Some suggested solutions for ineffective teaching and learning enlish at ha van mao high school

1. INTRODUCTION
1.1. Rational
In Vietnam, English has become a compulsory subject from Primary
Three in Vietnam since 2010 and is gradually being introduced even earlier
into the curriculum in many schools. This highlights the official importance of
English in both education and society. Nevertheless, students who are
generally weak in English language learning were found in many parts of the
countries especially in the mountainous areas.
Ha Van Mao high school is one of the highschools locating in Ba Thuoc
district that is in the poor religion with special difficulties in Thanh Hoa
Province. It is home of two ethnic groups: the Muong and the Thai. According
to a survey of result of English in the National Examination, I have
conducted in this school for many years, students score very low in English
.The average mark they get is only under mark 2. In additionally, the most
frequently asked question I hear is why many high-school graduates cannot
use English in even the most simple daily conversations. Students can not
remember any English word although they have learnt it for a long time.What
are the reasons of this, what can improve their learning process is my question
during teaching English at Ha Van Mao high school.
Hence, I have chosen the topic for my thesis namely “Some suggested
solutions for ineffective teaching and learning English at Ha Van Mao
highschool”. I hope that this research can give a few benefits to teachers,
students and related others.
1.2. Objectives of the study
The main objectives of this study are as follows:

To identify the causes of teaching and learning English
ineffectively at Ha Van Mao highschool

To suggest some solutions which could be useful to raise the
result of teaching and learning English at Ha Van Mao highschool

1.3. Scope of the study
For the limitation of time, conditions, and materials, this study only
focuses on finding the causes of teaching and learning English ineffectively.
From that, some solutions are suggested to improve it. This thesis is also
carried out on some English teachers and 176 students of 4 classes which I
was in charge for English in school year 2015-2016
1. Class 11A4 (44 students)
2. Class 11A5 (45 students)
3. Class 12A5 (43 students)
4. Class 12A6 (44 students)
1.4. Methods of the study
Carrying out this research, the following methods have been
used:
•
Theoretical study
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•
Survey (questionaire)
•
Interview
•
Class observation
1.5. New aspect of the study
 This study finds out the real causes of ineffective English
teaching and learning at Ha Van Mao highschool that has not
been caried out before.
 The suggested solutions linking real situation have been applied
and have shown its effectiveness

2. CONTENT
2.1. Theoretical background
“Many of us believe that learners have certain characteristics which
lead to more or less successful language learning”, (Lightbown, P.M & Spada,
N. 1999). There are many factors affecting language learning of the learners.
Weiner, B. (qtd. in Williams, M. & Burden, R.L. 1997: 105) suggested
that, on the whole, people tend to refer to four main sets of attributions for
their perceived success and failures in life: ability, effort, luck, the perceived
difficulty of the task with which they are faced.
In other field, Spolsky, B. (1998) shows us many other factors: attitude,
intelligence, aptitude, learning strategies, personality, material, motivation,
memory, training strategies, social context. Many other researchers agree that
they can be divided into two groups: internal factors and external factors.
Weiner, B. (qtd. in Williams, M. & Burden, R.L. 1997) saw that internal
factors arise from inside and external ones are from the outside the learners.
2.1.1.Internal factors
Internal factors are those that the individual language learner brings
with him or her to the particular learning situation.
2.1.1.1.Age
Second language acquisition is influenced by the age of the learner.
Children, who already have solid literacy skills in their own language, seem to
be in the best position to acquire a new language efficiently. Motivated, older
learners can be very successful too, but usually struggle to achieve nativespeaker-equivalent pronunciation and intonation.
2.1.1.2.Personality
Introverted or anxious learners usually make slower progress,
particularly in the development of oral skills. They are less likely to take
advantage of opportunities to speak, or to seek out such opportunities. More
outgoing students will not worry about the inevitability of making mistakes.
They will take risks, and thus will give themselves much more practice.
2.1.1.3.Motivation (intrinsic)

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Intrinsic motivation has been found to correlate strongly with
educational achievement. Clearly, students who enjoy language learning and
take pride in their progress will do better than those who don't.
2.1.1.4.Experiences
Learners who have acquired general knowledge and experience are in
a stronger position to develop a new language than those who haven't. The
student, for example, who has already lived in 3 different countries and been
exposed to various languages and cultures has a stronger base for learning a
further language than the student who hasn't had such experiences.
2.1.1.5.Cognition
In general, it seems that students with greater cognitive abilities
(intelligence) will make the faster progress. Some linguists believe that there
is a specific, innate language learning ability that is stronger in some students
than in others.
2.1.1.6.Native language
Students who are learning a second language which is from the same
language family as their first language have, in general, a much easier task
than those who aren't. For example, a Dutch child will learn English more
quickly than a Japanese child.
2.1.2.External factors
External factors are those that characterize the particular language
learning situation.
2.1.2.1.Curriculum
For students in particular it is important that the totality of their
educational experience is appropriate for their needs. Language learning is
less likely to place if students are fully submersed into the mainstream

program without any extra assistance or, conversely, not allowed to be part of
the mainstream until they have reached a certain level of language
proficiency.
2.1.2.2.Instruction
Clearly, some language teachers are better than others at providing
appropriate and effective learning experiences for the students in their
classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The
science teacher, for example, who is aware that she too is responsible for the
students' English language development, and makes certain accommodations,
will contribute to their linguistic development.
2.1.2.3.Culture and status
There is some evidence that students in situations where their own
culture has a lower status than that of the culture in which they are learning
the language make slower progress.
2.1.2.4.Motivation (extrinsic)

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Students who are given continuing, appropriate encouragment to learn
by their teachers and parents will generally fare better than those who aren't.
For example, students from families that place little importance on language
learning are likely to progress less quickly.
2.1.2.5.Access to native speakers
The opportunity to interact with native speakers both within and
outside of the classroom is a significant advantage. Native speakers are
linguistic models and can provide appropriate feedback. Clearly, secondlanguage learners who have no extensive access to native speakers are likely
to make slower progress, particularly in the oral/aural aspects of language
acquisition.

2.2.Practical background
According to a survey of the result of English in school year 2014-2015
I conducted in Ha Van Mao high school, English is the subject that sudent
performed the worst. The data used were the English result at the end of
school year matched with information on students’ achievement in the
General Certificate of Secondary Education (schoolyear 2014-2015)
Firstly, according to English level resust of school year 2014-2015. The
rate of students got average result is 54% and 26% out of them got bad result,
too bad one was 8%. None of them got excellent and only 6% of students got
good grade
Secondly, none of students gets excellent or good mark in the General
Certificate of Secondary Education. 267 students (76%) got the mark (from 2
point to 3.5 point). There were only 2 students getting mark 7. The others got
below 2point. Basing on the data, one can see that the English learning
quality among the students in Ha Van Mao highschool was low
Thirdly, there has been none of students getting the prize in the
excellent student contest for many years. Specialy, the only studen chosen to
take exam got only 6.4/20 point
Only 7 students in comparison wih 120 students who took the
University entrance examination chose English as special subject to win a
place at university in school year 2014-2015.
Although students have been learning English since secondary, many
students can not eventually read or write any word in English
English is considered as one of the core subjects in curiculumn and in
the National Examination. However, most students do not like learning
English ,even dislike. They often find challenges in learning this subject
The given data show the insufficient awareness of the important role of
English and ineffective teaching and learning English at Ha Van Mao
highschol

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2.3. Causes of the problem
2.3.1.Social context
2.3.1.1 The prevention of their mother tongue
Social context reveals to be another main hindrance to ethnic minority
students’ English learning. Minority students mainly used their mother tongue
to communicate inside their families and communities while at school they
have to learn Vietnamese to study and communicate with other people. In the
English lessons, they comprehended by listening and reading, switching into
their native language and then translating or changing into Vietnamese and
then English again. In addition, the pronunciation of their native language is
much different from that of English and Vietnamese. Therefore, studying
English via Vietnamese is very challenging.
There are 1027 students divided into 25 classes at Ha Van Mao
higschool. The number of minority students accounts for 87%. They mainly
use Thai and Muong in conversation. Some of them even speak Vietnamese
unclearly. This causes difficulty for teaching and learning English
2.3.1.2.School facilities
The following important affecting factor has been found out is learning
condition and school facilities. It is a fact that Ha Van Mao high school in the
study is poorly facilitated.
 Class size is quite crowded (about 40 to 47 students).
 All the teaching facilities the English teachers have is textbook,
chalk,board and 3 cassette tapes.
 There are not many books, stories, pictures, CDs in school
library. The only book students can get is text book.
In a poor learning condition, the ethnic students cannot acquire a
foreign language as well as those who enjoy much better learning conditions.

2.3.1.3. Condiion of living
Though most of the students have parental support to go to school (that
is more advantageous than those in some other mountainous areas), their poor
living conditions and low economic status still prevent them from spending
enough time and concentration on learning all subjects in general and English
in particular. What is more, English is considered as “luxury” subject which is
not familiar with learners living in mountainous area. Community attitudes
towards the language being learnt can have a profound impact on learners
where the community has a broadly negative view of the target language and
its speakers, or a negative view of its relation to them, learning is typically
difficult.
It is evident that ethnic students fundamentally lack an environment to
practice English. Almost the students have no English learning equipment,
such as records, CDs, or short stories, internet at home. Even in the class,
where they are taught English, they do not have many chances to

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communicate in English either. Hence, it is difficult for the ethnic students get
success in English.
Students can not have other sources to improve their Engish. Even do
they want to get reference books, they can not find them anywhere. Only
textbook is often sold at book shop in Ba Thuoc
2.3.1.4. Shortage of teacher
Most English teachers come from the plain areas to the mountain areas
to work. Therefore, it happens instability in quantity of teacher.
According to Truong Thi Thanh, a student of class 11A5 said that she
had begun to learn English at 6th grade. However, learning English prosses
was interrupted by shortage of English teacher in school year 2010- 2011. At

her school – Điền Thượng lower secondary school, there was only one
English teacher for 12 classes. When the teacher tranferred her work, or she
was ill led to discontinualty of students’ English learning. Therefore, the
qualiy of learning English has been affected since secondary lower school
In real situation, only one teacher out of 6 teachers is native in English
group at Ha Van Mao highschool. Gradually, it happens the tranferring among
the teachers causing lack of concentration on teaching
2.3.2.The textbook
The textbook makes disadvantages for both teachers and students. As a
result, most of the students and the teachers in the study are not in favored of
their textbook. All of them find it too difficult for students to learn and for
teachers to design and adapt the tasks. They state that the content of the book
is remote from the students’ daily lives. Furthermore, the students are
overwhelmed by a large amount of vocabulary. They wish to have a textbook
which is somehow easier and less communicative ability required so that both
the teachers and the students can accomplish their tasks.
2.3.3.For the teachers
2.3.3.1 Teaching strategies
Teaching strategies must be taken into account. All the data shown in
the study prove that the teachers’ teaching strategies are not interesting
enough to draw their students’ attention and interest. The techniques and
activities employed in their lessons seem to be monotonous. For example, the
teachers keep delivering the new language items orally and by writing on the
board most of the time in Vietnamese or little English while students just look
at the board and take notes. Also, students are frequently asked to work
individually. Pair work and group work are rarely used. The interaction
among teachers and students is only realized by the teachers’ few questions
and students’ answers. It may be concluded that the teachers simply follow
the framework of the textbook and teach what is required in syllabus. Hence,
the teaching strategies used by the teachers in certain circumstance are not in

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relevance and effectiveness.
Despite all the talk online and among innovative language teachers, the
truth is that the grammar syllabus and approach still rules in this world. The
evaluation to be successful in this kind of examination, only a good grasp of
vocabulary, some grammatical points, and reading comprehension are
sufficient. Therefore, teacher only focuses on teaching grammar
2.3.3.2. Teacher quality
The collected information proves that the Engish teachers of Ha Van
Mao highschool are mainly young and not very experienced in their teaching.
They often have 5- 10 year experience. More than a half of English teachers
quantity is women who are looking after children. Due to that limitation, the
teachers may not have enough time to try out on many ways of teaching; they
need time to find out the most suitable and effective methods and techniques
to apply in their teaching for ethnic minority students.
2.3.3.3. Living condition
These teachers showed that although they loved the job as a teacher,
they had not really kept their minds on their work because of their hard lives
and poor working and living conditions. Almost teachers there lived in the
tenement house with a lot of shortage.Those daily disadvantages sometimes
made them have not much enthusiasm for their work.
2.3.4.For students
2.3.4.1. Study method
In general, it is evident that the students surveyed have the traditional
way of learning English. Because of their low living standard together with
poor learning condition at school, the students do not have many choices of
what strategies they should follow to improve their English. They just
passively acquire it like the way they use with other subjects.

They just passively acquire English from what they learn in the class
then practice by doing homework, and they have not found or applied any
active strategies to improve their target language.
2.3.4.2. Motivation
For most learners, learning English is a duty — something that they
have to, but they don’t want to do. They don’t see pleasure in learning
English. These students have low motivation to participate in class, and they
simply try to get a passing mark to get rid of the course.
Another demotivating factor is that English is considered as a general
subject compared to special subjects such as physics, chemistry, mathematics
and biology . Only few students attend the classes to learn some special points
to be successful in examination such as grammar and vocabulary. However
,the number of these is not much.

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2. 4. Some suggested solutions
From these findings the researcher would like to give some
suggestions, to some extent, may help the teachers and learners in their
teaching and learning process.
2.4.1.For social context
2.4.1.1.Improving learning and teaching conditions
Improving learning conditions such as school buildings, classroom
facilities and learning equipments plays an important role in raising the
quality of teaching and learning English. In fact, projectors have been
equipped for all classes since school year 2015-2016. The English teachers
have enough materials such as cassetles, radio, projector to make lesson easier
Morever, a classroom with 20 computers connected internet has been
spent for students to search information. More fund is used to buy more

book ,which helps students to get various sources in school library. Both of
them bring effective result in learning English
2.4.1.2 Having ethnic minority teachers to teach English for
students in their communities
As shown in the survey, 87% students in the study are all ethnic
minority students. They all use their native language to communicate in their
families and communities. In a triangular language environment, students face
difficulties in both learning English and Vietnamese. If the minority teachers
of English are available, these ones can teach minority children more
effectively as they can understand students’ strengths and weaknesses in
learning a foreign language. Furthermore, it is easier for both teachers and
learners to exchange ideas. The teaching and learning process will be more
successful when the teachers and learners can make themselves fully
understood. Morever, the minority teachers often have no intention of
tranferring work location, therefore it may keep stability in teacher staffs
2.4.1.3 Raising the awareness of the importance of English
It is suggested that raising the awareness of the importance of English
through parents society meeting or class meeting, linking school-based with
family- and society-based education and creating an effective English
education environment at Ha Va Mao high school should be done
Creating vocational activities by inviting old students who have got
achivements or students of higher eduction. They will share their knowledge
of importance of English in choosing career and applying for good job
The suggestion that English shoud be one of the core subjects in
National examiation and highschool entrance examination should be given so
that the students have better awareness of English since lower grades
2.4.1.4.Raising the quality of students
Raising the quality of students chosen in grade 10 through firmly
evaluating students results.
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2.4.2. For Engish group
2. 4.2.1.English book club
I would like to recommend that the English group should be energetic
and enthusiastic to associate with other schools and associations such as the
Youth Union in town or even in cities to hold “ English book club” which can
collect from students and teachers old stories, CDs, pictures of places or
refference books and so on so that the students can make use of them.
In school year 2015-2016,with the association of the Youth Union, we
create an English book club with 125 participants at Ha Van Mao highschool.
There are more 470 kinds of English books, magazines mainly asked from
teachers and old students. Some of them are boughts by fund. As a member of
club, students can read, borrow or exchange English book. It meets the
demand of students of English references
2.4.2.2.English club
An English Club should be set up to increase the awareness and skills
of students in the English language through the integration of communication
and information technologies, arts and the promotion of the institutional
values.
“Ha Van Mao English club” has been established since 2015-2016,
which provides an opportunity for English language learners to practise using
English in a relaxing and friendly
The “Ha Van Mao English Club” is moderated by English teachers.
The principles of a club are students of 3 grades who love learning English.
Up to now the number of members has risen to 104. The number of students
in 4 classes for which I was in charge joined in the club was different
1. Class 11A4: 5 students
2. Class 11A5: 12 students
3. Class 12A5: 15 students

4. Class 12A6: 7students
English club holders design many different and interesting activities
included
•
Bio-data writing.
•
Newspaper reading.
•
Story telling.
•
Learning new words.
•
Joke collection.
•
Riddles
•
Puzzles.
•
Singing and acting in a play
Up to now, “Ha Van Mao English club” is gradually hold twice a
month. It has invited the participation of the two clubs from the Ba thuoc 1
and Cam thuy3. Thanks for the frequent holding of the clubs and the visiting
9


of new friends, students can have better not only social relationship skills but
also sharpen their English skills
Through observation, I realize that the students joining in the club
participated actively in all the events. They become more confident in using
English than others .They are easier to connect with others and English ability

is improved
Sample topic of march:future job
Activity1: List some jobs through game: facing
Activity 2:Participants can work in pairs, small groups or can talk
together as a whole group and discuss about the job he/she likes best .
Actvity 3:They prepare a presentation
Activity4: guessing game
I work as…….(a job)
2.4.2.3. Creating some extracurricular activities
Extracurricular activities are student experiences and activities that
are not included in the educational curriculum. These activities are a
significant part of education. It has been proved that extracurricular activities
are as necessary as regular classes for development of skills (Tenhouse, 2003;
Eccles, 2003). Furthermore, extracurricular activities are good opportunities
for students to achieve their curricular goals. Students discover and develop
their skills through these activities for achievement. Extracurricular activities
are performed at all levels of schools in many different ways such as sports,
clubs, debate, music, art, school newspaper.
In school year 2015-2016, English group cooperated with other
organizations to hold interesting programmes named: English singing
contest. With the full participation of classes, there were 20 competitors with
25 wonderful shows made students have a good experience with English
2.4.3. For teacher:
2.4.3.1. Using relevant and useful teaching techniques
The easiest way is to give the students more chances to play games,
sing songs, take part in plays and competitions in English. For students, they
are usually active and love to join the games and competition to show their
ability. In addition, they are in favor of songs and plays. It is easier for them
to learn by heart new words through songs and plays. When they can sing
songs or act as a character in a play, they will be more confident to speak

English. Games, songs and plays as well can be used both in normal English
lessons and everyweek optional lessons. Hence, teachers should organize
games, plays, songs and even a small competition to encourage the children
and warm up the classroom atmosphere. After such activities, teachers may
give good comments and present the winners or the best ones small gifts
which will leave sweet memories in students’ mind.
2.4.3.2. Creating English environment
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In the class, the teachers should try to speak and make their ideas
understood in English. It seems not very natural to use only Vietnamese in
English lessons. It does not mean that they should not use Vietnamese, as
sometimes they have to explain abstract and complex things and make sure
students understand well what they need to know. However, it is obvious that
teachers should use English to communicate with their students in the class in
order to make them familiar with the English pronunciation. It also provides
opportunities for teachers to practice and improve their English.
Additionally, teachers should make sure that all students speak during
lessons. One of the most important steps that a student needs to take in order
to learn a new language is to speak it. Speaking lets students have a feeling of
being involved in the lessons. Therefore, teachers should give students
opportunities and time to practice and raise their voices freely. Students are
encouraged to ask questions, give suggestions, share ideas, and tell stories.
The open and friendly interactions among teachers and students and among
students themselves are highly appreciated. Therefore, pair work and group
work should be frequently used.
2.4.3.3. Using visual aids
Visual aids are welcomed in most of the lessons. Students can learn
best when they are happy and excited. Because of their little background

knowledge and practical experience, the teachers should present their lessons
visually and vividly to draw students’ attention and interest by using colorful
pictures, diagrams, or real objectives, etc.
2.4.3.4. Adapting the textbook
It is necessary for teacher to adapt the textbook to make it interesting
to the students. Depend on certain units and lessons, teachers can adapt the
their teaching material by omitting, re-ordering, replacing, combining, or
adding tasks. For example, when the topic of the lesson is not relevant to
students’ background knowledge, the teachers should discover what students
know about it prior to teaching and design the lesson based on that
knowledge. However, an important thing to remember when adapting
teaching materials is everything presented needs to be made clear and
specifically. It is better to start teaching the ethnic students from simple to
complex things. By doing that, English can help them to boost their
confidence and raise their voice in modern society.
2.4.3.5. Using pedagogical skills.
Teachers are also advisable to be gentle and sensitive to their students’
errors and mistakes. Children are always afraid of making mistakes and being
laughed at in public; if they are hurt once, they will gradually be reserved and
quiet. They may no longer dare to have a word in front of the classmates.
Therefore, the teachers should be reliable to students for their mistake
correction without making them shy. Furthermore, the teachers need to have
sense of humor to make good impressions on their students. Another
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important thing is that teachers should not disregard ethnic minority students
but show honest sympathies with their disadvantages to close the gap between
the teachers and students.
2.4.3.6. Using suitable evaluation

Teacher should be fexible in evaluation. Needless to say, evaluation and
assessment can focus on different aspects of teaching and learning:
respectively textbooks and instructional materials, student achievement, and
whole programs of instruction. We shoud decide which test is suitable wih the
students
Futhermore, it is necessary that the teacher should not always pay
atttention to the students’ mistakes. Instead, the teacher should encourage
them to use English as much as possible during the lesson and create a
friendly learning environmment so that the students will be more confident
and be ready to receive the new knowledge.
2.4 .4. For students
2.4.4.1. Setting goals
Students should set goals for English learning . If you know why you
want to study, setting goals is easy. For example, maybe you want to travel to
an English-speaking country. Perhaps you already know many useful phrases,
but you want to improve your listening skills and pronunciation or your goal
is to get high mark in examination. Whatever your goals are, write them
down.
2.4.4.2. Changing method of study
Study a balance of the four key skills - listening, speaking, reading,
writing. Four skills have parralle role in improving English. Better one skill
leads into bettering another. If students want to learn English well, it is
important to study a balance of the four major skills
Using English freely. It is simply very enjoyable to use English to read
a good book, understand a song, watch an interesting movie, get an answer to
a computer problem, exchange e-mails with a native speaker, etc.
2.5. Effectiveness of the teaching experience

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These suggested activities have been applied in my teaching to 11 th and
12th grade at Ha Van Mao high school since the school year 2015-2016 and
they seem to be useful to students. Most of the students find it easier and
more comfortable with English lessons. This is shown through their high
motivation and interest in learning English, their active participation in
activities and many students at low levels can finish required task. As a result,
students’ result, to some extent, has been improved during the school years.
Below is the result achieved from students of class 11A5 and 12A5 who learnt
English with applied solutions in comparision with the students of class 11A4
and 12A6 who were taught English without applying given solutions in the
school year 2015-2016
 The rate of excellen and good students increase. Below is the result
achieved from students of class 11A4 and 11A5 in school year 20152016
Chart 1:The result at the end of school year 2015-2016
Class

Number of
students
11A4
44

Excellence

Good

Average

Weak

0 ( 0%)

8 (18%)

31(70.5%)

5( 11.5%)

11A5
45
3 (6.6%)
6(26.7%) 29( 64.5%) 1 ( 2.2%)
 The average mark students of class 12A5 get in the Nation Examination
in comparison with the one of class 12A6 is higher, and none of
students get mark below 1.5
Chart 2: The result of the National Examination
Class

Number of Good
Average
Under 5
Under 1.5
students
12A6
44
0 ( 0%)
1 (2.3%)
40(90.7%)
3(7%)
12A5

43
3(7%)
5 ( 11.6%) 35(81.4%)
0
The number of students choosing English as a special subject for
their university entrance examination rose up to 9 (9/43students joining in
university entrance examination)
Although the students taking the excellence exammination have
not got the prize, the mark they get is better
1.
Nguyễn Yến Hạnh(11A5) : 8.5/20
2.
Trương Quỳnh Anh(12A5): 11/20
- More and more students participate in English club and English
book club
The given information show the effectiveness of this study. Students
seem to be eager to learn English. They are more confident in using English
in both class and daily conversation

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3. CONCLUSION
3.1. Conclusion
Springing from the urgent practical causes that the English learning of
students in Ha Van Mao is of low quality, the researcher would like to find out
what factors can lead to that situation and how to deal with raised problems.
A conconclusion can be drawn as the study has reached the mentioned
objectives. All the problems arise in the study have been solved, which is
matched to the hypothes. Students are more eager to study English. The score

which students got in the National Exammination and the semester
exammination is higher. This show the appicability of the study at present
3.2. Suggestions for further study
In conclusion, to make the English learning process of students at Ha
Van Mao become more effective, it depends on not solely the English teachers
or students but also everybody. Basing on what have been found out in the
study, some suggested solutions are therefore given to the teachers and
others .However, in particular circumstance, the teachers and learners
themselves have to make all efforts to over come the difficulties. It is hoped
that all these suggestions will be taken into consideration so that students can
use their English as their background for further learning in their future
grades.
This thesis, it is also needed to study more about teaching strategies
needed to teach English effectively for particular ethnic minority students to
make their English learning successful.
It is necessary to discuss more about textbooks revised for minority
students. A textbook of English which meets minority students’ local needs,
natural and economic circumstances, and their background will surely
promote their efficiency of learning English. It is better to start teaching them
in a simple and locally based curriculum
Additionaly, we can creat more activities for English club by keeping
cooperation with trustful other organizations to hold several interesting
programmes like “Ring The Golden Bell in English”, “The Speech Contest
competitions”, “English Summer camps” and so forth with the hope of
bringing a good and safe environment of meeting new friends and using
English to all students of Ha Van Mao highschool

14

XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 20 tháng 05
năm 2017
Tôi xin cam đoan đây là SKKN
mình viết, không sao chép nội dung
của người khác
Người thực hiện

Lưu Thị Loan

15


16


A redesigned lesson

17


English club on march

18


19

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Preparing for English book club

21


Internet library

22


Poor kind of English book at book shop in Đien Lu

23