Using visual aids to motivate the 10th form students in practising new grammar structures

I. INTRODUCTION
1. Reason for choosing the research
Nowadays, in Vietnam, English is used more and more widely. It
brings us chances to keep up with the development of the modern age.
Therefore, teaching and learning English, especially at upper secondary
schools play a very important role.
In any languages, grammar is considered one of the most essential
elements of language. We can hardly comprehend the meaning exactly if we
do not use grammar appropriately. So poor knowledge of English grammar
can effect both the learning and teaching of English. Thus, it is necessary to
apply new methods of teaching and learning to improve the situation.
The English language is completely different from Vietnamese
language system so students have a lot of difficulties in learning and using
English in general and grammatical structures. Meanwhile, grammatical
structures are basic units to build up sentences, paragraphs and essays. How
to make grammar lessons more interesting? How can we motivate students?
Visual aids are one of the most effective means of language
teaching. It makes language class more interesting and communicative.
Therefore, in this study, I would like to give some suggestions for using
visual aids effectively. The effort of this study is to try to give some
contribution to improve the quality of teaching English at high schools by
“Using visual aids to motivate the 10 th form students in practising new
grammar structures”.
2. Aims and objectives of the study
- To study the current visual techniques in practising new grammar
structures.
- To investigate the causes of difficulties that teachers are facing with
teaching grammar to the ten form students with the help of visual aids, so
that teachers can both improve the advantages and limit the drawbacks of
language visuals in teaching grammar lessons.
- To introduce some common kinds of visual aids and their roles in

foreign language teaching and learning.
- To increase the effectiveness in teaching English grammar.
The study is carried out to answer the following questions:
- What are visual aids?
- What are the roles of visual aids in teaching language and in
practising new grammar structures?
- How to use visual aids suitably in practising new grammar
structures?

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3. Scope of the study
In teaching a new structure, visual aids may be used at three stages:
the presentation stage, the practice stage and the production stage. Within
the scope of this study, I would like to focus on practising with visual aids.
As time is limited, the survey is carried out on a small scale so the
results may not reflect the real situation of using visual aids in teaching
grammar to 10th form students: 10A7, 10A9 in the school year 2016 – 2017.
4. Method of the study
In order to carry out this study, it is mainly based on the data and
information collected from surveys, observation and direct interviews from
my colleagues. It is also based on a number of reference books about the use
of visual aids in teaching English. Furthermore, my actual teaching at Dang
Thai Mai high school provides the great practical contribution to the study.

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II. CONTENTS

1. Theoretical background
Visual aids are anything visible to learners, which teachers use for
different teaching purposes in the class. They can be photographs, flashcards
moved from hand to hand, group to group, real things in the classroom or
brought into the classroom or something can be seen through window or the
teacher and the students themselves.
In fact, students usually find it hard and boring to learn and memorize
grammatical structures. Meanwhile, some teachers have to spend a lot of
time explaining a grammar rule but sometimes, the results are not
satisfactory. Therefore, it is important for learners to have plenty of
examples of the structure and to understand them. Visual materials can also
contribute to understand.
The simplest way to practise a structure is often to show it directly
using things the students can see: objects, the classroom, yourself, the
student themselves, pictures.
The practice of grammar will be much easier and more effective
through situations, contexts which visual aids provide. Students can
understand fully and practise more effectively. Moreover, students can
communicate successfully as they are exposed to the reality and practise
orally more often with the help of visual aids. On the other hand, visual aids
motivate learners when they are tired of long drill of written grammar. As a
result, they will be interested and pay attention to grammar activities.
2. The status of problem
The informants for the study consists of 82 students in the tenth form
(age 16-17) from two classes 10A7 and 10A9, and 8 teachers of English at
Dang Thai Mai High School.
The first reason for my selection is that my selected participants are
accessible. All these students have learnt English for more than four years at
secondary schools as they started to learn English when they were in grade
6. Most of them have got familiar with teaching and learning methods at

middle level.
The second reason is our awareness of the completeness and
reliability of the data collected. We must be well-informed about the real
situation of teaching and adapting visual aids in teaching and learning
grammar at our school.
In addition, the main method used was the Grammar Translation
Method. The students may be good at writing grammatically correct
sentences but they can not communicate in that language. During the
process of learning, students are not often given chances to work in pairs,
groups or to take part in such activities as discussion or playing games, etc.
A number of students even find it difficult to learn what they studied at
junior secondary school. Students have to learn in very large class without
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favorable conditions for learning a foreign language such as teaching aids:
video, tapes, cassette, etc. The lack of these facilities reduces effectiveness
of the teaching and learning process.
Most teachers in the survey are female aged from twenty- six to forty.
They have been teaching English for at least three years. They usually teach
classes with 39 to 45 students and each of them is in charge of three or four
classes. Meanwhile, teaching facilities are poor and backward. Therefore,
the main teaching material of the teachers is the textbook for students.
It can be found that the teachers have to work hard but the results
seem not to be satisfactory. This is a great problem
3. Analysis of the data
There is a quick questionnaire designed for students from two classes
10A7 and 10A9 to gather necessary information about using visual aids to
practise new grammar structures in classes. Students are encouraged to
express their own opinions about their ability to apply new grammar

structures in practising and doing grammar exercises.
This data is collected from students:
Students
total
82

Know how to use
new grammar
structures to
practise
30 (36,6%)

Have difficulties in
practising new
grammar
structures
22 (26,8%)

Impossible to
practise new
grammar
structures
30 (36,6%)

Table 1: Analysis of the data collected from students before applying the
research
It can be seen from the table that only 36,6% know how to use new
grammar structures to practise fluently whereas 26,8% find it difficult.
36,6% say they are impossible to practice new grammar structures.
The following data is the result of the school year 2015 – 2016 before

applying the research:
Class
10A7
10A9

Number of
students
39
43

Excellentgood (%)
35
30

Average (%) Weak (bad)
(%)
40
25
50
20

Table 2: Analysis of the data collected from the result of the school year
2015 – 2016 before applying the research
These figures show that it is really necessary to change the way to
teach new grammar structures so that students are able to practise
effectively.

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4. Teaching application
It is necessary to give them enough practice after the presentation
stage. At the practice stage, to work with new language items, the teacher’s
main function is to provide them with the maximum amount of practice,
which must be both meaningful and memorable so that they can understand
and produce examples of it. Followings are some suggested practice
activities using visual aids.
4.1. Using the board
In the practice stage, it can be used for substitution, completion,
rearrangement, making sentences, etc. In other words, the board provides
various activities for grammar practice.
4.1.1. Sentence pattern table
To provide cues for students to practice, the teacher should draw a
sentence table on the board. Substitution can be cued by words added to the
columns or by holding up pictures, pointing to parts of a big picture or by
sticking small pictures into the columns.
Example: to practise the simple future tense in Unit 14 (part E
language focus, page 150) the teacher may draw a table like this:
I
Mai
Hoa
Mai and Hoa
Mai and I

Will

Play
Buy
Read
Drink

Watch

Football
Coffee
Book
Beer
a house

Tomorrow
In a few minutes
Next week
This evening
In two months

Comment: This kind of practice is more mechanical than meaningful
so the teacher should spend only some minutes to help students be familiar
with the structure. To put a creative element into this, the students should be
encouraged to propose any words that they like providing the sentences
remains grammatically correct. In seeing that a suggestion is ridiculous the
students experience the meaning of the language used.
4.1.2. Questionnaires
The teacher draws a grid on the board and elicits information from
students.
Example: practising conditional sentence type 1 in Unit 8 (part E
language focus, page 90)
Name

Playing
football

Watching
television

Fishing

Going
picnic

Reading
book

Ly
Dung
Lien
Thao

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To fill the grid, the teacher uses the question “what will you do if you
don’t have to go to school tomorrow?” By doing so, controlled language can
take place because the above question must be asked and answered by each
member of the class.
Comment: The information and completion in this grid has a
meaningful purpose. It might be interesting to find out the hobbies of
students in the class so they can understand each other better.
4.1.3. Table using information from the students
To do this activity, the teacher asks students to note down answers to
the following questions:
1. What time do you get up?

2. What do you do to help your parents?
3. How do you get to school?
Then he draws the outline table on the board and selects students to
come up to fill their answer:
Lien

Dung

Thao

1

5.00

5.30

6.00

2

Clean the house

Cook dinner

Do the gardening

3

On foot

By bicycle

By bus

Using this table, controlled practice can take place. For example, “Lien
has to get up at 5 o’clock”, “Dung has to go to school by bicycle”, “Thao has to
do the gardening to help his parents”. Then, they can practice a lot of structures
such as “Lien gets up earlier than Dung”. “Lien usually goes to school on foot”.
“It takes Lien more time to get to school than Dung” and so on.
In addition to these uses of the board in grammar practice, it can be
also used for sentence matching, rearrangement.
For example:
*Matching a phrase in column 1 with a suitable phrase in column 2
Column 1
Column 2
1. He always does his homework
a. a beautiful house
2. There used to be
b. carefully
3. I bought
c. a clothes shop here
Key: 1b, 2c, 3a
* Learners are given some groups of words in disorder to rearrange into
correct sentence:
a. will, a, I, win, buy, I, if, match, sport, the, car
b. built, house, ago, was, this, years, five
Key:

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a. If I win the sport match, I will buy a car
b. This house was built five years ago
4.2. Using real objects
Real objects are useful for substitution. By giving out objects,
students can both practice vocabulary and grammar structures. From these
objects, a lot of sentences can be created.
Example 1: The teacher wants his student to practise comparison in Unit 16
(part E Language focus, page 176) he shows them a watch, a pen and a
ruler.
Teacher: What is this?
Students: It is a watch / a pen / a ruler
After saying such sentences, the students compare them as follows:
- The pen is more expensive than the ruler is.
- The watch is the most expensive.
- The ruler is not as useful as the pen.
- The ruler is made of wood.
- The watch was produced in Switzerland.
Comment: A lot of real objects can be shown to give students more
practice. This type of exercises helps students use the new words in phrases
or sentences. It is also a communicative exercise because it encourages
students to give comment on objects, to give ideas using their own words.
Example 2: In Unit 6 (part E Language focus, page 70)
Grammar point: the present progressive (with a near future meaning)
and be going to.
To practise to be going to + V, the teacher follows the coming - up
steps:
Step 1: prepare a collection of small object such as a cup, a stone, a plate, a
knife, a piece of string, a nail, a piece of wood, a sheet of paper or a box of
matches.

Step 2: display one object to all class except for one student, who has to
guess what it is. The guesser asks:
-What are you going to do with it?
And others will describe their (imaginary) plans for the object:
- I’m going to cut bread with it.
- I’m going to drink tea from it.
- I’m going to write on it.
- I’m going to make a fire with it.
To make students pay attention to the activity, after some objects have
been guessed, the teacher asks a student: “What will be done with the knife /
the cup?”
This activity is also helpful for the practice of the future passive.
4.3. Using word cards
4.3.1. Telling about diary

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This type of activity is suitable for pair or group work rather than for
the whole class. In order to practise the simple past tense in Unit 1 (part E
Language focus, page 21), the teacher gives out word cards filled with notes
of different planned activities.
Monday

Tuesday

Wednesday

07.30 - 08.00 get
breakfast

07.30 - 09.30 get
breakfast

10.30 - 11.30 meet
Tom for coffee

08.00 - 09.00 water
flowers. Housework

09.00 - 11.00 meet
with Mike

11.30 - 12.30 watch
end of football
Take kids home

Each group should be given different word cards. Then, they are
asked to expand the notes into full sentences. They may use the first or the
third person. For example, such sentences may be made:
- I was getting breakfast at 7.45 Monday morning.
- I went to the office at 9 o’clock yesterday morning.
- I was watching the end of the football at 12 o’clock.
These cards, then, are used to ask and answer questions. This may be
done orally first then in writing. The content of word cards can be shopping
list, activities of a festival or TV programmes. Students are expected to use
“then”, “next”, “after”, “before”… to tell about diary. If this activity is done
orally, the teacher may check other groups’ attention by asking them to
recall the plan of a certain person.
4.3.2. Giving instruction

This type of activity is suitable for practicing the imperative form of
the verbs in Unit 5 (part D writing, page 58)
Word cards are also used to practise giving instruction:
To make a call
- Have money ready 2 minutes or 10 minutes lift receiver
- Listen for continuous purring
- Dial number or code and number
- When you hear rapid pips, insert in a coin
4.3.3. Jumbled texts
In other activities, word cards are also helpful. For instance, word
cards are used for jumbled texts. Each word card contains a word. Then, the
teacher asks students to make the longest sentence possible with these words
and to build as many sentences as possible in five minutes.

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Early
Bent

about
man

Five
o’clock An
Walked slowly Under

old
the

thin
yellow

and
trees

Example: An old thin man slowly walked under the yellow bent trees about
early five o’clock.
4.3.4. Bingo card
Bingo card is often considered to be a useful technique for revising or
checking vocabulary. However, in grammar practice, bingo card is also
effective. It can be used in controlled and guided practice stages. For
example, to practise the present perfect tense and the structure “have you
ever done…?” in Unit 5(part E language focus, page 60), the teacher can
give each student a piece of paper consisting of several squares and in each
of square, there is a word or phrase.
Hai Phong

had an accident

broken a bone

seen

met famous people

had flu

been drunken

gone abroad

seen a fire

The teacher has a pile of separate cue - cards, and offers each one at
random, using the questions:
- Who has ever been to Hai Phong?
- Who has seen a ghost?
- Who has gone abroad?
The student who possesses the item answers:
- I have been to Hai Phong.
- I have seen a ghost.
And receives the card with which he or she covers the item on the sheet.
The winner is the first to cover all his or her sheet.
4.4. Using pictures
Various types of pictures provide a great deal of activities for
grammar practice.
4.4.1. True / false game
This kind of game is suitable for controlled practice. It is introduced
to make students think about meaning and they want to communicate. In
order to carry out this game, the teacher hangs a picture and makes a
number of statements, some of which are true, some of which are false. If
the statement is true, the students repeat it, if it is false, the students correct
it.
Example: practise “the present perfect tense” in unit 5(part E
Language focus, page 60)

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Teacher: They are in restaurant.
Students: Yes, they are in a café.
Teacher: The girl has long hair.
Students: No, she has short hair.
Teacher: She has already eaten!
Students: No, She is eating.
Teacher: The boy is eating with her.
Students: No, he is talking with her.
Teacher: The boy has drunk a grass of beer.
Students: No, he hasn’t.
Teacher: The girl’s friend has had lunch with her.
Students: Yes, he has left here.
If this game is done orally, then the students can correct the teacher
when he or she makes a false statement. If it is done in writing, then the
teacher might write a number of sentences on the board and ask the students
to copy the correct ones and correct the incorrect ones. This game can be
used to practise any structure the teacher wishes.
4.4.2. Say what you see
To practise the past tense (Unit 1, part E language focus, page19), the
teacher prepares some picture flashcards on which reference for students to
answer and to ask questions provided:

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Teacher: (Holding up a picture of some apples) I have been to the shop.
What did I buy?
Students: You bought some apples
To make the activity more interesting and the language used more
meaningful, the teacher should not show the picture to the students so that

they must guess what he bought or saw.
Comment: the students may be attracted to the activity and they really
communicate by trying to guess what the teacher did. Their vocabulary is
also improved.
4.4.3. Describing picture
Example: Describing changes
In order to practise passive form in Unit 10 (part E Language focus,
page 111), the teacher prepares a pair of pictures showing a situation or
place before and after a set of changes. Ask the students to imagine the
second picture is the present and to describe what have been done.

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The teacher introduces picture A first and asks the students such
questions as:
- What are there on the table?
- Is there any water in the glass?
- How many apples are there?
Then he shows picture B and the students observe what has changed.
Such sentences as the followings may be produced:
- The apples have been eaten.
- The water has been drunk.
- The bread has been sliced.
Comment: This activity is very interesting and the teacher can exploit
a lot from the picture. Therefore, the students can communicate with each
other to guess what happened to the cup and plates, to the eggs and so on.
4.5. Using gestures- performance- facial expressions
Students sometimes feel tired of long grammar practice, so to make it
more exciting and relaxing, games should be added into the process of

practice. One of games creating excitement and relaxation is one that uses
gestures- performance -facial expression.
Example: in Unit 13 (part E Language focus, page 139), the students
have to practise sentences with attitudinal adjectives. To carry out this
activity, a set of cue cards with adjectives of attitude on them, another with
short sentence describing actions that can be mimed should be prepared. A
student chooses one adjective and one phrase to mime the combination. The
other have to guess what was on the two cards by saying a sentence.
“At the end of the day’s work she is often exhausted”
Depressed

with this weather

Bored

with the program

Excited

about going to Singapore

Interested

in astronomy

Comment: This kind of practice is really exciting. It helps the teacher
involve his students in the task, encourage them to talk and make them more
active in this stage.
5. Applying the research in teaching
English book 10

Class: 10A7, 10A9
Lesson plan
UNIT 9:
UNDERSEA WORLD
Period 60
PART E: LANGUAGE FOCUS
I. Objectives:
1. Education Aims:
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- Students revise the use of "should" and conditional sentence type
2. Knowledge:
+ Language:
- Should.
- Conditional sentence type 2.
3. Skills:
+ Speaking:
- Work in pairs to discuss the exercises.
+ Reading:
- Read words and sentences aloud.
- Read the sentences silently to do the exercises.
II. Anticipated problems:
- Students may confuse these sounds with some sounds in Vietnamese.
III. Teaching aids:
- Board, chalk, textbook.
IV. Procedure:
Teacher's activities
Students' activities
I.

Should:
1. Theory
* Example : She should wear a warm
- Look at the example.
coat in the winter
- Elicit the form and the use of "should" - Give out the form and the usage
from Ss
Formation :
( +) S + should + V (without to) +O
- Listen and take note
( - ) S + should + not + V (without to)
+O
( ? ) Should + S + V (without to) +O?
Usage:
-Work in pairs to discuss and give
"Should" is a modal verb that is used to
an advice from each picture.
give advice.
+ Picture 1: We shouldn’t smoke
2. Practice
+ Picture 2: We should place
• Give out some pictures (*)
rubbish in proper dustbins
+ Picture 3: We should go
-Ask Ss to work in pairs to give an
camping
advice from each picture
+ Picture 4: We should go to Sam
- Listen and correct mistakes
Son beach for this weekend.

3. Exercise
*Exercise 1(page 102)
- Look at Ex1 and to do the task.
- Ask Ss to look at Ex1 and to do the
task.
- Work individually and then
- Ask Ss to do the exercise individually
and then compare their answers in pairs. compare their answers with their
partner.
- Move round to conduct the activity.
- Expected answer:
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- Check the exercise sentence by
sentence.
- Listen and give remarks.
* Exercise 2 (page 102)
- Introduces the use of " I think/ I don't
think ...... should ..."by using some
examples:
Ex: Joana and Andrew are planning to
go skiing this weekend. You think it's a
bad idea.
You; I think you should stay at home.
I don't think you should go skiing
this weekend.
- Explain why " I don't think .......
should...." is preferred to" I think .......
shouldn't.........”

- Ask Ss to do Ex 2 individually and then
share the answers with their friends.
- Move round to help if necessary.
- Ask two Ss to do this exercise on the
board.
- Ask one Ss to give remarks.
- Check and gives remarks.

II.
Conditional sentence type 2:
1. Theory
- Elicit the form and the use of
conditional sentence type 2 from Ss by
giving some examples:
Ex: If my grandfather were still alive, he
would be 100 today.
If I had a lot of money, I would lend
you some.
- Ask Ss to read the examples
- Give out the form as well as the use of
conditional sentence type 2.
+ Formation:
If- clause, main clause
S + V( P.S), S + would + V

1. She should go away for a few
days
2. You should look for another
job.
3. He shouldn't go to bed so late.

4. You should take a photograph.
5. She shouldn't use her car so
much.
6. He should put some pictures on
the wall.
- Look at the examples and listen
to the teacher.

- Listen to the teacher.
- Do this Ex individually.
- Expected answer:
1. I don’t think they should get
married.
2. I think smoking should be
banned, especially in restaurants.
3. I don't think you should go out
this evening.
4. I think he should resign.

-Write down

- Read the examples.
- Point out the formation and the
usage of conditional sentence
type 2.

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+ Usage: an unreal situation at present

or in the future.
Note: " were" is used with all persons.
2. Practice
* Introduce a game named “ I’m a
psychologist”
Step 1: Prepare some flashcards with
situations to ask Ss to give an advice for
each situation (**)
Ask Ss to work in groups of three to
discuss.
Step 2: The leader of each group chooses
one of the flash cards. Each group has 3
minutes to find out the way to solve the
situation and then writes down an advice
for that situation.
Step 3: Each group presents his advice in
front of the whole class.
Step 4: The winner is the one who has
the best advive
- Listen and correct Ss’mistakes.

3. Exercise 3( page 103)
- Ask Ss to do the task in pairs.
- Go round to conduct the activity.
- Ask some pairs to read sentence by
sentence.
- Listen and give remarks.

III. Consolidation and homework
- Get Ss to revise the lesson and redo

exercises at home.
- Prepare for new lesson.

- Listen and take notes

- Work in groups of three to
discuss the situation
- Choose one of the flash cards.
- Find out the way to solve the
situation and then writes down an
advice for that situation.
- Present
- Expected answer:
Situation 1: If I were you, I would
go to bed early
Situation 2: If I were you, I would
take him to the veterinarian.
Situation 3: If I were you, I would
call her.
Situation 4: If I were you, I would
go to a cheaper restaurant.
- Do Ex 3 in pairs.
- Expected answer:
1. didn’t go
7. pressed
2. would feel
3. would take
4. refused
5. wouldn't get
6. closed

down

8. wouldn't be
9. didn't come
10. borrowed
11. walked
12.would
understand

- Listen and take note

(*) Some pictures are prepared for practicing the structure should and
shouldn’t

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Picture 1

Picture 3

Picture 2

Picture 4

(**) Situations for the game “I’m a psychologist”
Situation 1:

Situation 2:

I feel very tired but I have so many My cat refuses to eat. She looks very
things to do. What would you do if tired. What would you do if you
you were me?
were me?

16


Situation 3:

Situation 4:

It’s raining very heavily. I’m afraid
that I can’t come to visit my friend.
Because the bad weather will make
my cough more seriously. What
would you do if you were me?

You’re with a friend outside a
resstaurant. You want to have a small
party on her birthday. But you’re
looking at the prices which are very
high. What would you do if you were
me?

EXPENDIXEX
• Some grammar lessons at Dang Thai Mai high school
•

Students are attracted to picture flashcards.

17


Using “bingo card” to practicing the present perfect tense

This students are using gestures to describe his action

18


Students are really excited about real objects

Students are practicing the simple past tense with word cards

19


Students are practicing the conditional sentences type 2 with the game “ I
am a psychologist”
6. Result after applying the research in teaching
From this research study, it can be concluded that teachers and 10 th
form students at Dang Thai Mai high school are aware of the role of visual
aids in teaching and learning grammar.
After applying the research, students have chance to express their
own opinions about their ability to apply new grammar structures in
practising and doing grammar exercises.
This data is collected from students:
Know how to use
Have difficulties in

Impossible to
Students
new grammar
practising new
practise new
total
structures to
grammar structures grammar structures
practise
82
60(73,2%)
17(18,7%)
5 (8,1%)
Table 3: Analysis of the data collected from students after applying the
research
These figures show that it is really necessary to have a change in
using visual aids to motivate students in practicing new structures.
The following data is the result of the school year 2016-2017 after applying
the research (in comparison with the school year 2015-2016)
Class
10A7
10A9

Number of
students
39
43

Excellentgood (%)
45

40

Average (%)
45
52

Weak (bad)
(%)
10
8

Table 4: Analysis of the data collected from the result of the school year
2016-2017 after applying the research
20


III. CONCLUSION AND PROPOSAL
1. Conclusion
From this research study, it can be concluded that teachers and 10 th
form students at Dang Thai Mai high school are aware of the role of visual
aids in teaching and learning grammar. It is also seen from above that the
students have different reactions to different visual techniques that have
been applied aiming at motivating their grammar acquisition. The findings
of this research also reveal that using computers and overhead projectors
and teachers’ and learners’ actions and performance techniques have great
potential in practising new structures to motivate 10th form students.
Nevertheless, because of limited time, knowledge, teaching
experience, mistakes committed during the process of the study are
unavoidable, I would be grateful to receive any comments on my study. All
comments and suggestions from other teachers and colleagues are highly

appreciated.
2. Proposal
Due to the small scope of the study and the limitations of the
knowledge and experience, this study can not cover all aspects of the matter.
In this study, I just focus on using visual aids to motivate the tenth form
students in practicing new grammar structures. As a consequence, I can
have the following study orientations:
- Other suggested ways to motivate students in practicing new
grammar structures.
- Besides the research in using Visual Aids at the practice stage, it
can be applied at the presentation stage, the production stage and in teaching
reading, speaking, listening and writing skill.
In conclusion, I hope that further studies will be carried out on other
aspects of using visual aids in order to improve the quality of teaching and
learning English at high schools.
I sincerely thank
The confirmation of the headmaster
Thanh Hoa, May 20th 2017
I assure this is my own experience
initiative, not copying the contents of
other people.
The writer

Dao Thi Hong

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REFERENCE BOOKS
1. Hoang Van Tan (2010), English 10, Viet Nam: Education publisher.

2. Billows, F.L (1981).Visual Aids to Language Teaching. In Nast, R.
T(ed). London: Longman.
3. Bowen, B.M (1982). Look here! Visual Aids in Language Teaching.
London: Macmillan Press London.
4. Lee, W.R & Coppen. H (1970). Simple Audio Visual Aids to Foreign
Language Teaching. England: Oxford University Press Edition.
5. Lewis, M & Hill, J (1998).Practical Techniques for Language Teaching.
England: Language Teaching Publications.
6. Van Lam, Nguyen Thi & Phuong, Ngo Dinh (2007). English Teaching
Methodology. Vinh: Vinh University.
7. Wright, A & Haleem, S (1991).Visuals for the Language Classroom.
London: Longman.

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