Methods promoting proactive, positive for high school students in english lessons

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NGUYEN XUAN NGUYEN HIGH SCHOOL

EXPERIENCE INNOVATION
TOPIC:

Methods promoting proactive, positive for High
School students in English writing LESSONS

Subject: English
Writer: Le Thi Hai

THANH HÓA, MAY 2017

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INDEX
CONTENTS
CHAPTER I: INTRODUCTION
I . REASONS FOR CHOOSING THEMES
1.1.Reasons
1.2.Research’s objectives.
1.2.1 On the part of teachers.

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3
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1.2.2.On the part of students

II. RESEARCH PURPOSES
III. RESEARCH SUBJECTS
CHAPTER II: CONTENTS
2.1. Understanding and classifying the types of messages, identify
the purpose and nature of the article.
2.2. Solving some common problems while teaching part Writing.

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5
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2.3. General comments
2.4. Specific results:
CHAPTER III: CONCLUSION
CHAPTER IV: SUGGESTIONS

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CHAPTER I: INTRODUCTION
I . REASONS FOR CHOOSING THEMES

1.Reasons.
Language is a special signal system, its formation and development of human
society and women are characteristic of humanity altogether with animal cry.
Language exists in the everyday life of the people as a means of
communication. Through the expression of language that people can
understand each other better, understand the mood and attitudes of each other
so that build social relationships, interactions, making human society become
a strict diet.
For students, the form language for them is an essential job, requiring us to
always be focused on the development of dynamic, creative, active students in
order to create possibilities to identify and solve problems for them. To
achieve this goal, changing teaching methods in the schools through the
learner's respected actors operate, encouraging active learning activities,
initiative and creativity of learners in the process learning is essential.
In foreign language teaching, the more true this argument because no one can
replace the learners in understanding language media and language used in
communication activities shall, their communicative competence.
The renovation of language teaching methods should be consistent with the
following principles:
- Organization of the teaching process in the positive direction of the
operation of the school.
- To promote and develop a positive role, initiative and creativity of students.
- Organization HS perceived by the knowledge of their activities.
- Teach students how to learn and the will to learn.
Thus, the ultimate goal of teaching - learning languages is not merely
recognize the phonetic system, vocabulary and grammar that students must
know how to use the system enough to achieve specific communication goals
to: verbal, action, writing, ...
The role of writing in the current primary curriculum (namely English SGK
10 - renewal program) is mainly to coordinate with other verbal skills to

enrich the forms of exercise in class as well as homework to reinforce the
knowledge learned and help students become familiar with initial style, tight
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structure of writing and learning activities using writing to a purpose simple:
write a letter, write addresses, instant messaging, fill in the declaration form,
form,
2.Research’s objectives.
a) On the part of teachers.
Seeing from the perspective of a foreign language teacher I found that English
10 - The reform program has a very clear division of skills: Listening
Reading-Writing-Speaking-. Each post is the Language Focus. A more
favorable conditions for teachers in each section that is divided into specific
tasks. We can say that SGK English 10 as a sample lesson plan. This does not
mean that teachers simply ask students to do enough procedures in textbooks
is done, but the most important thing is to have the tips GV metabolic
processes that the real skill.
However, we may find that certain difficulties frequently encountered GV in
writing:
- There are too many students in the class, so the teacher is difficult to
manage the student works and does not work.
- The uneven capacity and qualifications among students in a class or
between classes with other classes.
- Teachers often feel anxious and not able to control and correct these errors
are all of studént or they fully help in the process of writing.
- The error correction and the point takes a lot of time.
- The writing process is often more than 45 minutes allowed.
b) On the part of students.
This is the biggest problem of most teachers encounter. Although the children

including 4 years in secondary school English, but the limitations of their
knowledge is enormous:
- Do not have enough vocabulary or sentence structure to express.
- There is a tendency to use English said when writing.
- Understanding of social knowledge is limited.
- Tend standard translated from Vietnamese into English when writing.
- Misuse purposes required by different types of problems.
- Expressing ideas and information in the same sentence or a paragraph long.
- There is insufficient documentation, information and insights on topics
certain to write, so it can not write true.
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THE STUDENTS ARE BORED WITH SCHOOL WRITING
LESSONS.
Because of the practical difficulties that I have encountered in many years of
study before it motivated me to explore and find different solutions to remedy
this situation. After a short time applied during the school year 2014 - 2015, I
boldly discuss with you teachers teach English on a small aspect of the issue
of teaching - learning to write, that is: Class to teach writing skills English
textbooks in Grade 10.
II. RESEARCH PURPOSES.
- In order to find out different ways to harness the initiative and creativity of
the students during the skills training in teaching English.
- Train and develop writing skills for students:
Identify -> Thinking -> Building standard -> Expressing written.
- Students know how to classify different types of articles so that they have a
more accurate view of language style.
III - RESEARCH SUBJECTS.
Section: D.Writing, from Unit 1 to Unit 16 in English 10-Students’books

renewal program.

CHAPTER II: . CONTENTS
2.1 Literature Review.
In the text we also examined four issues:
- Understanding and classifying the types of messages, identify the purpose
and nature of the article.
- Solving common problems in writing teaching hours.
- Identify objectives and tasks of some kind of article in English textbooks
10.
- Use PowerPoint and overhead projector in teaching hours writing (Unit 6:
Writing a confirmation letter).
2.1.1. Understanding and classifying the types of messages, identify the
purpose and nature of the article.
2.1.1.1. How is teaching writing? In the course of teaching writing we need
to implement these steps?
Is this not a redundant question? Whatever the answer, whether or not we still
have to make sure thichung something that Writing is a skill. Because to teach

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students to understand would write something (type article)? Writing about
someone / something? write like? Useful for how long? how to write effective
articles and valuable? ... This requires not only rich in terms of knowledge but
also skills in transforming knowledge into products writing (writing
production).
So when doing a post we need to have those steps?
First, before you write needs to define purpose would write. Purpose helps
identify students choose the appropriate type of article and appropriate

language. HS also need to think about writing for chúng Audience - who
chúng writing for. This is important, because the determination is written HS
will decide the sentence structure and language use. Moreover, it should be
considered the need to think about content HS or HS structure will establish
ideas or facts of the article.
Next, students will write a first draft (first draft). When finished writing a
draft 1st HS should reread see where drafts are and where not. Edit Draft 1st
(edited có draft), to change where necessary, and then performing time last
draft (final draft).
We can summarize this process as follows:
Planning
Drafting
Editing
Final draft
So this process is not simple, but much cyclicality. It makes sense for HS
outline, draft, prepared before the final product release.
For different purposes, the writers write will use these different genres,
different genres of writing would require structure and choice of different
languages:
Different Purposes, Different genres.
Teachers also need to focus on three aspects of teaching writing skills for
students:
- The accuracy of language (grammar, phonetics, vocabulary).
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- The logic and style.
- The relevance of language for the purpose of communication,
communication objects, situations and themes communicate communicating.
2.1.1.2. Principles of teaching and learning writing skills.

To form and develop students' writing skills, we need to ensure the following
principles:
- Consider writing skills is one way to communicate, not only is the use of
correct grammar structures or calligraphy.
- The process of teaching and learning of writing skills in the post form, these
exercises can control, guidance, and finally write freely.
- Article should realistically depicts life as people, places, write invitations,
letters of thanks, written to retell a story, an event, ...
- Always make sure the purpose of the article, meaning that students must
know what to write, what to do and write for anyone.
- To create more opportunities for students to write better. Writing skills can
only be formed and developed through practice ..
- Article should be linked to the content or subject of the lesson to integrate
the language skills and create more opportunities for students to practice
using words, grammatical structures and language-specific functionality.
2.1.1.3. Classify, identify the purpose and nature of the Textbook Writing
in English 10.
Below are the categories and various articles in English 10 with the
characteristics and properties of their own. When classifying and
understanding the specific characteristics of this note we will be better
prepared for all teaching posts.
Text types

Letters

Narrative

Examples
- complain
- filling in a form

- announcement
- confirmation
- invitation
- acceptance & refusal
- giving direction
- routines
- people’s backround

Units
Unit 4
Unit 2
Unit 14
Unit 6
Unit 10
Unit 11
Unit 8
Unit 1
Unit 3

Features
- Language: formal
- Logical ordering of ideas
- Language: informal
- Logical ordering of ideas
- Language: informal

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- profile

- instructions

Unit 12
Unit 5

Description - a film

Unit 13

- time ordering of facts
- Language: friendly,
descriptive
- Place/ time or
generalization-to.

- advantages &
- Language: formal
Expository disadvantages of mass Unit 7
- generalization-to.
(explaining) media.
- Specific ordering of
- tables & charts
Unit 9,16 ideas or facts.
Revolves around the theme writing skills, English textbooks 10 is available as
basic writing assignments:
Ghop from the sentence, the sentence ghop components.
 Enter word / phrase in the / paragraph.
 Discussion to find information in tables.
 Fill in the coupon.
 Find key information, identifying structural posts.

 Write use words / phrases given.
 Writing under, tables, diagrams and charts.
 Write suggested (for word, the structure, the need to write, texture
paragraph)
 Write request.
 Write thematic freedom, themes, situations.
2.1.1.4. What do students need to write? - "What Students need to because
in order to write?"
So when asking students to write a certain problem in the classroom, we need
to make sure that students should grasp the following matters:
 know the aim – why they are writing.
 Know the audience – who they are writing to.
 Know the genre – what type of text they are writing.
 Have enough time for:


thinking about the topic.



Brainstorming ideas.
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

Planning ahead carefully



Drafting as many times as they can.

-> have constant feedback from teacher as well as their partners during the
writing process:
2.1.1.5. Academic writing as a process: "Writing as a process".
We can summarize the process of writing cyclic diagrams below:
Getting
ideas
together

Being
motivated
planning
to write

Final
version

planning

drafting
Revising
replanning
redrafting

2.2. The problems before applying the innovation experience.
2.2.1. The meaning of some common writing activity.
In each hour of teaching writing or a certain kind of writing often has a lot of
activities, different tasks, exercises and rich diversity, aims to train and
develop writing skills for students. We easily recognize that we have a

relationship together logically. Special section 10. Writing in English
textbooks usually 3-4 tasks built styled spiral: If your unit has 3 tasks, the first
ever 2 tasks (for all 4 tasks, the first 3 tasks) the aim is also to provide a new
language: type article, vocabulary, sentence structure, grammar, ... (prepare to
write), and oriented to the scope of language students will use for the article.

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After completion of this Tasks that HS provided "a good source of
information" and "to come up with ideas" -> Writing production (final task).
Thus understanding the purpose and significance of each activity, tasks and
requirements of the given written exercises are extremely important. Here not
merely completing her homework, but it's important for student organizations
how: work individually, in pairs, in groups, or whole class? What process (a
few steps)? How long do? -> Feedback: From the homework đú HS learned
what issues to prepare for the Production.
So what kind of exercise that we often encounter in Writing lessons?+
Coppying : the types of exercises reinforce the knowledge of students, each
student will copy the first sentences of a conversation / text study, which
documented the ball to the other students left, I called conversation chain
(chain dialogue). This way, students must understand what their content, not
transcribed copy machines that do not understand anything. Teachers should
use this article as a Warm-up for the new lesson.
Example: Before teaching Writing section of Unit 1, to prepare for the
Writing narrative teachers can ask students to write a short dialogue
(conducted from 5-7 minutes):
1: What did Nam do yesterday afternoon?
St2: He Went to the library.
St3: What book did he read?

St4: He read an English book.
St5: How Long did he read?.......
Then ask students to answer lumped into one short paragraph:
"Nam went to the library yesterday afternoon, he Went there to read an
English book, he read ...."
Thus, after the completion of this exercise, which identified student (language
vocabulary, grammar, sentence structure, ...) will be used in lessons.
+ Dictation (Copy spelling) is a very traditional kind of training in foreign
language teaching, as well as a form of effective copy. At the same time
students will be trained two skills: Listening-Writing, consolidate grammar
structures and vocabulary. Teachers can use this exercise to Warm-up or
Wrapping-up. Particularly in this series we still can apply for the remaining
skills.
Example: After finishing part of Unit 1 Listening, teachers ask students to
close the book, listening to teacher read a few sentences about Mr. Lam and
documented.
+ Constructing dialogue (Construction dialogue guided): There are three
main types we often see in textbooks English 10, that is:
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- Students provided a sample, after reading the post form, students will use
the suggestions to complete similar sample. Type Writing this article in part of
Unit 1, 3, 6, 8, 9, 14.
- Student is providing the clutter of a conversation, you have to rearrange the
order of the sentences to form one conversation properly. Type Writing this
article in part of Unit 11.
- Students offered an unfinished conversation and some questions do not
follow the order of articles, HS completed by selecting the sentences available
to complete the look appropriate, or it may be not be available HS level of

sentences available but must think of discretion as appropriate to fill a
vacancy. This article appears in the Type section of the Writing Unit 2, Unit 4,
Unit 10 (Task 2), Unit 11 (Task 1.
Fill in the blank exercises + (COC exercises fill a vacancy): These exercises
reinforce general good nature, this kind requires students to understand when
making a complete sentence or the whole text right scene can fill out the form
to the word (verb, preposition, ...) appropriate.
+ Expanding frames (Write expansion based on suggestions bracket): St
must complete article based on a suggestion given framework, can be a
narrative, a biography or a letter with contents and themes related to the
lesson. We easily recognize this type of unit in the Writing 10, Unit 12.
+ Idea frames (Writing by question suggested): These exercises are often
recommended almost all the content that students learning courses. After HS
is made fast an exercise as read a text and answer the questions below. From
the answers to these questions, students will draw things to keep in mind,
based on the framework of questions and sample all doing, students will write
a future article on request. For this article, the format of answering questions,
students draw the structure and the highlights of each question is a very
necessary work to create momentum for the next job. This article appears in
the Type section of the Writing Unit 5, Unit 13, Unit 14, Unit 15, Unit 16.
+ Parallel (Writing similar form): in this exercise, students are asked to read
the previous paragraph, then write a paragraph similar but replaced with
information, new content. Socks example: The Writing of Unit 3, 6, 7, 8.
The list above is just an explanation for the subject matter, not the full
statistics in a "Table of Contents". But clearly we see that in every part of
each unit Writing lessons often have different types of exercises, which
requires teachers to have an overview for each lesson to be able to come up
with teaching methods best suited to each post and each object type HS.
Also HS also do other forms of exercise such as: Multiple-Choice,
Matching, ... These exercises are intended to supplement, reinforce the

knowledge and skills for student general nature.
+ Communicative writing Activities (activities through written
communication) is then summarized the activities delivered through writing
can perform effectively at the class which student teachers should be
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encouraged to promote that support the teaching skills Other. Here are some
communication activities that we can apply these lessons to other skills both
written:
- Writing massages: St writing transmitted to each requirement, a simple
suggestion. These pieces of paper are passed to recipient. These students will
get to take these proposals record, including questions on the proposal to
write or explain.
For example:
Nam,
Give me your ruler.

Ba,
What is the date today?

Binh,
Write me your phone number.

Hoa,
Do you remember Mai’s
birthday?

Hung,
How about going for a swim after

class?

Minh,
Clean the board, please.

- Cooperative writing: Divide students into small groups of 8-10 students,
the group will write a short story, the steps will be carried out as follows:
- Each student prepared a white paper. Teachers can write on the board
opening sentence.
- Students copy in your paper, and then have to think and write the next
sentence of the story.
- Then the students handed their paper for you to write your left to the next
question; every turn so until the end of the paper round and who return them.
Now students will write the end of the story.
- Then the teacher asks students to read their stories to the class. The result
can be an extremely funny stories and interesting.
- Then the teacher correct basic errors that students often make.
- In addition we can also apply other communication activities through
written as: Letter writing, list making, Interview, ... in the process of learning
how to fit all types of skills and competencies of pupils .
2.2.2. User resolve the difficulties that we normally encounter in teaching
hours to write.
As I mentioned the difficulties of teachers and students in the practical
establishment of teaching hours is no small writing, these difficulties are the
cause of lessons boring, monotonous and influence big-school results. So we
should overcome difficulties that follow the direction? In view and my
initiative, we should address the following issues:
2.2.2.1. As for the difficulties that we often encounter from the objective.
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- Divide the class into groups (group) or in pairs (pair) obviously depending
on the requirements and tasks of each object lesson and students. While
students work, the teacher should go around the class to help them promptly if
necessary.
- Instruct students to self correct, or correct for you in the symbol of the kind
of errors that have.
- Do not necessarily implement all the steps of the process of teaching writing
in class if the lesson too long. Some steps teachers can ask students to do at
home or in the next item. Example: The teacher asks students to prepare
topics to write at home, thinking ahead to the topic written outline (especially
the preparation of vocabulary, sentence structure), or students can write drafts
once in home, work in class as final production. Or teachers can guide
students to do some Task start at home to be prepared for the information and
data necessary for the main lesson ... - giaovien should let students learn about
is of all knowledge, social knowledge related to their lessons in order to get a
necessary source of information in the process of expression, but teachers
should not give all the attention to students.
- Should the exchange, share questions, or plan their lessons with colleagues,
to work together to solve difficult to find an effective method.
- We should use the hint, suggest, encourage students to overcome the
shortage of words, ideas or language.
- Teachers should explain, motivate students to learn English is not simply to
test or exam that English also serves practical in everyday life, work and their
careers in the future especially during international economic integration.
2.2.2.2. As for the difficulties came from the students.
- The pre-writing stage is a very important step for students can reinforce
vocabulary, structure, and it also helps students initially the standard content
of the article. at this stage, teachers should provide students with the structure
and vocabulary needed around the theme of the article for students to express

their ideas.
- Teachers should lead students step into the article carefully and guide
students with simple tasks, namely matching ability cuahoc born.
- Use a suggestion not only by language but also by photographs, visual aids
and sample articles.
- Set chohoc born sense of thinking in English to be able to minimize the
influence of the mother tongue in the process of writing.
- Make the students familiar with the writing process with the use of different
stages to suggest students bring these practical articles.
- Helping students find exactly Audience and aim of each writing task. If the
requirements of each task in the teacher unclear textbook need specific
interpretations different forms (these explanations should aim to promote the
initiative and creative thinking of students) to learn Audience and students in
search of the aim of the article.
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- Help students use simplifications in the standard connection in question /
article to shortened the sentences or passages whose meaning is still clear and
coherent.
- Try to use the information, practical knowledge of nature, close to the
communication in everyday life as in all types: letters, form filling, ...
- Organize students write rich activities such as games, designing posters,
creative writing, poems, ... to cause lively atmosphere and creative fun in
class.
- Do not often write about home assignments mandatory for students, and if
so inadvertently increases for student passivity and deal only mode. Should
guide students to develop reading skills at home instead of writing
assignments.
2.3. The experience innovative experience or suggestions used to solve

problems.
For an hour teaching writing really bring certain efficiencies, the
determination of the specific tasks and find the highlights of knowledge to
students in a teaching hour in general and in particular hours of teaching
writing is very important. Let's find out specific tasks and objectives to be
achieved by some textbook Writing lesson in English 10.
Writing lesson of Unit 1: Writing a narrative
Task 1
Students must perform two tasks at once:
- Find the verbs in the past tense: khởi, Arrived ...
- Time connectors: on honestly, at first, ...
For this form teachers should guide students to use reading skills to perform
surfing the 2 tasks.
Task 2.
In this note 3 students identify the content that they have to make:
- The Event (events): this is the actions / activities that occur before the
climax of the story: got on plane, plane took off, ...
- Climax (climax): the climax of the story (also called a node) is the correct
details of note: We thought We had only minutes to live.
- Ending (Conclusion): Note to students epilogue of the story is often given at
the end of the story, can be happy or unhappy, and often referred to the
feelings of the narrator: pilot announced mà everything was right, chúng
Safely landed.
Task 3
Before students conduct this exercise, teachers noted the students divided the
appropriate verb to time use storytelling as well as shops, prepositions
correctly.
Writing lesson of Unit 7: Advantages and Disadvantages of writng about the
mass media.

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Task 1 Students read statements about the benefits and disadvantages of the
use of television and underline or write down the sentence structure is used in
the table for convenience when doing the following exercises.
VD: - help / Encourage SO to so sth: help us to learn, Encourage us to buy.
- Make SO / sth + adjective: make things memorable, make us aware of, make
us passive / Violent.
Teacher asks students to say the benefits and disadvantages of the use of
television, using the learning structure.
Task 2
Based on Task 1, you think more information about the benefits and
disadvantages of different types of public information and fill in the
corresponding table. Note to the HS are each media type has two sides, good
and bad at the various levels.
Example: Television is a source of entertainment and provide useful
information for humans but could be damaged if the viewing audience
constantly.
Radio helps retrofitted knowledge to the listener, but sometimes the
information transmitted via the sound may not be clear.
Task 3
Students will use information in Task 2 loose to write a short paragraph
1.Note to students just writing about the benefits and disadvantages of a
media type and outlined some concrete evidence to illustrate. Articles can
follow interpretations (the previous suggested) or inductive (after stating the
new standard general gist).
- The first part: Summarize the main advantages of the mass media and the
deployment, for example to illustrate.
- The body moved reviews, summarizes the disadvantages of the use of mass

media and the deployment, for example to illustrate.
- Epilogue: get off the main idea of the passage.
Teachers can provide students with the necessary structure built in the article:
- to neglect (v):
sao nhãng, bỏ mặc
- to broaden (v):
mở rộng (hiểu biết, kiến thức)
- negative (adj):
tiêu cực
- understanding (n):
sự hiểu biết
- to harm (v):
làm hại, gây hại
- access to sth (n):
tiếp cận được cái gì
- to have influence on sth (v):
có ảnh hưởng đến cái gì
- to chat to S.O (v):
nói chuyện/ tán gẫu với ai.
Writing lesson of Unit 13: Describing a film.
After performing the reading pattern depicted on the film Titanic, students
will perform answer questions about the film. Answering questions from
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instructors to students draw the structure of each question. Paying attention
we will see each question will be a field of film. For this format, we need to
ensure the following:
-Tên phim (the name of the film)
+ The name of the film is Titanic.

+ The film’s name is Titanic.
Thể loại phim (kind of the film)
+ It’s a romantic / detective / horror film…
Nội dung chính của phim (the content of the film)
+ It’s about….
+ The film is a story of……
+ The film tells us a story about…..
Bối cảnh của phim (the setting of the film): địa điểm, thời gian
diễn ra sự kiện trong phim.
+ The film is set in……(a small village in 1998)
+ The story takes place in…..
Bộ phim dựa vào tác phẩm, sự kiện nào (nếu có)
+ The film is based on a true story in 1990.
+ The film is based on a novel of Nam Cao.
+ The film is made based on the event of….
Các nhân vật chính trong phim (the main characters)
+ The two main characters of the film are Leonardo and Vivien.
+ The main actor / actress of the fil is……
Hiểu biết của em về nhân vật chính trong phim (your
knowledge about the characters)
+ Leonardo is very famous actor.
+ Nicole Kidman has won some Oscar prizes.
Kết thuc một bộ phim (vui hay buồn) (the ending of the film)
+ The film has a sad / happy / tragic ending.
Cảm nghĩ của em về bộ phim (your feeling of the film)
+ I think the film is very interesting / boring / frightening/….
Em học được gì từ bộ phim (the lesson you can learn from the
film)

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+ The film makes me realize that I must appreciate the life and
what we have.
+ The film strengthens my belief in human ability.
+ Thanks to the film, I realize that if we are strongly determined,
we can make our wishes come true despite the difficultiesin life.
After doing this work, then the rest is relatively easy for students to use these
structures to describe own favorite movie each child personally.
2.4. The effectiveness of innovative experience in teaching activities,
colleagues, school and author (Unit 6: Writing a confirmation letter).
.We can say that the application of modern methods in teaching favorable
conditions were very much in the process of training for teachers, and also
help students become familiar with the strong development of the information
technology and engineering science. As for language, the application of
modern facilities in the teaching process is necessary more than ever. But is
not easy and simple to use modern means to teach effectively.
After a short time applied the means to teach English, I boldly presented the
lessons (I did not use the word "experience" can -Because this is not the
experience) that I've learned from the use of modern media in teaching
English: Use Overhead Power Point and Motorcycles in hours teaching
writing (Unit 6: Writing a confirmation letter).
According to my view, the use of modern media in teaching hours writing
highly effective:
- The startup operations for lessons write very fast, shorten the time to post.
- Students have more time to discuss in class before writing.
- Improve their work group (the struggle between members of the group,
between this group and other groups), giving the class atmosphere lively and
positive.
- Teachers have time correct many mistakes for students, from which students

have the opportunity to overcome their own shortcomings.
Part Writing lesson of Unit 6: Writing a confirmation letter
In this post I conduct these steps as follows:
- Preparation:
+ Create Post by Power point.
+ Paper in (8 sheets) and bust written in (8 pieces).
- Furniture building and teaching facilities:
+ Versatile projector (for PowerPoint presentations).
+ Overhead (for projector transparencies): used for the correction of all
the students.
- Duration: 45 minutes
- The process of teaching hours take place as follows:
Step 1: (5 minutes)

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• Teacher asks students to list the type of letter that they wrote or said
(particularly by Vietnamese or English).
• Lighting Slide 1 in the Warm-up (as shown below, no part hyphen): Students
form Matching exercises, students perform as fast in 3 minutes: Kinds of
letters and columns, the column is Characterized sentence of the letter.
students must grasp the characteristics of each letter. Teachers can write on
the board of each column marks respectively in this column are 1,2,3,4,5 and
the other column is a, b, c, d, e to edit all the student facilities. Then ask
students to draw 3-4 answers, teacher shooting to check the results.
• Thus, after completing step 1 students visualize what is today's lesson?
SLIDE 1

Step 2 (7 minutes)

• From the things that made in step 1, the teacher introduced to new posts.
Slide 2 teachers (As the illustration)
• The teacher asks students to read and grasp task in Task 1 will ask students
to open books page 69.
SLIDE 2

18


Teachers shows Slide 3 (Slide3a) (No Requests and Confirmation section
below), ask students to read two letters (of Russia and the US) then find
requests in the letter of Russia and Confirmation in leaf US letter (5 minutes).
• Teacher asks students to give answers, Teachers record students' answers on
the board, then the teacher shooting (Slide 3b) for student test results.
SLIDE 3
Slide3a

19


Slide3b
STEP 3 (5 minutes)
• The teacher asks students to read the first two letters again and find and
underline words and new structures (the students can anticipate that).
• Teachers shows Slide 4 (as shown):
• Require high school student listening and repeated several times, the teacher
explained further if necessary and then asks students to take notes quickly on
your notebook.
SLIDE 4:

20


Step 4 (12 min) Task 2.
• Teachers Slide 5 (Slide 5a), ask students to read a duty to perform, and then
ask students to define the requirements of each situation focus, teacher called
students to read a few sentences Answer.
• Teachers shooting to Slide 5b.
• Students observe and compare the results with previous answers.
• Teacher ask members emphasized the focus of each situation again and ask
the students divided into 8 groups (usually each layer with 4 groups, each
group is divided into two small groups). in part of this article I wrote for the
student organization activity group: The group of organizations 1 and 2 will
write scenario 1, the group in groups 3 and 4 will write scenarios 2. All teams
are performing post write on paper (prepared before) in 10 minutes.
• Teachers mingle and observe the working group and help if necessary.

21


SLIDE 5
Slide5a

Slide 5b
Step 5: (10 minutes)
• Ask each group to change the article, look, underlined and fix the next to
assume that such writing is wrong (2 minutes)
• Teachers collect all of the group and used to turn Overhead edit all students:
a comment on the meaning (content) and grammar, grading each article.
• Teachers make general comments and draw general conclusions about the

errors that students often face: the sentence structure, word usage right /
wrong, word order, by no means obvious question, ... and offering solutions,
learn from experience for the next article.
Step 6 (5 minutes)
• Slide 6 teachers: (As illustration)
• Provide writing samples for each situation, ask students to refer copy and
collate more at home.
• Teachers can based on the situation of each classroom for additional training
in a similar format to drill more at home (not mandatory).

22


SLIDE 6
1

Bài viết mẫu
Tình huống

Bài viết mẫu
Tình huống 2
With this lesson, students are excited to learn, learning atmosphere very lively
class, most of them work very hard, bringing high academic performance.
I also use modern teaching facilities in relatively many lessons in all skills,
from which I draw something that the proper use of utensils and teaching
facilities to conform with each type of post, each skill, each subject students is
not easy. But not so that we do not dare use them, but it is important that after
every use we learned something for next time use, and we also need to
coordinate the development map and means that a clever and rational.
Through a detailed presentation on teaching writing and Overhead Power

Point is, I hope to get the comments of the teachers that we use things up and
modern teaching facilities increasingly widespread and more effective.

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III. RESULTS
3.1. General comments
With these solutions and the methods that I have applied (as in the
presentation content), combined with the attention and guidance of school
administrators, the exchange between the members of the organization
expertise in applying the appropriate method for each object in the school
students. After a year on the practical application of teaching, I have obtained
encouraging results. Most students have been steadily improving their
academic quality, and they also gradually fill the lack of knowledge, thus
developing more skills, skill in the use of language in general and English in
particular. Also during teaching hours, I always inspire learning for children
with stories short but witty, fun puzzles, fun games suitable for all types, high
educational value. Through one year, that they regained confidence, enhance
creative thinking in learning.
2. Specific results:
THE FIRST SEMESTER
Checkpoints skills (Writing)
Clas
s
10C

Sĩ
số

0-2

3-4

5-6

7-8

9 - 10
S
%
L

SL

%

SL

%

SL

%

SL

%

45

12

28,6

18

40

12

25,7

3

5,7

0

0

46

13

30,6

18

38,9

12

25

3

5,5

0

0

6

10C
7

THE SECOND SEMESTER

class
10C

Sĩ
số

Checkpoints skills (Writing)
0-2

3-4

5-6

7-8

SL

%

SL

%

SL

%

SL

45

5

14,4

11

25,7

21

48,6

8

46

6

13,9

10

19,4

24

61,1

6

6

10C

9 – 10

%
11,
3

SL

%

0

0

5,6

0

0

7

24


CHAPTER III. CONCLUSION
Thus, we see the one thing that all these seemingly simple lesson but in reality
is very complex, requiring each of us should have sweeping views, the
rational method
This is the first year we implemented the program to replace textbooks at the
high school level, so we have encountered many difficulties in the teaching
process. These difficulties come from many different causes: from the
facilities, furniture and equipment have not met or are not consistent with the
contents of textbooks - renewal program; to the extent of weakness or lack of
background knowledge of students in secondary education establishments. On

the other hand, we are only just at the level acquainted with new books, there
are all / part has not controlled all the content and teaching methods to
overcome the difficulties in the longer term teaching process processing.
Thematic studies instead of in a short time can not meet all the need to
exchange experiences and methods as well as the entire contents of the book.
Therefore, we can say experience writing annual initiative of the teachers are
also good conditions for teachers and records, recognize, assess and express
the method and teaching experience myself; and exchange information in
order to draw the lessons and valuable experience to enhance the
effectiveness and quality of teaching.

25