disadvantages of Split group technique
- Advantages:
+ Study in groups helps students memorize lesson content more easily; knowledge
that students perceive is more objective, deeper and more sustainable.
+ Group learning creates opportunities for students to develop their thinking and
develop their own abilities; actively learning actively.
+ Working in groups to help students weak, shy and more confident and confident;
create conditions for children to integrate into the community.
- Defect:
+ This activity might cause noise in the class, so it can be difficult to control.
+ There will be some positive students, others will depend on their peer in the
group.
+ There will be more students who do not like to study in groups because they want
to prove their ability to teachers rather than to you.
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2.4.3. How to proceed the technique Spliting groups
- Request pedagogy:
+ Students have enough materials and tools.
+ Teacher has to arrange reasonable and convenient seats for students when
dividing groups.
+ Teacher prepares assignments and specific and clear tasks for groups.
+ Organizing a group with a moderate number, the level between groups is
relatively equal, the group members play different roles.
+ Teacher coordinate group activities with reasonable personal activities.
+ Teacher plays the role of adviser, guide and help students when necessary.
- Steps to proceed:
+ Step 1: Divide the group
+ Step 2: Assign the task
+ Step 3: Organize group activities
+ Step 4: Report on group performance results
+ Step 5: Comment, evaluate and conclude.
- Grouping ways:
+ Divide the group by the number of attendance points, according to the colors,
according to the species of flowers, seasons in the year ...
+ Divide the group according to the puzzle
+ Divide the group according to preferences
+ Group by birth month: Students with the same month of birth will make a group.
Example: Unit 5- Technology and you; Part C: Listening (Part Warm up)
Step 1: I divide the group by giving students a count of 1 - 4. The students with the
same number go to the same group.
Step 2: After dividing the group, I assign the task to discuss the question: List name
of some popular inventions in our daily life?

Step 3: I give 3 - 5 minutes for students to discuss groups and record the results into
posters (side tables). I observe and guide them if necessary.
Step 4: At the end of the discussion, I ask the groups to paste the results on the
board.
Step 5: I commented on the review. Any group that lists more and more inventions
will be praised and scored.
Then conclude and lead to the lesson: "Well, there are many popular inventions
such as radio, cell phone, camcorder, computer, fax machine..etc .. Now you are
going to answer the question" How often do you use these items? ”
2.5. Brainstorming
2.5.1. Definition: Brainstorming technique is an intentional technique consisting of
a group of people to find solutions to specific problems by collecting all the ideas
of the group that arise in the same time according to a whole certain principle.
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Brainstorming is a unique technique used to develop many creative solutions to a
problem. This technique works by stating ideas that focus on the problem, thereby
draw a lot of basic solutions for it. The concept, image of the problem is first raised
in a very liberal and random way of thinking as much as possible. Comments can
be very broad and deep as well as not limited by the smallest aspects of the
problem that participants think.
In brainstorming, the problem is digested from many aspects and many different
ways of looking. The final comments will be grouped and evaluated.
Brain technology is shown through the following diagram:

2.5.2. Advantages and limitations of brainstorming techniques
- Advantages:

+ Be easy to implement, does not take much time.
+ Mobilize all members' opinions, focus on wisdom.
+ encourage group members to participate in activities due to not being allowed to
assess during the process of collecting opinions, all opinions are acknowledged,
thereby
- Restrictions:
+ It is very easy to cause offense if the topic is not clear.
+ Choosing the best ideas can take time.
+ If the leader is not enough, the team will cause some group members to be too
active but others do not participate.
+ The storage of discussion results is difficult and easy to cause waste.
2.5.3. How to conduct brainstorming techniques (Brainstorming)
- Teacher divides groups, each group chooses their leader and secretary.
- Teacher assigns problems to the group.
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- The group leader conducts the general discussion of the group in a specified time,
the comments are acknowledged by the secretary, encouraging the members to
bring as many ideas as possible.
- The whole group selects the optimal solution, collapses the duplicate ideas,
deletes inappropriate ideas, and the secretary finally reports the results.
Note: In the process of collecting ideas, not being criticized or commented on need to be clear: No answers are wrong.
Example 1: 10th grade English textbook, unit 12: Music, Reading section.
To "warm up" for this lesson each teacher will have a different way. For me,
I chose to apply Brainstorming techniques to create a comfortable atmosphere for
students before entering new lessons with different specific requirements.
- (Not asking students to open textbooks), I write the word "Music" on the board

and start dividing students into groups. Ask each group to choose the leader and
secretary.
- Ask groups to find as many words and activities as possible related to this topic
within 3 minutes.
- The group leaders control the members of the group to find the vocabulary related
to the topic "Music", encouraging all members, though giving comments in
Vietnamese. Other members will support finding the corresponding English word.
- Ask groups to report their findings and teachers will list the results of the groups
to create the widest possible thematic vocabulary diagram
The results of the Brainstorming operation are shown in the diagram below:
Rock
The piano
Types

Pop

Instruments
The guitar

Folk music

Music
Party
Concert
Live show

Performance

When to
play

Wedding
Sport
events

Example 2: Grade 10 English Textbook, Unit 8: The story of my village,
Speaking section.
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Students will work in groups to discuss and come up with ideas to improve life in
their village
build a medical centre
grow cash crops

build a football ground
Plans to improve
life of the village
build a football ground

build a new school
widen the roads
We can see a large number of vocabulary related to this topic can also be
written next to "branches". Thus, with Brainstorming technique, within 5 - 7
minutes of "warm-up", groups of students have found a large number of themed
vocabulary. With this activity, all students have contributed their ideas, whether in
English or Vietnamese, including students with certain limitations in academic
ability. The most important and important thing is that they have their own

opinions, it is the result of the process of self-awareness and active thinking,
breaking the barriers of self-depreciation and timidity due to limitations of yourself
to participate in joint activities. And the children were attracted to the operation.
Therefore, the new requirements of the lesson will be welcomed by the children
and sought to resolve in a relaxed, more confident, more active, more positive and
more self-conscious mood. And the conspicuous result is that the lesson will
achieve certain effects
CHAPTER III. RESULTS AFTER USING POSITIVE TEACHING
TECHNIQUES
After applying flexible teaching techniques in the lessons, I obtained the following
results:
- Most students are very excited and the lessons are highly effective.
- Students can remember vocabulary, grammar structure faster and longer.
- Students become more confident and agile, more active in English lessons.
- Students are always united in the course of activities during the school hours.
- Lessons become less stressful, helping students to love the subject and absorb
lessons more easily.
- The quality of students in classes is higher than before applying these techniques
to teaching, shown specifically through the following data table:
Table of data on quality survey of students before implementing active teaching
techniques
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Class

Number

Good

Average

Weak

Very weak

5= 15,1%

Moderate
good
15= 45,5 %

10A1

33

12= 36,4 %

1= 3%

0

10A4

45

0

7 = 15,6%

22 = 48,9%

10 = 22,2%

4 = 13,3%

10A8

45

0

9 = 20%

25 = 55,6%

6 = 13,3%

5=11,1%

Table of data on quality survey of students after implementing active teaching
techniques:
Class

Number

Good

Moderate
good

Average

Weak

10A1

33

9=27,3%

18=54,6%

6= 18,1%

0

10A4

45

4= 8,9%

13=28,9%

24= 53,3%

4 = 8,9%

3 = 6,7%
10A8
45
5=11,1% 14=31,1% 23 =51,1 %
Table of quality assessment of students in grades after implementing active
teaching techniques:

Type

Class 10A1

Class 10A4

Class 10A8

Good

increase 12,2%

increase 8,9%

increase 11,1%

Moderate good

increase 9,1 %

increase 13,3%

increase 11,1%

Average

decrease 18,3 %

decrease 4,4%

decrease 4,5%

Weak

decrease 3 %

decrease 13,3%

decrease 5,6%

Very weak
decrease 12,8%
decrease 13,3%
decrease 11,1%
Thus, the application of a number of active teaching techniques to teach
Grade 10 English subjects can clearly see very positive results, the rate of students
achieving fairly good levels increases markedly, the average student rate weak or
very weak significantly reduced. Thereby, it can be affirmed that the application of
active teaching techniques in teaching English is essential and bring good results.
Through active teaching techniques, students have been able to promote their
positive, proactive, creative and teamwork skills ... thereby helping them acquire
and memorize vocabulary well, English grammar and the content of the lesson.

PART III. CONCLUSION
3.1. Conclusion
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In order to build a successful lesson, in addition to professional knowledge,
it is required that teachers must have pedagogical competence shown through the
use of methods and techniques in the teaching process. The flexible use of active
teaching techniques will help teachers to fulfill the role and function of teaching,
help students to develop positive and proactive and develop collaborative capacity.
work, communication skills, confidence for students.
In the context of this initiative experience, I only mention the application of
some active teaching methods in teaching Grade 10 English at Ha Van Mao High
School that I have applied over the years to contribute creating a rich and lively
lesson to promote the activeness, initiative and creativity of students to help them
build their self-learning ability. The obtained results can confirm the application of
active teaching techniques in teaching English in grade 10 in particular and the high
school in general, create for students the ability to learn, practice, arouse the
passion for learning and the will to rise, eliminate students 'passive study habits,
stimulate students' thinking activities, form a sense of desire to study, and try in
grasping knowledge, creating trust, joy, interest in learning English.
However, the application of active teaching techniques requires teachers to
derive from the objectives, the content of the lesson, depending on specific
requirements, the situation of each class, facilities conditions to choose appropriate
teaching techniques to be effective.
3.2. Suggestion
In order to improve the quality and efficiency of applying active teaching
techniques in teaching English at grade 10, at this initiative, I would like to propose

some of the following recommendations:
On the teacher's side:There must always be a sense of cultivating
knowledge and creativity in teaching. Regularly refer to documents, read books and
seek to apply methods and techniques in accordance with the content of each
lesson. Teacher should be responsible for the students while performing the
techniques.
On the students’ side: Students need to be bold and proactive in the lessons
that apply active teaching techniques. Regularly practice English communication
skills (Listening, Speaking, Reading and Writing).
On the side of the school: The school need to invest equipment and
classrooms to help students have a favorable environment when learning English.
On the side of Thanh Hoa Department of Education and Training: Pay
attention, open training and retraining classes on active teaching methods as well as
apply active teaching techniques for teachers to teach English at high schools in
the mountainous areas.

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Tôi xin cam kết không copy sáng kiến kinh nghiệm từ bất cứ nguồn nào khác
Bá Thước, ngày 20 tháng 4 năm 2019
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Hồng Bích Thủy
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