Some methods of corocecting the mistakes in writing the topic in class 9 at phu hai toai secondary school

THANH HOA OFFICE OF EDUCATION AND TRAINING

HA TRUNG DEPARTMENT OF EDUCATION AND TRAINING

THE INITIATIVE EXPERIENCE

SOME METHODS OF CORRECTING THE MISTAKES
IN WRITING THE TOPIC IN CLASS 9 AT PHU-HAI-TOAI
SECONDARY SCHOOL

Writer :
PHAM THI HAU
Position:
Teacher
School: Phu-Hai-Toai secondary school
The initiative experience of subjects: English

Thanh HOA, the year of 2017

1


CATEGORY
Number
1.
1.1.
1.2.
1.3.
1.4.
2.
2.1.

2.2.
2.3.
2.4.

3.
3.1.
3.2.

Content
INTRODUCTION
The reason for choosing the topic .
The purpose of research.
Study subjects.
Reseach methodology.

Page
2
2,3
3
3
3

CONTENTS OF THE INITIATETIVE
3
EXPERIENCE
Relationale of the initiatetive experience.
3,4
Status of problem before applying the initiative 4,5
experience.
The solutions were used to solve the problem.

5-15
The effect of initiative experience for education 15,16
activities, with myself, the colleagues and the
schools.
IN CONCLUSION AND REQUESTS
In conclusion
Requests

16
16
16

REFERENCES

2


1. INRODUCTTION
1.1. The reason for choosing the topic
Nowadays, foreign languages play a very important role in many areas. In
"foreign languages", English is the most common foreign language in
transactions, relations and diplomatic relations among countries in the world. It
becomes the native language of many countries, the language of communication
between people and people around the world.
Vietnam is a developing country, and by 2020, it will become an
industrial country. Therefore, it requires the necessaries for a comprehensive
human development, both in the fields of development and development.
English has become a powerful tool in communicating with many countries,
which is a tool that facilitates integration into the international community and
regional access to international information and science and technology

approaches to other cultures. Each other as well as important international
events.[1]
When learning a foreign language, writing skills are considered as one of
the important skills that learners need to master if they really want to succeed in
communication. Learning English is no exception, especially in the area of
international economic integration, where most of the information is written in
English, and the writing skills of this language are being increased. Writing is a
skill that people do whatever they do every day. As students, they are, and will
be encountering many types of articles to improve their learning process.
However, according to Nunan: "In terms of skills, producing a coherent, fluent
and extended piece of writing is probably the most difficult thing there is in
language."1
In the process of learning a foreign language, mistakes are also an
inevitable part and play an important role. When writing, students often face
many difficulties in writing paragraphs that are consistent and coherent. For
junior high school students, they are just beginning to get used to writing short
paragraphs, pointing out basic mistakes and guiding them to overcome them is
essential because it will help them advances in learning and practicing writing
skills later on. Understanding the cases in which you make mistakes and the way
your teacher handles them will help improving your writing skills. With English
teachers who have the primary responsibility for helping students perfect this
skill, the effectiveness of teaching depends not only on the teaching method of
writing but also the knowledge and skills of language. Of the teacher. There are
many factors that affect the learning outcomes of the learner, correcting mistakes
is one of the most important factors. We can not deny that making mistakes in
articles is inevitable throughout the learning process. The more students focus
on the lesson, the more they want to create and develop in their own way of
understanding the language. This is one of the reasons why the number of errors
that students make is increasing but making mistakes is seen as a positive
process. Learners may find that they write satisfactorily and that it also helps the

1

In Section 1.1: The paragraph: "In terms of skills, producing a coherent, fluent and extended piece of writing is

probably the most difficult thing there is in language." written by author Nunan

3


teacher assess the student's ability at the right time to help them progress. During
the process of correcting the mistakes, there are also feedback from the
students. This means that there will be disagreements not only between the
teachers but also the students about what mistakes students have, how to
overcome.
them, whether the cure is effective in the work. Helping students improve
their writing skills, how best to fix bugs, and fix bugs when it is justified.
For the above reasons , especially through the fact teaching at Phu Hai
Toai Secondary School, self-study self-improvement , I decided to implement
the initiative in the academic year 2016 - 2017 with the theme: "Some methods
of correcting the mistakes in writing the topic in class 9 at Phu Hai Hai
Toai Secondary School”. In the hope of contributing his small part in teaching
English more effectively. Looking forward to your suggestions, constructive
reading.
1.2. The purpose of research
As a teacher teaching English at Phu-Hai-Toai Secondary School, I want
to improve the quality of English lessons in particular and improve the quality of
education in general, the above issues make me especially special. toothpick.
And that is the reason that I research, explore to find the optimal solution to
apply to the teaching practice, bringing the highest effectiveness in teaching
English in class.

1.3. Study subjects
Carry out a study and review of the natural mistakes made by students
during the writing process at Phu Hai Hai Toai secondary school from 2015 to
2017. In-depth research and fault corrections for control results are made for
students in classes 9A and 9B in the 2016-2017 school year.
1.4. Research methodology
- Reader reading method
- Experimental method
- Product research methods
- The method of summing up experience
2. CONTENTS OF THE INITIATIVE EXPERIENCE
2.1. Rationale of the initiative experience
Language is a form of communication, learning a foreign language is
learning to use words in communication, forming communication skills in
English. Therefore, the teacher must determine the relationship between
knowledge and skills, the two main components of the content of teaching. Skill
is the center, the ultimate goal of teaching, knowledge is the condition, the means.
At junior high school they are very innocent, very eager to play exciting,
fun. They will feel suffocated if they are too rigid. Besides, they are also eager
to learn, explore, discover ...
Understanding this with the responsibility of being a teacher, I always try to
find out how to teach simple, easy to understand, impress children so they can
absorb without feeling tired, hard to always create air "learn that play, play
learning". In addition, I think encouragement and caring will make them believe
4


and try harder in their studies, always showing them the importance of the
subject and giving them confidence. Consciousness from which to create a
strong driving force urge hard work diligence and effort.

However, my school is mostly rural children, the economic conditions are
so much difficult, the investment in material as well as the time spent on
children's education is not met. In addition to class time, the children also have
to help their parents with the housework and on the farm, not have time to learn
by themselves. Parents' interest in parenting is limited. The sense of learning of
a small group of children has not met, the method of learning is not suitable, not
well combined the skills required by the lesson, resulting in the quality of
learning is limited. .
Facing this difficulty is a teacher who directly teaches the English subject. I
am always awared and anxious to find out the learning methods for my students
to learn better than the students in learning. I am still weak, less English, so in
the course of teaching I always learn self-refreshing special learning co-workers
to find appropriate methods in teaching, take appropriate measures for children
Students love, study hard and learn effectively in English. With the desire to
improve the quality of teaching English at Phu Hai Toai Secondary School and
through teaching practice I have researched and applied the number of practical
solutions best suited to the reality of the school as well as the learning conditions
of students and achieved good results. The very clear progress in student
learning shown through the tests is motivating and enabling myself to complete
this initiative.
2.2. Status of the problem before applying the initiative experience
Phu Hai Toai Secondary School is the only inter-commune school of Ha
Trung district, which is concerned with education by all levels of education,
especially the school's board of directors, who are very interested in teaching
English subjects, creating everything. The best possible (possible) for teachers
and students about facilities as well as teaching aids and time funds including
extracurricular. The English teaching team in the school is composed of three
comrades who are well above the standard, have a high sense of responsibility
and always perform well in their professional activities, especially discussing,
building and exchanging teaching ideas. To get the best instruction, students

learn the most effectively. Besides the advantages that the school also many
difficulties are:
My school is a residential area of three communes in the remote area of
the district, the local people in the three communes are still poor, and the
economy is still very difficult, so the impact on the quality of learning of
students, more. Some parents do not realize the importance of learning English,
so they have not invested properly, have little interest in studying their children
and are sometimes entrusted to the school. Facilitate your child's learning.
Thus, the good teaching of listening-speaking-reading-writing skills and
especially the writing skills are essential for the 9th grade students can use and
communicate better. So how to teach effective "writing" skills is not easy for
English teachers in general and for myself in particular.
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Through the results statistics I tested the students in classes 9A, 9B:
"Period 11. Unit 2: Clothing-write" (English 9). The results are as follows:
Excellent

Number
of
students

Survey

9A

37

9B

Total

Class

Quite good

Average

Weak

Poor

Number

%

Number

%

Number

%

Number

%

Number

%

15

1

6.7

3

20

5

33.3

4

26.7

2

13.3

38

20

2

10

4

20

6

30

5

25

2

10

75

35

3

8.6

7

20

11

31.4

9

25.7

4

11.4

From the above results, I realized that students have not learned the lesson
with certainty, grammatical mistakes much. From the mind of the teacher, from
the beginning of the academic year 2016-2017, I brought in the idea of how to
point out and cure students' errors after giving a general assessment of their
writing. Step by step, I have found the correct solution to my students.
2.3. The solutions were used to solve the problem
2.3.1. Theoretical basis:
* Write
- The concept of "writing" in the theory of language2
In order to have appropriate and effective access to teaching writing skills,
understanding the notion of "writing" in the theory of language is necessary.
There are many definitions of "writing". Each linguist has its own definitions
depending on the criteria they consider important.
According to Byrne (1979), "the activity constitutes a series of symbols
arranged by convention to form words and words arranged in sentences." In this
view, we can see that any activity that makes up words / sentences, whether
meaning or not, is considered "written." [2].
Writing, according to the theory of language theory is not as simple as the

concept that Byrne. It is a complex process that, according to Lannon (1989), is
defined as "the process of converting materials discovered by inspiration,
randomness, experimentation and error, or anything else in the message. Full of
meaning - Writing is a process of prudent decisions. "(By this definition, the
writing must contain a meaningful message, which defines the definition of
Byrne (1979) as it aims: Write, not write without clear orientation.) [2].
In the process of teaching and learning, writing is considered "language
skills" (Tribble, 1996, p. 3). It is not only written language but also development
2

Section 2.3.1 The paragraph: "the activity constitutes a series of symbols arranged by convention to form
words and words arranged in sentences." Written by Byrne (1979).
The paragraph: "the process of converting materials discovered by inspiration, randomness, experimentation and
error, or anything else in the message. Full of meaning - Writing is a process of prudent decisions.” written by
Lannon (1989),
The paragraph:"a process that takes place over a period of time, especially when we spend some time thinking
before writing the first outline" written by (Harris, 1993, P.10) and referenced from Byrne (1979).

6


and expression. It is "a process that takes place over a period of time, especially
when we spend some time thinking before writing the first outline" (Harris,
1993, P.10). Compared to previously given concepts this concept is most
satisfactory because it covers all aspects of writing skills: form (writing),
purpose (expressing ideas) , And structured (structured).
When writing, we know that writing is the product of an individual who aims
to communicate indirectly with others. That means the receiver does not stand
before the writer to hear from the writer. Therefore, the writer must be sure that
his writing is not only accurate but also understandable to the reader

- Some factors need to be considered when writing under Raimes (1983)
ALLEGES

CONTENT

Structure of the sentence s
GRAMMAR
Tenses, articles,
pronouns, etc

FORM

valid, clear, logic, etc.
WRITING PROCESS
Have idea, write draft, review

Good ideas

SUBSCRIBE SUBJECTS
The Readers

Handwriting, punctuation,
pronunciation
STRUCTURE
Paragraphs,
Topic

THE PURPOSE
Reason to write
Coherence, unity

CHOOSE
Vocabulary, idioms, expressions
- The writing process
According to Tribble (1996), the process consists of four steps:
1. Before writing: This is the step that the writer performs before drafting,
including selecting topics, thinking, taking notes, discussing, arranging ideas,
outlining, gathering information. (Eg, interview, library search, data processing).
2.Writing draft: Drafting is the process by which writers put ideas into
sentences, paragraphs, focus on explanations, clarifying ideas, and linking ideas.
3. Correction: This is an important step to have a complete the topic.
Writers will think about what the reader expects, the reader is the topic center
towards. For example, refine textures, link ideas, or add words.

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4. Checking: Writers review the form of the topic such as spelling,
grammar, punctuation.
As we have seen from the point of view, writing is a non-reader one-way
process. Reid (1993) also shares the same viewpoint but adds three more steps
of the writing process: feedback, evaluation, and writing. This made Reid's
writing process more satisfactory.
In short, the steps of Reid's writing process (1993) can be illustrated in the
following diagram:
BEFORE WRITING
WRITING DRAFT
FEEDBACK
CORRECTION
CHECKING

ASSESSMENT
AFTER WRITING
In short, the article is an exercise in which the two do not work the same
way. However, there are basic steps that every writer must do when doing the
work. Each researcher has different ways to illustrate the writing process, but all
are written identically as a "recursive" process, which requires a great deal of
effort from the writer.
* The concept of "mistakes" and " correcting mistakes "3
- General mistakes
+ Concept:
There are many definitions of mistakes given by famous researchers such
as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard
(1991), Klassen (1993), Crosling (1996) and so on. Although they express in
different ways, the concepts have common ground in the nature and function of
the mistakes. Goldstein (1990) defines the mistakes as "an act of ignorance,

3

In section 2.3.1( part 4- the writing progress)"an act of ignorance, omissions, or inadvertent distraction,
straying from the original orientation or failing to reach the goal" written by Goldstein (1990)
The paragraph: "a form or structure that the indigenous people can not tolerate because of improper use"
written by Klassen ( 1993)
The paragraph: "Any departure from the conventional method is considered fault"Written by Crosling (1996)
This page was referenced from Raimes ( 1983), Tribble ( 1996), Reid ( 1993), Abbort (1981), Edge (1989),
McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993).

8


omissions, or inadvertent distraction, straying from the original orientation or

failing to reach the goal"
Klassen (1993) gives a simpler definition of the error. According to Klassen,
the mistakes is "a form or structure that the indigenous people can not tolerate
because of improper use"
In the meantime, Crosling (1996) made his point of view in favor of the
criteria "Any departure from the conventional method is considered fault".
When it comes to error, some researchers have the same view that not only
foreign language learners make mistakes but also indigenous people make
mistakes. Indigenous people often make mistakes at two levels of
"morphological errors" and "expressions", and the second is a common mistake
with higher frequency (McKay, 1984). Therefore, errors should be viewed as
something that is contrary to common sense and inappropriate. We can see
mistakes in all levels of language from form to speech.
+ Classification mistakes4
Lippman, J. (2003) defects into two categories: "general fault" and "fault”:
- Failure to cover ,incorrect sentences,eg: Word order, incorrect conjunctions
-> Result: unsuccessful communication (Excerpted by Lippman (2003)).
- Individual error, Identify each element. Eg: Tenses, article, auxiliary->
Result :Confusing communication (Excerpted by Lippman (2003))
+ Common issues include :
1. Argument
2. Structure
3. Base
4. Compatibility and consistency
5. Suitability to object and item
+ Private issues include:
1. Spelling
2. Syntax
3. Grammar
4. Punctuation

There are many ways to classify mistakes depending on the researcher's
purpose in the analysis and its relevance to the actual conditions of teaching and
learning the language.
* Overview of correcting mistakes [5].
- Correct the mistakes
When evaluating an topic we have the concept of "feedback", in which two
components need to be distinguished: "assessment" and "correction". Regarding
assessment, the learner is simply identified as doing well or not in the topic.
Regarding bug fixes, learners receive detailed information about the article such
as: explain, provide better spelling. In principle, correcting errors can and should
give the right writers information as well as the wrong and why, but generally
both the instructor and learner see this concept as correcting the mistakes. [2].
4

In this page referenced from author Lippman (2003).

9


- Some basic methods in correcting mistakes for students
In the general teaching process, teachers often have to deal with issues such
as "What mistakes need to be corrected" and "correcting mistakes".
Gower and Walter (1983) put forth issues for language teachers to address
when students' mistakes in writing are "what to look for, when, how and how
much."5
In the meantime, Raimes (1983) also outlines seven principles for
correcting bugs in the classroom:
1. With the student's article, there is no need to mark the error but still
determine the error to correct.
2. Determine the error carefully and find the cause.

3. Find the parts that students have done well.
4. Record students who make mistakes
5. Establish clear, easy-to-understand symbols.
6. Always give reasons or correct and remove errors carefully.
7. Finally: handle errors carefully and create that habit for students.
Resolving the problem of "curing what, when", researchers often suggest
that teachers should choose the right way to correct or to encounter the same
problem in the same lesson.
To make the "how much correct" problem is clear Gower and Walter give
some suggestions:
- Engage students in the healing process.
-Use less time to correct each student's individual mistakes, focusing on
common mistakes.
- Point out the mistakes students have just caught.
- Indicates the location of the mistakes
- Indicate the type of mistakes
- Give the opportunity for self-correction
- Learners who can not correct their own problems will be asked to help
other students.
- If the step fails, the teacher will correct the mistake.
Edge (1989) also offers three basic troubleshooting steps:
* Self-correction
The teacher points out errors for students to correct themselves because
sometimes students need help identifying errors before they cure themselves.
* Peer correction - Learners correct the mistakes
Learners work in pairs or in groups to find and correct mistakes in one
another's writing. This draws all students into the error correction process,
making the student active, less dependent on the teacher. [3]
* Teacher correction
Teachers find out what the writer wants to say through the wrong sentences

and teach students how to express their ideas correctly.
5

In section 2.3.1. The paragraph: "what to look for, when, how and how much." Written by Gower and Walter
(1983.) and This page was referenced from Edge ( 1989).

10


*Relationship between mistakes, corrective mistakes with teaching and
learning writing skills
Stigma is unavoidable in the learning process, in this way learners make
important and necessary features for language learning. Troubleshooting is the
way the learner verifies the learning he has learned, thereby capturing that
language.
With teachers, students make mistakes in the learning process to help
them assess the level of student knowledge, considering what they need to learn
more to improve. Error correction also has a positive impact on language
teaching and learning. Learners through self-correcting, correcting your
mistakes at the same time, and listening to your teacher's remedies can progress
faster. Especially the writing skills require high precision of words and
expressions.
2.3.2 The status of the problem when applying the innovation initiative
From analyzing survey and reading data, finding faults in students
writings throughout the teaching process, one can see some of the realities of the
problem raised in this experience initiative:
- Both teachers and students have positive attitudes toward correcting
errors, and it is important to consider correcting errors as an essential part of the
learning process, an important factor in improving student writing.
- While correcting mistakes is important for writing skills and although

both teachers and students have tried, their writing skills have not improved
much. Cause there are many bugs have not been pointed out and correct
throughly after the general assessment of the student's writing, so even students
who review can not understand where wrong.
-There are errors that both teachers and students are difficult to detect
such as logical mistakes, expressions, or word mistakes. Wrong: I like reading
historic magazine. Historical and historic. Students and teachers usually only
pay attention to the spelling, grammar, or structure of the article.
- In the correction, both the teacher and the students think that the teacher
who corrected the errors, the students correct the mistakes of the students and
correct the mistakes themselves are the main methods. Students are often
passive during the error correction process.
In general, there are still problems in correcting students' writing, the
types of writing in the curriculum such as letters, invitations, narratives ...
Therefore, in order to improve the quality of teaching and speaking As well as
improving the efficiency of correcting mistakes in the learning process, the
introduction of effective and appropriate mistakes correction methods should be
explored and applied. [2]
2.3.3 Solutions have been used to solve the problem
* Solutions in the process of evaluating student posts
* For teacher:
- Define "What is the correction mistake?" [1]
Correcting all mistakes in the student's writing is not really necessary.
Teachers should select important points - this depends on the language target
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that the lesson is addressed. This requires the teacher to identify errors in the
paper covering minor or minor mistakes and guide students.
When students grasp the common types of mistakes students will identify

mistakes in their writing of any kind. Students are more likely to spot
grammatical mistakes than semantic mistakes, words or logic mistakes
- Determine "How many mistakes should be corrected"
Teachers can make decision to only correction basic and serious mistakes,
so that students do not get discouraged because of too many mistakes in their
writing. However, how many mistakes should be treated also depends on the
students’ object. Because some students find it embarrassing to receive too many
bugs while others are not happy if the posts get strange, there are only general
comments like "good work".
- Form "mistakes correction methods”
+ Using the notation when the post: This method proves to be convenient
because the teacher does not have to write the whole word, the phrase into the
article, especially when the number of many articles.
Symbols and meanings: [5]
GR:
Grammar
Voc:
Vocabulary
Sp
Spelling error
P
Punctuation error
V
Verb tenses errors
W.O
Wrong word order
W.W
Wrong word used
Agr
Agreement - Agree

Y
upside down , word missing
!
Careless error

Good, well done
?
I do not understand
Prep
Preposition

Good point - yes / no
Cap
Cap Capitalizing this word
()
Unnecessary word
Φ
Omitting this word
+ Providing feedback responsibly: Providing feedback plays an important
role in encouraging students to re-read and be more eager to learn. In addition to
pointing out errors, the teacher should also encourage, praise what students try
to demonstrate in the article.
+ Using pen different color ink: Teachers often use the red pen when the
post for students to easily see. But if the teacher uses red pen to cross out
mistakes in the article, when students look at it will feel overwhelmed, that
makes students feel they can not write well and they do not want to receive the
article. As a result, they do not want to write anymore. The cure of the article is
not just to point out the wrong thing but to encourage the student to express and
12

correct the problem himself. Teachers should use a pen that is different from the
ink of the article to correct or use a pencil to correct the paper to help students
understand that the teacher is making suggestions.
+ Mark the margin of the topic, so students will recognize the fault: This
applies when students are familiar with the error symbol. Students can find
faults in the line or sentences with symbols themselves.
2.3.4. The solution after evaluating students posts
- Organize general comments after marking
- Students will learn more if the teacher has time for class work after the
mark. Students can avoid making the same mistakes in their posts when they
hear comments on other posts. There are errors in the teacher expression can not
write in the article, during the lesson, students will hear more.
- Provide students with basic writing principles and assignments related to
common student mistakes.
- Teachers can provide mistake-finding exercises for students to practice.
* For students
- Change the attitude of the students with the error
-Before, many teachers thought that making mistakes was a bad thing. To
them, that indicates that the student is ignorant or lazy, and in some cases the
teacher blames the student on not paying attention or doing careful exercises.
Teachers can only say "Sit down" and not pay attention to the student as if the
student did something wrong.
- However, according to the new approach, students who make mistakes
mean that they are trying to find new expressions, they learn the theory
combined with practice. Writing is a process, and students can not be asked right
from the start. Making students understand errors is one of the ways to help
them improve their skills, which is an important, useful part of the learning
process. This helps students become more confident and psychologically
balanced before entering the writing phase.

- Emphasize the importance of re-reading and correcting errors
- Correcting errors is essential, it should not be a problem. Students need to
see that as a necessity while learning the writing skills. Correcting mistakes
when students make every effort to write often does not encourage students. The
appropriate solution is to turn the cure into a classroom activity. Having students
actively participate in the process of completing their writing is also a method of
encouraging students to use English without worrying about making mistakes.
Raising students' awareness of re-reading and correcting mistakes will help them
pay more attention to the cure of their posts and yours. In order to help students
raise awareness, the teacher also needs to be aware of and give some rules when
13


discussing, which may give additional points for students to correctly comment
on your writing. Correct the post on the class.
- Teach students how to find and point out mistakes
- Using the sign system when correcting bugs is effective, which
encourages students to self-correction and correct other students. Teachers
should provide clear instructions and sign systems right at the beginning of
instruction
Example 16: Unit 2: Clothing –Period:11- Write (English 9). Now write a
paragraph of 100-150 words. But this time you support the argument that high
school students should wear casual clothes. [4]

Correction:
I think it’s necessary for secondary students to wear casual clothes when they are at
school because of the following reasons.Firstly, wearing casual clothes make students
feel comfortable. It’s easy for them to travel.Secondly, wearing casual clothes gives
students freedom of choice about sizes, colors and fashion.Nextly, wearing casual
clothes makes students feel self-confident when they are in their favorite clothes and

makes school more colorful and lively.Therefore, Students in secondary schools
should wear casual clothes.

Example 27: Unit 5: Period: 31-Write ( English 9) Write a passage about the
benefits of the Internet. [4]

6
7

Example 1: English Textbook 9 (Education Publisher).
Example 2: English Textbook 9 (Education Publisher).

14


Correction: As you know, nobody can deny the benefits of the internet
in our modern life. In deed, the internet brings us the following benefits.Firstly,
the internet is a source of information. It is a very fast and convenient way for us
to get information about every aspect from our daily life to scientific
fields.Secondly, by using internet we can relax after a hard working day. We can
listen to interesting music, favorite songs , enjoy exciting football matches,
films, games or read newspaper on line.Besides by using internet we can
communicate with our friends and relatives through chatting or using
email.Finally, thanks to internet we can have education but we don’t have to go
to school or colleges because Internet helps us have on line school, on line
lessons and self taught.In conclusion, the internet is very useful for us.
However, we shouldn’t spend too much time for it and we should be careful
while surfing the web.
- Apply drafts several times
Drafts are often seen as an effective way to correct mistakes. This method

encourages students to participate in the correction process. To perform this
activity, the following steps are required:

15


• Teacher guildes students to find the mistakes in each draft: [5]
In this activity, students are asked to write 3 copies for the final release as
possible. The students should note the types of mistakes in the following table::
The first
The second
The third
Check the
Mistakes structures and logic
of the topic

Pay attention to the
usage of words,
grammar, pictures ...

Find all possible
mistakes

- Positive scoring for students who are able to find and pinpoint mistakes
in the topic.
Plus points can encourage students to participate in bug correcting to
help you improve your writing.
- Assess students progress through each draft:
Teachers can also see students progress through each topic, and can also
grade points with students showing significant improvement.

2.4 The effect of initiative experience for education activities, with myself
the colleagues and the school
The experience initiative is designed to identify and analyze some
common errors for elementary school students while learning the writing skills,
as well as providing some effective remedies for teachers in teaching writing
skills. .
This result is verified by passing the test in the most recent instructional text
in the section "Unit 5: Period: 31-Write -(English 9): Write a passage about
the benefits of the Internet”. The results are shown in the following table:

Number
Class
of
Survey
students

Poor

Weak

Average

Quite good

Exccelent

0-<3.5

3.5-<5.0

5.0-<6.5

6.5-<8.0

8.0-10.0

Number

%

Number

%

Number

%

Number

%

Number

%

9A

37

15

0

0

2

13.3

4

26.7

6

40

3

20

9B

38

15

0

0

1

6.7

5

33.3

5

33.3

4

26.7

Total

75

30

0

0

3

10

9

30

11

36.7

7

23.3

The results of practice writing skills of students 9A, 9B in the school year
2016 - 2017 have not really reached the completion level. However, initially
found that if actively change the content as well as teaching methods of foreign

16


languages will bring certain effects and achieve the ultimate goal of learning a
language is to use language in life and work.
3. IN CONCLUSION AND REQUESTS
3.1. In Conclusion
Helping students learn English in Phu-Hai-Toai Secondary School is a very
difficult long-term task requiring each teacher to teach English to be "mindful
and have a range" With students. Each teacher must have a personal way, must
have the devotion, devotion of the teacher "all for our dear students and for the
future of our children. With the experience in teaching that I have drawn in

practicing at Phu-Hai Secondary School -Directly with the results obtained
initially I thought it was a good result for me.
With limited knowledge of teaching, experience is limited, so inevitably
the defect limitations, So I hope the science council and the readers will
comment, add to my little experience of "Some methods of correcting the
mistakes in writing the topic in class 9 at Phu Hai Hai Toai Secondary
School”. With the hope of contributing to his small and better and better
performance.
3.2. Requests
For education and training department of Ha Trung district
The education department advises the departments at various levels to have
the authority to increase the allocation of additional equipment and teaching aids
with high accuracy to meet the teaching needs of foreign languages today.
For Phu-Hai-Toai communes
More attention should be paid to the socialization of education to create
favorable conditions for teachers to have adequate facilities for teaching.
For Phu- Hai- Toai secondary school
Facilitate and maintain regular, reasonable time to enhance retraining and
tutoring for students, especially for the average, weak student to improve the
quality of the masses, ensuring the requirements of " Planting people. "
I pledge that I don’t copy other author
Ha Toai, March 10th, 2017
Writer

Pham Thi Hau

REFERENCES
[1]. General issues of secondary education in English - Ministry of
Education and Training (Education Publisher).
17

[2]. Regular training materials for secondary school teachers III (2004
- 2007). (Education publisher)
[3]. Practical English usage. (Education publisher)
[4]. English Textbook 9 (Education Publisher)
[5]. Methodology teaching English. (Education Publisher)

CATEGORY
EXPERIMENTAL EXPECTED TOPICS LEARNED BY THE
ASSESSMENT LEVEL OF SENIOR

18


Writer : Pham Thi Hau
Position: Teacher at Phu- Hai –Toai secondary school
Number
1.

2.

Topic
Four skills and the
combination in teaching
English 8 at Phu- HaiToai.
Some methods of
teaching the comprehense
reading in English class 8
at Phu- Hai -Toai

secondary school

Assessment
level
Classification
Results of
rating
rating (A,
B, or C)
Ha Trung
C
Department of
education and
training
Ha Trung
C
Department of
education and
training

Year
20032004
20052006

3.

Some experiences in
teaching English
vocabulary for 6 grade
students.

Ha Trung
Department of
education and
training

C

20072008

4.

Experience Initiative
MICROSOFT
POWERPOINT
application in the
preparation of vocabulary
lessons and vocabulary
tests English at the
secondary level of the
application of software at
at Phu Hai Toai
secondary School

Thanh Hoa
office of
education and
training

B

20102011

5.

Enhance the effectiveness
of teaching co-operation
by English group at Phu
Hai Hai Toai Secondary
School.

Ha Trung
Department of
education and
training

B

20142015

19