Skkn some methods to help 12th graders in trieu son 3 high school overcome unexpected situations and achieve good results for the general certificate of secondary education

A. INTRODUCTION
I. The reason of selecting the topic
As you seen in last experience initiative written in 2020, I showed some
techniques to help 12th graders in Trieu Son 3 high school achieve good results
for the general certificate of secondary education. In that paper, I mainly focus on
refuting the grammar test of 12th grade students in the high school graduation
exam.
Since teachers at Trieu son high school applied the initiative to classes here,
the results have showed the effectiveness of the initiative. The average score of
the high school graduation exam ranks the 13th (4.40) in the province in 2020 and
23rd (5.58 in the province in 2021). Moreover, a number of students who are up to
27 points or higher have increased and also, a larger number of students who have
passed into colleges and universities increased significantly. However, in the past
two years, humans have to face covid19, this situation has greatly affected the
learning and revision process of the 12th graders. They must face with unforeseen
cases which cause interruptions of education. Therefore, I would like to dedicate
a small part of my own initiative to help teachers and students not be passive in
the face of unexpected situations. This has inspired me to learn and research for
many years in 12th grade and today I am brave to share some ways to help 12th
graders overcome the subject's challenges and achieve their goals. In this
situation, I choose students in grade 12 and tests to make my experience initiative
“SOME METHODS TO HELP 12TH GRADERS IN TRIEU SON 3 HIGH
SCHOOL OVERCOME UNEXPECTED SITUATIONS AND ACHIEVE
GOOD RESULTS FOR THE GENERAL CERTIFICATE OF
SECONDARY EDUCATION” in order to help students not to have their studies
interrupted due to the covid19 epidemic or any other unexpected situations and
gain the best lessons, reduce their pressure and help students improve their score
in the national examination.
II. Objectives of research, research tasks, research methodology and scope
of research
1. Objectives of research

a. For the students
In this topic, I mainly focus on the actual subjects of basic class 12 and
introduce students know how to learn and gain good results for the general
certificate of secondary education, through some steps in learning procedure,
students not only get knowledge in each unit, but also gain further purposes
without wondering the interruption from covid19 or any others.
b. For the Teachers:
Find out the most effective methods to overcome unexpected situations and
improve students’ goals. Besides, teachers also draw out valuable experiments in
making suitable lesson plans for different learners in each period and aren’t
passive in any situations.
2. Research tasks
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The purpose of research is to discover answer to questions through the
application of scientific procedures. The main aim of research is to find out the
truth which is hid and which has not been discovered as yet. Through this research
I mention to two main tasks:
- Deal with unexpected situations such the covid19 epidemic or
catastrophes and main continuous learning procedure.
- Find out the actual situation of students’ attention to lesson and help
students gain quality of knowledge in effective ways.
- Apply my research to teaching procedure, then compare, contrast the
implementation of a topic. Finally, Teacher evaluates and concludes the
effectiveness of topic.
3. Research methodology
+/ I concern with the collection of data which is available without being

sufficient to arrive at the required solution;
+/ I use statistical techniques which are used for establishing relationship
between the data and the unknown
+/ I also apply the methods which are used to compare and evaluate the
accuracy of the results obtained.
4. Scope of research
The scope of study for a research paper is usually one of the first sections
to the project. It sets out the scope of my work and limitations, so I mainly focus
on two aspects:
+/ It’s about effective methods to help students 12 overcome unexpected
situations as well as get basic and advanced knowledge and pass the exam
effectively.
+ I apply my search to students in grade 12 such 12 G35 and 12 D36 in
Trieu Son 3 high school.
B. Content
I. The reasoning basis of the theme
According to Hattie (2020[5]), we should not, however, overly focus on the
impact of school closures on students’ learning. He recalls that the literature has
only shown “tiny” effects of the school year length on students’ outcomes, and
that the Christchurch earthquakes in 2011, which led to prolonged school closures,
did not undermine students’ performance in school examinations at the end of the
year, mostly because teachers focused afterwards on "what has to be learnt”. I also
share a citation from a newspaper published on September 27th, 2021 “The
outbreak of the novel coronavirus (COVID-19) at the beginning of 2020 forced
most higher education institutions to shift immediately from traditional learning
to distance learning and emergency remote teaching (ERT)”. We also concern
about some experts such as MC Gee (1977), Thornis (1980), Havernson & Haynes
(1982) ........English teachers need to focus on effective factors of successful
lessons such as: students’ attention to the lesson, ability of , acting on a knowledge
of grammar and vocabulary and ability of working individually, in pairs or in

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group. However, fast or slow results depend on students’ understanding in mother
tongue, health, and acumen in audiovisual capability. Moreover, a number of
impacts other elements come to learner’s unevened apprehension leveling.
Therefore, teachers need to find teaching methods that are appropriate for their
students. Avoid boring or overly lessons with their level of awareness.
In short, to gain a high result in attracting students to each unit and revising
tests, teachers need flexibly not only classify students properly and find out
effective methods, but also make up different situations which help weak students
and stimulate strong ones in each lesson. Teacher should combine other skills or
delete some unnecessary parts in each lesson in order to make lesson become
attractive, interesting and have good results in the final exams. Significantly, in
order for learning process to be uninterrupted in any unexpected situations, both
the teacher and the learner must cultivate basic knowledge of informatics. The
teacher focuses on many effective online teaching methods and appropriate
material resources for each learner. The network system ensures and supports
learners in a timely manner to achieve the goal of “No interruption in distance.”
II. The real situation of the matter.
1. The real state
Disadvantaged factors
Percentage (? / 100%)
1. Textbook: 70 %
The topics are suitable for students'
age, but the knowledge in the lesson is
monotonous and the knowledge is
spread.

2. Students’ habit in practicing 90%
skills: - Only answer questions in the
task and be lazy in creation of the
communication skill.
- Students also try to write without
speaking
3. Students’ belief: - Most students
are lazy to think, passive, afraid of 80 %
new words and are still apathetic
subjects
4. Teaching aids: - Most classes lack
of teaching aids.
90%
- Teachers aren’t interested in
teaching aids of each period.
5. Students’ technology ability in 90 %
studying: - Only use their technology
ability in games, face book, instagram,
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tiktok, photographs, videos, and
online purchasing and selling.
- Few students apply their
understanding of technology on
learning.
6.
Methods

for
unexpected
situations in teaching and learning:
90%
- Most missing lessons are for
unexpected situations such: flood,
electricity, storm and epidemic,
especially covid 19….
- Some students can’t join online
lesson and miss the lesson because the
internet is unstable.
Moreover, there are some disadvantages in applying unsuitable methods,
skills to each lesson. If it happens in a long time, it will affect to students’ ability
in a language class and make them passive, lack flexibility, afraid to make a
conservation and make them unable to improve their average scores.
For example, in Unit 5 – Part A. Reading in Tiếng Anh 12;
Teacher
and
students’
contents
limitations
activities
Teacher: - Ask students to give 1. warm up
their opinions?
Questions: 1. How do
- Most students used
Students: - Give opinions
you say in English the
answers in reference
Teacher: Give answer

names
of
these
book.
Students: - Listen and copy universities?
-These
questions
down their notebook
2. What uiversity would
aren’t attractive to
Teacher: - Give some new you like to apply for
start a lesson.
words in the passage
and why?
- Time- consuming.
-Ask students to copy in your
notebook.
Students: - Take notice.
Teacher: Give answer
-Students are passive
Students: - Listen and copy 2. Before you read
- time-consuming
down their notebook
a. Vocabulary
-It is only suitable for
Teacher: - Give some new - campus
students in below
words in the passage
- fighting back tears
grades

-Ask students to copy in your - challenging
notebook.
- academically
Students: - Take notice.
- scary

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Teacher: - Ask students to read
cleared
words
on
the
blackboard.
- Give comment
Students: - Listen
- Give answers and questions
-Teacher: Ask students to work
individually.
- Give some instructions to the
lesson
- Ask students to give answer
- give a comment
-Students: Raising their hand to
talk.
Teacher: Ask students to work
in pairs.

- Give some instructions to the
lesson
- Ask students to give answer
- give a comment
-Students: Raising their hand
to talk

b.
Checking - Students feel bored
and lazy.
vocabulary
Rub
out
and
remember
-Task only suits some
students in the class.
2. While you read
1. Task 1: Complete the
following
sentences,
using the right forms of
the words in the box.

2. Task 2: Find out who

Teacher: Ask students to work
in group
- Give some instructions to the
lesson

- Ask students to give answer
- give a comment
3. Task 3: Answer the
-Students: Go to the board and following questions.
write down the answer.
Teacher: -Ask students to say
something in a university.
-Compare with three persons in
the passage and give comment
Students: - Talk and correct

3. After you read
-Talk about something
in a university you have
ever heard or imagined.

- This task asks
students to understand
new words and
choose correct word.
- Only stimulate some
strong students.
- Students use answers
in reference books to
cope
with
their
teacher.
- The atmosphere of
the class is serene.

- Only gift students
are eager to speak
English.
- This task doesn’t
help students improve
their reading skill in
doing test.
- It only helps
students improve their
speaking skill.
- It isn’t useful for
GCSE.

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Through my votes in the investigation and table of early year (2020-2021) in class
12 K38 and school year (2021 -2022) in class 12 B36, the percentage of basic
students’ result in ending the reading lesson of unit 5 as follow:
Class 12 K38
Class
Good
Above
Average
weakness
poverty
sizes
average

44
0 = 0% 03 = 6,8 %
15 = 34,1% 20 = 45,5 % 06 = 6,8 %
- Class 12B36
Class
Good
Above
Average
weakness
poverty
sizes
average
43
2= 4,7% 15 =34,9 %
18 = 41.9% 5 = 11.5 % 03 = 7%
2. From this consequence, we can see that:
From results of the current situation, I give some effective methods to help
students have gained good results in GCSE through lessons in Tiếng Anh 12. I
also supply more exercises to help students familiarize with the types of
homework not covered in textbooks will not be under pressure of studying. And I
realized good results in basic classes I apply my new methods in school year 20172018. Students gradually know how to solve tests, performing and applying to
other tests coming from different high schools. Each period, students discover
new things for them. In each period, students feel confident and comfortable in
giving ideas, creation and apply it to practical situations in the life. Moreover,
Coping with complicated developments of the covid19 epidemic, I also give some
methods to help teachers and students overcome some unexpected situations to
make sure that students’ scores will not be greatly affected by unpredicted cases.
III. Measure implementation
A. Some methods to help 12th graders in Trieu Son 3 high school achieve good
results for the general certificate of secondary education.

1. Adjust the content in the textbook so that it is appropriate for the student
and the knowledge in the test.
a. Way to perform:
- I adapt the content of lesson in the textbook to fit for different students in a
class and help students know how to apply to the final examination.
Each unit, I adapt four basic skills and adjust the format found in the high school
graduation exam for students to have knowledge and apply it to practice. This
method both encourages students to take part in the lesson and provides them with
central knowledge, avoiding ambiguity about the content and confusion in testing.
a1. Part A- READING
As we know, in the high school graduation exam, the reading section
consists of three parts with a total of eighteen sentences. This indicates that
practicing reading comprehension skills is very important to students. They
must try their best to cope with the difference between tasks in the textbook and
reading questions in the test. There are many new words in the textbook and the
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practice sections are not aligned with the test, which often leads to students
being afraid of reading skills and losing a lot of points in this part. Therefore, I
decide to adjust the context of part A in the textbook to make it more reasonable.
For example, I apply this method to unit 2: Cultural diversity in Tieng Anh 12.
Firstly, I adjust the first lesson – A. reading in order to be suitable for readings in
the final test students in grade 12 must overcome at the end of school year.
I merged Task 1 and Task 2 into a complete exercise shaped like the one on the
graduation exam.
Task 1 and task 2 in textbook (Tieng anh12)- page 22

I change these two tasks into one multiple choice task
Task1: Read the following passage and mark the letter A,B,C or D to indicate
the correct answer to each of the questions.
Question 1: What does the passage mainly discuss?
A. The different ideas of Americans and Asians about love and marriage.
B. The different ideas of Americans and Asians about four key values.
C. The different ideas of Americans and Asians about keeping happiness.
D. A comparison of different ideas between Americans and Asians in the life.
Question 2: The word “obliged” in the passage is closest in meaning to ____.
A. determine
B. sacrifice
C. compel
D. liberalize
Question 3: According to the passage, Many Indian students agree that a woman
has to ______.
A. maintain her beauty and appearance after marriage.
B. sacrifice more in a marriage than a man.
C. trust her husband to do the right thing.
D. confide in their husband
Question 4: What are the Indian students’ attitudes on physical attractiveness?
A. They pay attention to their wives’ appearance.
B. They ignore their wives’ appearance after marriage.
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C. I don’t put a strong idea on maintaining wive’s beauty and appearance after
marriage.
D. They ask their wives not to concern about the appearnce because it is

unnecessary.
Question 5: It can be inferred from the main finding of the survey that _______.
A. Young Asians are more romantic than their American counterparts.
B. Young Asians are as romantic as their American counterparts.
C. Young Asians are not as romantic as their American counterparts.
D. Young Asians are as prosaic as their American counterparts.
 Key: 1A
2C
3B
4C
5C
a2. Part B- SPEAKING
Speaking is the second skill in the process of the textbook. This skill helps
students practise situations and use words and phrase words to communicate
fluently and naturally. Speaking skill helps children express their ideas and
thoughts in themselves. However, in the high school graduation exam, students
only need to solve two questions of communication function. Therefore, I dare
adjust the content of this speaking part in the textbook so that students can both
have practical communication situations and do well in two questions of
communication skill in the exam.
For example, I apply this method to unit 12: WATER SPORTS in Tieng
Anh 12. I adjust the second lesson – B. speaking so as to be suitable for questions
of communication skill in the high school graduation exam and help students
practise practical situations in their daily lives.
- In task 1, I changed this task to make it suitable for the test by giving a
situation and complete a short talk.

Task 1: Mark A,B,C or D to indicate the sentence that best completes each of
the following exchanges.
Question: Nam and Hung are talking about water sports

- Nam: “Learning how to play water sports is not difficult.”
- Hung: “______________________________________”
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A. You must be kidding. It’s not easy.
B. I couldn’t agree more. It is not easy at all.
C. But I don’t. I failed it last year.
D. I do, too. I learned it last year.
(APPENDIX 1)
a3. Part C- LISTENING
Listening is the third skill in the process of the textbook. This skill helps
students accurately receive and interpret messages in the communication process.
However, it doesn’t exist in the high school graduation exam. It is also
unnecessary for students to focus on in this period. Therefore, I dare adjust the
content of this listening part in the textbook so that students can both practice this
skill and have time to review some knowledge which may be in the final test.
For example, I apply this method to unit 15: WOMEN IN SOCIETY in
Tieng Anh 12. I adjust the third lesson – C. Listening so as to be suitable for
questions in the high school graduation exam and help students improve listening
skill.
1. Task 1 and task 2(textbook 167,168)

- I changed these two tasks to make them suitable for the test by helping students
practice four questions about pronunciation. This will help students both practice
listening and solve the problem of pronunciation in the test.
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Task 1: Mark the letter A, B, c, or D to indicate the word whose underlined
part differs from the other three in pronunciation in each of the following
questions.
Question 1: A. final
B. writer
C. ivory
D. widow
Question 2: A. family
B. try
C. happy
D. lovely
Question 3: A. pagoda
B. integral
C. against
D. aquatic
Question 4: A. office
B. practice
C. service
D. device
Question 5: A. duck
B. human
C. public
D. buffalo
 Key: 1D 2B 3D 4D 5 B
Task 2: Mark the letter A, B, c, or D to indicate the word that differs from
the other three in the position of the main stress in each of the following
questions.

Question 1: A. apply
B. persuade
C. reduce
D. offer
Question 2: A. explain
B. happen
C. decide
D. combine
Question 3: A. equip
B. listen
C. answer
D. enter
Question 4: A. involve
B. provide
C. install
D. comment
Question 5: A. publish
B. replace
C. involve
D. escape
Key: 1 D 2B 3A 4.D 5. A
a4. Part D- WRITING
Writing is the fourth skill in the process of the textbook. This skill helps students
express own thoughts and share information with reader. However, the high
school graduation exam doesn’t focus on writing topics, but rewrite sentences
without changing the original meaning. This made me adjust the content of this
writing part in the textbook so that students can appply real theory to the final test.
For example, I apply this method to unit 10: ENDANGERED SPECIES in
Tieng Anh 12. I adjust the fourth lesson – D. Writing so as to be suitable for five
questions in the high school graduation exam and help students improve writing

skill.
1. Task 1 and task 2(textbook 113)

I changed these two tasks to make them suitable for the test by asking students
to rewrite sentence as long as it doesn’t change original meaning. This will help
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students get one mark from 5 writing sentences in the test.
Task1: Mark the letter A, B, C, or D on your answer sheet to indicate the
sentence that is closest in meaning to each of the following questions.
1. “I agree that I am narrow–minded,” said the manager.
A. The manager denied being narrow–minded.
B. The manager admitted being narrow–minded.
C. The manager refused to be narrow–minded.
D. The manager promised to be narrow–minded.
2: A supermarket is more convenient than a shopping centre.
A. A shopping centre is not as convenient as a supermarket.
B. A shopping centre is more convenient than a supermarket.
C. A supermarket is not as convenient as a shopping centre.
D. A supermarket is as inconvenient as a shopping centre.
3. It was a mistake for Tony to buy that house.
A. Tony couldn’t have bought that house.
B. Tony can’t have bought that house.
C. Tony needn’t have bought that house.
D. Tony shouldn’t have bought that house.
Key: 1B – 2C – 3D
Task 2: Mark the letter A, B, C, or D on your answer sheet to indicate the

sentence that best combines each pair of sentences in the following questions.
1. She helped us a lot with our project. We couldn’t continue without her.
A. Unless we had her contribution, we could continue with the project.
B. But for her contribution, we could have continued with the project.
C. If she hadn’t contributed, we couldn’t have continued with the project.
D. Provided her contribution comes, we couldn’t continue with the project.
2. Her mother was sick. She stayed at home.
A. Despite her sick mother, she stayed at home.
B. Because of her sick mother, she stayed at home.
C. In spite of her sick mother, she stayed at home.
D. Despite of her sick mother, she stayed at home.
Key: 1C – 2 B
b. The effect of this formation
- For the Teachers: I realized that this adjustment had helped students both
understand the content of the lesson and apply this skill to the reading tests. This
method also stimulates students to the lesson. In addition, it is easy to comprehend
the lesson without following a rigid model.
- For the Students: They will have to prepare lesson carefully, raise their hand to
answer questions from the teacher, take part in the activities sympathetically and
pay attention to the lesson if they want to be added good marks. Of course, they
will feel more confident in communication and giving their own ideas or answers.
They do not depend on reference books to copy answers. They can find
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information by themselves on their own, so they will understand and be interested
in the lesson. Especially, through this adaptation, students can see the closest
connection between textbook and the high school graduation exam.

2. Choose exercises relating to the topic of lesson for students to revise and
supplement their knowledge.
a. Way to perform:
If students only study things in textbooks, they will be poor in vocabulary and not
rubbing much with equivalent exercises.
To provide new sources of vocabulary and to help them familiarize themselves
with the types of exercises that are included in the high school graduation exam,
I collected and created some exercises relating to each unit of the textbook and
containing an extension of what students have learned in class. I realized that they
could gradually familiarize themselves with the way to take the test and they could
summary amount of knowledge in each unit.
For instance, After teaching the first lesson of unit 2 –CULTURAL DIVERSITY
Tieng Anh 12, I will give my students extra passages relating to the topic.
Read the following passage and mark the letter A, B, C or D on your answer
sheet to indicate the correct answer to each of the questions from 44 to 50.
When people plan to marry, they expect to find in their partner not only a lover
but a friend also. They find a person with whom they can share their opinions,
their emotions, thoughts and fears. In marriage we are looking for a partner who
will be able to understand our values, our likes and dislikes.
If a man and a woman are born and raised in the same country, most likely they
are familiar with the same songs, movies, jokes, books and life in general. They
basically have the same roots. In the case of a western man and foreign woman
family everything is more complicated and requires much more patience and
understanding from both spouses. On one hand each of the partners has an
opportunity to learn a great deal about the other's country, culture, traditions and
life styles which can be very interesting. On the other hand, it can be very
disappointing if there is the inability to understand your partner's excitements and
frustrations. For example, you are watching the television and suddenly you see a
famous actor or singer, or other type of an artist whose name you have grown up
with. Maybe this artist was an idol for your parents and the music of this artist

was often played in your house when you were a child. Unfortunately, you realize
that your wife is unable to understand your feelings because she has no idea who
this artist is. Her eyes are absolutely empty because she has never even heard the
song before. You feel rather disappointed! Remember that your wife has the same
situation with you. You do not know her country's songs, her country's famous
actors, her books. She has her own memories and in actuality, for her, everything
is much more difficult than it is for you. At least, you live in your own country
where everybody can understand you. She lives in completely strange
surroundings, where she has nobody to share her feelings with, except you.
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Do some research and learn about your wife's country, culture and lifestyles. Talk
with her, ask her questions, get to know what songs she likes, what movies and
books are of interest to her. The Internet will give you a great opportunity to find
anything! Tell her about your country's culture, let her listen to the music that you
like, rent a movie for her that left you with great impression. Let her understand
you better through the things that you like. Patience and time will help you to fight
cultural differences.
(Source: vetranslation)
Question 1: When people plan to marry, what do they expected?
A. They expect to find in their partner not only a lover but a friend also.
B. In marriage we are looking for a partner who will be able to understand our
values, our likes and dislikes.
C. They find a person with whom they can share their opinions, their emotions,
thoughts and fears.
D. All are correct.
Question 2: If a man and a woman are born and raised in the same country, most

likely they are ……………with the same songs, movies, jokes, books and life in
general.
A. unfamiliar
B. regular
C. habitual
D. unusual
Question 3: According to the passage, ………….
A. Spouses who are from different cultures can never share anything together.
B. Spouses who have the same nationality need more patience and understanding
in their marriage than those who are from different cultures.
C. Spouses who are from different cultures need more patience and understanding
in their marriage than those who have the same roots.
D. Spouses who have the same roots go not share anything together.
Question4: If there is the inability to understand a spouse's excitements and
frustrations the marriage, he or she may feel ……………..
A. happy
B. disappointed
C. hopeless
D. faithful
Question 5: The passage is ……………..
A. advisory
B. convincing
C. apologetic
D. critical
Key: 1A
2C 3C 4B
5A
b. The effect of this formation
- For the Teachers: I realized that this adjustment had helped students both
understand the content of the lesson and enrich with a large number of new words

from practicing passages coming from other sources.
- For the Students: They will have to prepare lesson carefully, raise their hand to
answer questions from the teacher, take part in the activities sympathetically and
pay attention to the lesson if they want to be added good marks. Of course, they
will feel more confident in doing exercises referring to reading skills and
vocabulary (choose synonyms and antonyms). Gradually, Students are not under
pressure when facing reading comprehension exercises.
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B. Some methods to help 12th graders in Trieu Son 3 high school overcome
unexpected situations to avoid disruption in study and revision.
1. Way to perform:
In order to solve interruption of teaching and learning because of unexpected
situations such as floods, epidemics and other situations, I also boldly contribute
some measures to help teachers and students in 12th grade students overcome all
difficulties and ensured teaching and learning process as well as improving their
test scores in the high school exam. At this initiative, I mentioned 3 measures:
Divide the groups belonging to students’ appropriate ability to review through
online software such as azota, Shub classroom, etc.., study online through google
meet and record video lectures.
a. The first measure: The teacher divide the class into 3 groups: Group1 :
advanced students (their average score is 7.5 points or above ), group 2:average
students ( approximately 6-7 points) and groups 3: poor students ( approximately
3-5 points) and run these groups through media ( facebook and zalo)

.
**For example: Unit 15 : Women in soceity- Tieng Anh12

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Every day, teacher gives each group proper one topic including theories and
exercises. Ask students read carefully all and do exercise. A day later, all students
will send their answers and at the end of the day teacher gives marks and
comments. The teacher always explains all questions from students. On
weekends, the teachers will test students’ revision through azota and SHub
classroom.
b. The second measure: The teacher keeps the missing lesson through google
meet. The teacher presents the lecture by word file and makes the lesson progress
just like a regular live class. After the teacher explains the theory part, the teacher
gives time for students to do the test, at the end of the lesson the teacher checks
the probability of 5 students to reinforce the lesson.

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c. The third measure: This solution is only considered as an urgent measure. The
teacher creates video lectures by recording lesson content with her voice. Send
lectures to students who are quarantined or sick. This solution is only considered
as a solution in an urgent situation. Teachers create video lectures by recording
lesson content, recording voiceovers. Send lectures to students who are
quarantined or sick.

2. The effect of this formation

- For the Teachers: I realized that this adjustment had helped students both
understand the content of the lesson and enrich with a large number of new words
without worrying about unexpected situations.
- For the Students: They will have to prepare lesson carefully, raise their hand to
answer questions from the teacher, take part in the activities sympathetically and
pay attention to the lesson if they want to be added good marks. Of course, they
will feel more confident in doing exercises referring to reading skills and
vocabulary (choose synonyms and antonyms). Gradually, Students are not under
pressure when facing reading comprehension exercises.
IV. THE RESULT OF RESEARCHING
Through the survey and empirical comparisons conducted, comparing the
results of applying new methods to lessons in classes in the 2020 – 2021,
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2021 -2022 school year 12 K 35 and 12 B36, shows that:
1. About the theory:
a. For the teachers:
Building the teaching methods in the spirit of innovation and appropriate
for the requirements of students. Applying flexible methods and skills or tips to
practical teaching practice, thereby enhancing the quality of teaching subjects.
b. For the students:
Understand and know how to use proficiency skills, fast and efficient
methods in making a conversation which can be applied to the fact. They are
confident, more interested in finding out information and solving situations in the
daily life. They also no longer have to worry about facing the high school
graduation exam
2. About the fact.

The result of tasks, homework, tests after the application of the subject
shows that the spirit of learning and doing all the results of the students improved
a lot compared with applying traditional methods to basic skills such as: reading,
speaking, listening and writing.
To have a comparable basis and come up with the correct conclusions for
the research process and subject to the applicable practice. I have examined and
collated survey results make all students before and after the application of subject
to the 2 classes: 12 K38 in 2020-2021 school year and 12B36 in 2021 -2022 school
year. (Time to do all 60 minutes)
- Class 12 K35 (The basic class of block 12) has not been applied on topic.
- Class 12 B36 (the advanced class of block 12) was applied on the subject.
? TEST: I implemented two tests for 12 K35 (2020 – 2021) and 12 (2019-2020)
(APPENDIX 2)
This test was given to 12 k35 students who had not been applied this teaching
method. Therefore, the result of this examination was not good. High marks were
fewer than I hoped.
The test result of 12 k35 class achieved as follows:
Class size: Mark 0-4 Mark 5-6
Mark 7-8
Mark 9-10
44
SL %
SL
%
SL
%
SL
%
4
9,1 16

36,3
20
45,5
4
9,1
HOPE
10
22,7 26
59,1
8
18,2
0
0
RESULT
This test was given to 12 B36 students who had been applied this teaching method.
Therefore, the result of this examination was quite good. High marks were more
than I hoped.
The test result of 12 B36 class achieved as follows:
Class size: Mark 0-4 Mark 5-6
Mark 7-8
Mark 9-10
41
SL %
SL
%
SL
%
SL
%
10

24,4 18
43,9
12
29,3
1
2,4
HOPE
4
9,8 12
29,2
20
48,7
5
12,3
RESULT
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=> The test results of the two classes achieved as follows:
Class
Mark 7-8
Mark 9-10
Class Mark 0-4 Mark 5-6
sizes SL %
SL
%
SL
%

SL
%
12 K35 44
10
22,7 26
59,1 8
18,2 0
0
12 B36 41
4
9,8
12
29,2 20
48,7 5
12,3
And I also give two types of students’ common answers from two class 12 K35
and 12 B36 to show the effect of applying new methods in teaching lessons to
gain good results in GCSE and students’ understanding to the lesson as well as
ways in which students to have a comparable basis and come up with the correct
conclusions
C. Conclusion and proposal
I. CONCLUSION
- High school graduation exam is an extremely important and extremely
meaningful exam for students. This test is to confirm the ability and skills of
students and is also an opportunity for students to choose their favorite university.
- In order to get a good result for the high school graduation exam for 12 students,
teachers need to adjust the textbooks so that they can take full advantage of the
knowledge available in the exam, followed by assigning more exercises. but it
must be related to the new topic so that they can remember and apply it correctly.
And one more thing is to accompany them to study at home. When there are

epidemics or droughts, children do not miss schooling due to direct software or
online group teaching. Therefore, we must use the attractive, appropriate
procedure to assist in teaching for students in basic classes 12 to achieve good
results. Moreover, I use all units in Tieng Anh 12 to apply some effective methods
for skill lessons and I also hope that teachers should apply different methods
flexibly to help students cope with challenges in GCSE.
Classrooms should be places where students can ask and answer
meaningful questions and in which the teacher and students are co- Learns,
collaborating with one another to communicate ideas and information. Different
group sizes (pairs, small groups, and large groups) provide opportunities for
students to practice the different thinking and oral skills unique each
configuration.
II. PROPOSAL
The methods applied in teaching speaking have obtained positive results.
However, there are restrictions in my topic I don’t realize. Therefore, I look
forward to hearing the comments from colleagues, especially the teachers who
teaches English to make my topic more complete and more widely applied

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Thanh Hóa, ngày 01 tháng 6 năm 2022
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