Applying some language games in speaking lessons to create excitement and enhance learning english for grade 11 students

TABLE OF CONTENTS

TITLE
PAGE
A. Introduction :
I. Reason for choosing the research……………………………………… 02
II. Aim of the research…………………………………………………… 03
III. Scope, object and researching method……………………………….
03
B. Solving problems……………………………………………………...
03
I. Theory baisic…………………………………………………………...
03
II. The actual subject …………………………………………………….
03
III: Solutions……………………………………………………………..
05
1. General introduction…………………………………………………. .
05
2. Organizing pair work and group work…………………………………
07
a. Group and pair work depends on some extents……………………….
07
b. Organization steps…………………………………………………….
08
3. Some activities work in pairs or in groups……………………………
08
IV. Demonstration………………………………………………………
09
V. The lesson planning uses activities to work in pairs or in groups
Effectively………………………………………………………………

14
VI. The study results of problems………………………………………
17
VII. Conclusions and proposals………………………………………..
18
REFERENCES

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A. INTRODUCTION:
I.REASON FOR CHOOSING THE RESEARCH
The goal of education is currently focused on the development of dynamic,
The creative and active of students enable them to identify and solve problems .
To achieve this goal, changing teaching methods towards learners seriously considered to be the subject of student activities to encourage active learning
activities, and creativity of the children in teaching process is essential.
In foreign language teaching, this view is especially true because no one can
replace learners in language learning and use them in active communication with
the energy of their communication. Foreign language teaching methods is selected
to communicate broad guidelines, communicative competence is the basic teaching,
as communication is both a purpose and a means of teaching.
In the process of fact teaching at Hau Loc 3 Upper Secondary School, fact
teaching in classes , I find that most students are lazy in giving ideas and
answering the questions . If the teachers apply traditional teaching methods in the
lessons, students will be more and more passive in learning. So, through the form
pairs or groups can support forms of work or working class individual. The training
activities in pairs, two-way nature of the group, strengthening the exchange of
information over the student or give the activities of communication practiced in
class so students can communicate in confidence English. Through several years
teaching English communication perspective I found the learning pair of practices

really effective team.
To do so, this teacher should study the content of each lesson in the textbook,
study subjects and suitable students, with teaching experience of ourselves,
observe, talk to friends and colleagues in and outside of schools to choose and
organize students to work in pair or group for suitable lessons, with cognitive
abilities of the children and attract their attention, giving the atmosphere more
lively lessons, relieved stress. To promote the initiative and creativity of students in
acquiring knowledge.
So I choose the theme: “Some activities work in pairs or in groups
effectively in Speaking lesson (English 11-basic)." with the aim to exchange
some experiences of myself in the process of teaching “ Speaking lesson”. I am
very glad to receive the sharing and contributing ideas of collogues so that I can
perfect in the process of applying and teaching facts.
II. AIMS OF THE RESEARCH:
-To introduce pair work and group work and to show the advantages of working in
pairs and groups.

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-To show how to organize pair and group work effectively and how to deal with
initial problems that may arise.
-To show how pair and group work can be used for various classroom activities.
-To give teachers confidence in using pair and group work themselves.
III.SCOPE, OBJECT AND RESEARCHING METHOD
-Scope: Researching in the process of teaching English at Hau Loc 3 Upper
Secondary School.
-Object: This subject is concerned with ways of organizing activities in the class.
-Researching method: Reading reference books, discussing with other teachers,
applying in teaching, observing and drawing out experiences

B: SOLVING PROBLEMS
I.THEORY BASIC:
The nature of the new teaching theory is promoting a positive, creative initiative of
students, , student is the subject of learning activities, teacher organizes and
guidances to students receiving new knowledge, language training through a
variety of communication forms such as personal activities, pair work, group.
In the teaching process, to promote actively the activities of the student pairs,it is a
form of good group learning activities . Through this form of learning conditions
they have presented, discussed and expressed their thoughts about the information
about lessons that they understand, . The information of each student can be right or
may be wrong part. Through pair or group, they returned to their teacher. Since
then teacher can know their understanding. This process is taking place in
accordance with the two-way relations. In terms of learning theory, this is a
dialectical relationship. Working in pairs or in group is to practise the students'
skills , thoughts and expression when they want to present their ideas before a
class. Through this activity, the skills of listening, speaking, reading and writing of
students are improved better.
II. The actual subject :
Nowadays, the application of traditional methods – centered teachers- are not
suitable for the development of education. The innovation of teaching and learning
method is affirming the advantages in the process of receiving lessons of students.
In fact, the last aim of learning foreign language is to communicate. So in the
period of learning , students don’t speak much , there is no effect in that period.
Foreign language teachers need to take advantages all chances to suggest students

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practising speaking more than other subjects. Therefore, the foreign language
period is very different from other subject periods. Students are always willing to

speak. They speak a lot and understand what other people speak, they can reach the
aims of learning foreign language.
Hau Loc 3 Upper Secondary School belongs to six north west communes of
Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu
Loc. The economic condition is not good and the social learning is also not good
so teaching and learning of teachers and students are having many difficulties. The
approaching with books, newspapers and modern communication media is limited .
Otherwise, the class is crowded . Level is uneven. Most students are in the status
“losing basic knowledge” of Primary and Lower Secondary School’s knowledge.
Besides, they consider English a difficult subject, so they are worried of learning.
In the English period , the students are not confident in communicating because
they are worried of speaking wrong or pronouncing not very exactly. Therefore, it
is necessary for students to work in pairs or in group so as to interact each other and
complete their task in the lesson.
In fact, excellent students are less than bad ones in my school. The feeling of
boredom is commonly experienced by the students here. From observations and
teaching experiences the author notes that the students always feel bored with
working in each lesson. On the other hand, I often hear a lot of complaints from the
colleagues: “Students seem so noisy and lazy and bad students don’t do except for
good ones .
Moreover, some of the teachers of English at Hau Loc 3 High School find it
difficult for them to organise the students working in pairs or in group successfully
because of the class size, the students’ language level.
Therefore, the idea of doing something useful for my colleagues and students
has urged me to write the theme. I can find relevant techniques along with activities
to organise my lessons working in pairs or in group effectly at Hau Loc 3 High
School with the hope to make a little contribution to the quality of teaching and
learning for Grade 11th at Hau Loc 3 High School
The study is narrowed down to the area of speaking lessaon for grade 11
students at Hau Loc 3 High School with the textbook English 11. Specifically, this

theme deals with the present situation in working pairs or group, the activities
motivate students to to share ideas and knowledge . In a speaking actictivity,
students can help each other to practise , students can give each other new
ideas.

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III: SOLUTIONS:
1. GENERAL INTRODUCTION
a. What are pair work and group work?
* Pair work:
The teacher devices the whole class into pairs. Every student works with his or her
partner and all the pairs work at the same time. The teacher walks around,
listens and intervenes little if necessary.
* Group work:
Students work in small groups (of four or five) on tasks that entail
interaction: conveying information, for example, or group decision making.All
the groups work at the same time. The teacher walks around listening, intervenes
little if necessary.
b. Main advantages, problems and solution to the problems.
For certain types of activity, pairwork and groupwork have number of advantages
over working with the whole class together. Teachers should think what the
main advantages are, and also what problems might be involved in
pairwork,groupwork and the solutions for these.
Here are some main advantages and problems:
Advantages
Problems
More language practice
Noise

Students are more involved
Students make mistakes
Students feel secure, confident
Difficult to control
Students help one another
………………
Save time
(Of couse, your own advantages and problems may look slightly different from
these, but most teachers suggestions will probably fit under these headings)
Now, we will discuss each heading in more detail. First, let‟
s start with the advantages.
* More language practice:
Pairwork and groupwork give students far more chance to speak English.
For example, students are give an exercise of making sentences (question &
answer), working in pair, each student makes as many sentences as they can.
If the
exercise were done „round the class‟, students would only say one sentence each,
and in a large class many students would say nothing at all.
* Student are more involved:
Some activities will probably be dominated by a few students and others
would lose interest if they are conducted with the whole class together.
Working in pairs or groups encourages students to be more involved and to
concentrate on the task.
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* Students feel secure:
Students feel less anxiety when they are working privately than when they are on
show in front of the whole class. Pairwork and groupwork can help shy
students who would never say anything in a whole class activity.

* Students help each other:
Pairwork and groupwork encourage students to share
indeas and knowledge. In a reading actictivity, students can help each other
to explore the meaning of a text; in a
discussion activity, students can give each other new ideas.
Now talk about the problems, and discuss the ways of recovering them:
* Noise:
Obviously pairwork and groupwork in a large class will be noisy, and this can not
be helped. But:
-Usually the students themselves are not disturbed by the noise; it is more
noticeable to the teacher standing at the side or to someone in the next room.
-The noise created by pairwork and groupwork is usualy”good” noise. Students use
English or engage in a learning task. Teacher should stop the activity when
most groups or pairs have finished or prepare a “reserve” task to occupy members
of groups who finish earlier than expected.
* Students make mistakes:
During a pair or group activity, the teacher can not control all the language
used, and should not try to do so. When doing cotrolled language practice in pairs
or groups, the number of mistakes can be reduced by:
-Giving enough preparation, the activity can be done with the whole class first, and
pair work used for final stage.
-Checking afterwards. The teacher can ask some pairs or groups what they
said, and then correct mistakes if necessary.
* Difficult to control class:
The teacher has less control over what students are doing in pairwork and
groupwork than in normal class. To stop activities getting out control, it is
important to:
-Give clear instructions about when to start, what to do
and when to stop.
-Give clearly defined tasks which don‟t continue for too long.

-Set up a routine, so that students accept the idea of working in pairs or
groups, and know exactly what to do.
2.ORGANIZING PAIR WORK AND GROUP WORK
a. Group and pair work depends on some extents:
-The success of group or pair work depends on some extents:
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The surrounding social climate.
How habituated the class is to using it
The selection of an interesting and stimulating task whose performance is
well within the ability of thegroup or pair.
-More immediately,it also depends on:
Effective and careful organization.
b.Organization steps:
* .Presentation:
The instructions that are given at the beginning are crucial. If the students do
not understand exactly what they have to do, there will be time-wasting,
confusion,lack of effective practice, possible loss of control. Select tasks that
are simple enough to describe easily; and in monolingual classes, you may
find
it cost-effective to explain some or all in the students‟mother tongue. It is
advisable to give the instructions before giving out materials of dividing the class
into groups; and a preliminary rehearsal or „dry run‟ of a sample of the activity
with the full class can help to clarify things. If your students have already done
similar activities, you will be able to shorten the process, giving only brief
guidelines; It is mainly the first time of doing something with a class that such care
needs to be invested in instructing.
Try to foresee what language will be needed, and have a preliminary quick
review of appropriate grammar or vocabulary. Finally before giving the sign

to start tell the class what the arrangements are for stopping: If there is a time
limit, or a set signal for stopping, say what it is; if the groups simply stop when
they have finished, then tell them what they will have to do next. It is wise to
have a reserve task planned to occupy
members of groups who finish earlier than expected.
*. Process:
Teacher goes from group to group, pair to pair, monitor, and either
contribute or keep out of the way whichever is likely to be more helpful. If you do
decide to intervene, your contribution may take the form of:
-Providing general approval and support;
-Helping students who are having difficultly;
-Keeping the students using the target language (in manycases your mere
presence will ensure this!)
-Tactfully regulating participation in a discussion where you find some
students are over dominant and others silent.
*. Ending:
Draw the activity to a close at a certain point. Try to finish the activity
while the sudents are still enjoying it and interested, or only just beginning to flag.
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*. Feedback:
A feedback session usuallytakes place in the context of full-class interaction after
the end of the group work. Feedback onthetasks may take many forms:
-Giving the right solution, if there is one.
-Listening to and evaluating suggestions.
-Pooling ideas on the board.
-Displaying the meterials the groups/pairs have produced. And so on.
The main objective here isto express appreciation of the effort that has been
invested and its results. Feedback on language may be integrated into this

discussion of the task, or provide the focus of a separate class session later.
3. Some activities work in pairs or in groups effectively.
3.1. Interview:
This is a common activity, a lot of teachers apply to the lessons, especially the
section of Reading, Speaking. The teacher asks students to work in pairs, ask and
answer for each topic of each lesson after giving the sentence patterns. Performing
this activity requires teachers to pay attention to the bad pairs, encouraging them to
participate.
3.2.Arrange the events in order.
Arrange the events in order.Teachers prepare the content of the lesson but not the
order in the post. The teacher asks students to work in pairs or groups and
rearrangethe story. Representatives of the groups or pairs to tell the story after
arrangement.
3.3. Free Role play.
Role play, or real situations in class. Students work in pairs or groups by role or
character which they are assigned.
3.4. Describing.
3.5. Imagination:
3.6. Report.
3.7. Information transmitting.
IV. Demonstration:
Practising some periods in speaking lesson (English 11-basic)
Activity 1:

Arrange the events in order

Unit 2: Personal experiences Part B: Speaking (period 8)

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Requirement: Work in pairs. A student is talking to her friend about one of her past
experiences and how it affected her. The lines in their conversation are jumbled.
Put them in the correct order, then practise the dialogue.
-Teacher’s guide:
+ Ask students to pay attention on the past tense when they talked about someone’s
past experiences and how it affected her/him.
+ Discuss in pairs both save time and order much more correct.
+ If one of the students has difficulties in practising, the good one will help his/her
collaborator understand.
Activity 2: Report
-A representative of a group reports their answer.
* The jumbled conversation:
The correct conversation
a. I was walking along Trang Tien street b. Have you ever spoken English to a
when an English girl came up to me and native speaker?
asked me the way to Hoan Kiem Lake. I d. Yes. I talked to an English girl last
told her, then we stated talking about the summer.
lake.
h. How did you meet her?
b. Have you ever spoken English to a a. I was walking along Trang Tien street
native speaker?
when an English girl came up to me and
c. How did the experience affect you?
asked me the way to Hoan Kiem Lake. I
d. Yes. I talked to an English girl last told her, then we stated talking about the
summer.
lake.
e. What did you talk about?
e. What did you talk about?

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f. Well, it made me more interested in g. Everything about the lake: its name,
learning English.
the great turtle in it, ect.
g. Everything about the lake: its name, f. Well, it made me more interested in
the great turtle in it, ect.
learning English.
h. How did you meet her?
- After checking the students’report. Ask students to list the structutres used to
talk about past experients in the dialogue.
Structures:
1. Have you ever …?
2. How did it happen?
3. When did it happen?
4. How did the experience affect you?
Activity 3: Imagination
From the model coversation . Teacher asks students to tell or imagine about one
of their past experiences and how it affected them. Work in pairs.
- Students discuss and imagine the situaions in pairs
- Teacher goes round the class and helps if necessary.
-Students present their conversation.
Suggested answer:
Student A: Have you ever been seriously ill?
Student B: Yes, I have ever had a bad stomatchache, and I had to be absent from
school for nearly a week.
Student A: When did it happen ?
Student B: Last summer.
Student A: How did it happen?

Student B: One morning when I was leaving for school, I felt sick because I didn’t
take my my doctor’s advice.
Student A: How did the experience affect you?
Student B: It made me appreciate my health more.
Unit 4: Volunteer work
B. Speaking (period 23)
Activity 1: Brainstorming:
-Teacher asks students to brainstorm volunteer work activities .

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- Teacher gives them the beginning of a list and students have to add their ideas to
it.
- Students work in groups of four or six and write them on a poster.
- The two or three groups which write more correct ideas will win the game.

Volunteer work

*Suggested answer:
-Helping people in moutainous areas or in remote.
- Helping old and sick people.
- Giving care and comfort to the poor and the sick.
-Providing education for disadvantaged children.
- Joining the Green Saturday Movement.
-Taking part in directing the traffic.
Activity 2: Information transmitting.
- Teacher divides the class into two teams then chooses 6 volunteers from each
team. Get the volunteers to stand in two lines. Show the first student in each line a
sentence

- Each team express the exact work which they do in every volunteer activity on the
board. Turn in a member in a team to finish next to the second person …so on
.When time is over, the team lists many the exact work that they do. The team will
win.
Example:
Kind of volunteer work
Exact work
-Helping people in moutainous areas or + teaching the children to read and write
in remote.
+ Giving money.
+ Listening to their proplem and sharing
them.
+ Giving care and comfort to them
……………….
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- Helping old and sick people.

+ Cleaning up their houses.
+ Giving money.
+ Cooking meals.
+ Doing shopping.

Activity 3: Interview
Basing on the the volunteer activities and the exact work which the teams have just
listed. Teacher asks students to interview in pairs.Dialogue 1 is an example of this
activity
Dialogue 1:
Student A: What kind of volunteer work are you participating in?

Student B: We’re helping people in mountainous areas.
Student A: What exactly are you doing ?
Student B: We are teaching the children to read and write. Besides, we are
listening to problem and sharing them
Student A: Do you enjoy the work?
Student B: Yes. I like helping people.
-After the first pair finish, teacher calls the next one to practise.
Activity 4: Retelling
Unit 8: Celebrations
Period 44: Speaking
1.Activity 1: describing:
Use your own words to describe the ao dai.(Teacher can hang a picture of Tet for
students to describe easily.)

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2. Activity 2: Discussion
- Work in groups of four and discuss about these questions.
1/ What have you known about Tet holiday? Or What is Tet? Or What time of the
year is it ?
2/ What spesial dishes or foods are prepared on Tet ?
3/ Tell about Tet’s decoration
4/ What activities people usually do during Tet ?
*Suggested answers:
1. It’s time when Vienamese people celebrate the beginning of spring. It’s also the
start of the lunar New Year.
2. Many traditional foods are prepared such as Banh Chung, Mut…so on
3. Homes are often decorated with plants and flowers. Peach blossom is traditional
at Tet in the North while apricot blossom is in the South.Every family has a fivefruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a

Banh Chung on the table.
4. People visit their relatives and friends, they exchange New Year’s wishes
.Children receive their”lucky money inside red envelopes. Many people go to the
pagoda to pray a lucky year for themselves and their family.
3. Activity3: Report
- Work in groups of four or five to report what you have known about Tet holiday.
You can use the following given words:
+ It/time/Vietnamese/celebrate/ spring.It/also/start/lunal New Year.
+ Many/tradition/foods/prepare/as/ Banh Chung/Mut…/so on.
+Homes/decorate/plants/flowers. Peach blossom/tradition/Tet/North/While/apricot
blossom/South.
+ Every/family/ five-fruit tray/ ancestral/altar/and/dish/fruits/,/tray/candied
fruits/Banh Chunng /table.
+ People/visit/relatives/friends/,/they/exchange/New Year/wish. Children/lucky
money/red/envelopes.go/pagoda/pray/luck/year/themselves/family.
4.Activity 4: Situation and Role play
Situation: A foreigner wants to know something about Tet holiday
The foreigner: I want to know more about Tet holiday. Can you help me?
You: Sure. It’s time when Vienamese people celebrate the beginning of spring. It’s
also the start of the lunar New Year.
The foreigner: 2 What spesial dishes or foods are prepared on Tet ?
You: Many traditional foods are prepared such as Banh Chung, Mut…so on
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The foreigner: What activities people usually do during Tet ?
You:People visit their relatives and friends, they exchange New Year’s wishes
.Children receive their”lucky money inside red envelopes. Many people go to the
pagoda to pray a lucky year for themselves and their family.
V. The lesson planning uses activities to work in pairs or in groups effectively.

Unit 9: The post office
Period57
B. SPEAKING
I. Objectives
By the end of the lesson Ss will be able to:
Taking part in a conversation about registering the services of the post office
Making a free conversation about registering the services of the post office
II. Teaching aids
Textbook, handouts,pictures ………….
III. Anticipated problems
Ss may have limited linguistic resources for discussion, so T should be ready to
assist them
IV. Procedure
Teacher
Warm up(7m)

Students

Network
Brainstorming
Ask Ss to work in group of 4 to
complete the network about some
services of the post office
Following Network
Flower telegram
service

group work
Find out some services of the post office

facsimile service

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Telephone
& fax
service

Post office

Mail
&Pacel
service

EMS

Phone cards&internet
cards

Postal savings

There is a post office and some services
of it.

-feed back
-Lead to the new lesson.
Activity 1(10m) Role-play
Task 1: T asks Ss to act out the dialogue
and then answer the questions: What

service is the customer taking in the D?
- Call 2 students to read the dialogue and
answer the question.
A. Excuse me?
B. Yes, what can I do for you, sir?
A. Could you help me to send this
document to my office by fax?
B. Certainly. What’s the fax number,
please?
A. It’s 0373503034
B. Ok.I’m sending it now.
A. Thank you. Oh. How much is that?
B. It’s five thousand dongs. You can see
the rates on the table.
A. Yeah. I see. Here you are. Thanhk
you.

Work in pairs
Answer the question
Base on the sentense: to send this
document to my office by fax
Suggested answer: facsimile service

Activity 2(10m)
Situation , discusion
and free role-play
Task 2
T sets the scene: Make a conversation
from the suggestions. The conversation
takes place at the post office between a

Pair work
A: Good morning. Can I help you?
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clerk(A) and a custom(B), who wants to
have a telephone line installed at home.
Ask Ss to work in pairs to make a
converstion
After they finish T calls on some pair to
practice before class
Listen and correct their mistakes

B: Yes, I would like to have a telephone
line installed at home?
A: Ok, where do you live?
B: I live in Ngoc Ha Street. When can
you install it?
A: We can install it one week afer you
register
B: Can you come on Friday?
A: Yes, that’s fine. Have you got a
telephone yet?
B: Yes, I have a telephone already. How
much is the installation fee and monthly
fee?
A: The installation fee is 600 thousand
Dong and the monthly fee is 27
thousand Dong. Could you please fill

this form?

Activity 3(15m) Imagination
Task 3
Imagine that one of you is a clert at the
post office and the other is a customer,
make a dialogue for each of the
situations
Ask Ss to work in groups
Situation 1: You want to subscribe to
the Lao Dong Daily for a year and have
the newspaper delivered to your home
every morning before 6.30. Your address
is 67 Ngoc ha Street, Hanoi.
Situation 2: Your best friend’s birthday
is on 16th May. You want to use the
Flower Telegram Service provided by
the post office to send her a greetings
card and a bunch of red roses on her
birthday.
T goes around the class and offer help
Call on some pairs to practice before

Work in groups
The representatives present the
situation.
Dialogue 1
A: Good morning. Can I help you?
B: Yes, I would like to suscribe to Lao
Dong daily newspaper

A: Yes, how long would you like to get
the newspaper?
B: for a year please
A: where would you like to get the
newspaper?
B: At home. I live at 67 Ngoc Ha Street
A: Ok
B:Oh, can I get the newspaper every
morning before 6:30?
A: Before 6.30? Well, it might be a little
bit too early? How about 7.30?
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class

B: Ok, That’s fine. Thank you!
A: All right. Could you fill in this form
please

Consolidation and homework(3m)
The whole class.
Summarise the main points of the lesson
Ask Ss to complete the second dialogue
in task 3
VI.THE STUDY RESULTS OF PROBLEMS.
Working in pairs or in groups in lessons textbook 11 really have its effects
because the students are active, enthusiastic, excited to learn. By using this
method, the students who are always afraid, shy, lazy now are active and
confident in learning , makes the speaking period more and more exciting. In

the school years of 2014-2015 and 2015-2016 I carried out my theme in 11
grades at Hau Loc 3 Upper Secondary School , the general results of students
when they do the English tests are following:
Kind
excellent
good
average
weak
Bad
Object
Don’t apply in
20%
45%
35%
0%
grade 11 in the
school year of
2014-2015
Apply in grade in 10%
30%
50%
10%
0%
the school year of
2015-2016
VI. CONCLUSIONS AND PROPOSALS
This is suitable theme for teaching and learning of teachers and students. This
theme can apply to all students but if it is applied to good students , the effect is
better. Learning English , communication atmosphere is very important. If the

17


students can approach the facts, always use what they learn , their communication
and knowledge are more and more stable.
So I personally draw the following experience:
Lesson learned:
- I always close to the students so that I can discover their abilities.
- I need to divive subgroup in a group of students with weaker students,
average students, good ones.
- I need to control the maximum time for a lesson.
- From reality itself, through theoretical study and learn from colleagues ,
I have some experience in teaching method " The organization for method students
practises in pairs and groups effectively
In this theme there are defects, these are the issues that I concern much. From
the fact that I draw the lessons and experiences in order to have the best method in
teaching English.
They are some my above experiences through process of teaching in the last
school year 2015-2016 . However, due to limit of documents and time, there will be
some shortcomings . I look forward to receiving sincere advices from leaders and
collogues
Some proposals:
For school managers, it is necessary to invest more consulted documents for
teachers, to have abundant library for students to study documents, to have
expenditures to help and encourage teachers.
- Giving time condition to train weak, bad students; improve excellent and good
students. In order to do that , the theme can be applied widely and give better
results.
- Organizing more special subjects to innovate teaching methods for all teachers
of English to attend and they can have themselves the best teaching method. At the

same time , those special subjects should have concrete teaching period in each
grade for us to learn.
- Especially, it is vital to have both a suitable classroom and ensuring enrollment.I
suppose that this theme will be very effective.
Thank you for your attention to my study.

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REFERENCES
- SGK THPT mới, Bộ GD và ĐT, Nhà xuất bản giáo dục.
- Chương trình THPT mới, Bộ GD và ĐT, Nhà xuất bản giáo dục..
- Tài liệu Bồi dưỡng giáo viên môn tiếng Anh, Bộ GD và ĐT, Nhà xuất bản giáo
dục..
- Những vấn đề chung về đổi mới giáo dục THPT môn tiếng Anh, Bộ GD và ĐT,
Nhà xuất bản giáo dục..
- Brown, Principles of Language Learning and Teaching, Prentice Hall.
- Nunan, David 1991 Language Teaching Methodology, Prentice Hall.
- Truong Vien, Bao Kham, Learning and the learner, Hue College of Pedagogy
1998.
- Tạp chí English Now, Bộ GD và ĐT và Hội đồng Anh.
The head master’s confirmation

Thanh Hoa, 4th June , 2016
I hereby acknowledge that this study is
mine. The date and findings discussed in
the thesis are true, used with permission
from associates and have not been
published elsewhere.
Author:

Bùi Thanh Hiền

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