Rèn luyện kỹ năng viết trong dạy học môn tiếng anh cho học sinh lớp 8 trường THCS nga mỹ

CATEGORY
1. Introduction:......................................................................................................1
1.1 The reason for choosing the topic...................................................................1
1.2 Purpose of the study........................................................................................2
1.3. Research subjects...........................................................................................2
1.4. Research Methods..........................................................................................2
1.5 The new points of experience initiative...........................................................2
2. Content of experience initiative........................................................................3
2.1. The rationale of the experience initiative.......................................................3
2.2. The problem state before the application of experience.................................3
2.2.1. Advantage:...................................................................................................3
2.2.2. Difficulties...................................................................................................3
2.3. Solutions to solve problems...........................................................................4
2.3.1. Solution. Teach Pre - writing.......................................................................4
2.3.2. Solution . Teach the While - writing section...............................................7
2.3.3. Solution ....................................................................................................10
2.4. The effectiveness of the experience initiative for educational activities, with
self, colleagues and the school............................................................................13
3. Conclusions and recommendations.................................................................14
3.1. Conclusion....................................................................................................14
3.2. Recommendations........................................................................................14
LIST OF REFERENCES....................................................................................15
CATEGORY........................................................................................................16
THE INITIAL EXPERIENCE HAS BEEN CONFERENCED BY THE
EXPERIENCED EXPERIENCE COUNCIL FOR EDUCATION AND
TRAINING OF DISTRICT, PROVINCES AND HIGHER LEVELS OF C.....16
Appendix 1: Teaching illustrations......................................................................16
Appendix 2: More about the landscapes in Thanh Hoa......................................20

0

1. Introduction:
1.1. The reason for choosing the topic
Language is a special signaling system, which forms and develops with
human society. Language exists in everyday human life as a means of
communication. Through the expression of language, one can understand one
another, understand each other's moods and attitudes so as to build social
relationships, to interact with each other, to make human society become into a
strict abstinence.
For students to form a language for them is a very necessary work,
requiring us to always focus on developing the dynamics, creativity, active
students to create Identify and solve problems for children. In order to achieve
this goal, the change of teaching methods in schools in the direction of attaching
importance to learners is the subject of the activity, encouraging active learning
activities, active and creative learners in thelearning process.
In teaching foreign languages, the point is more true because no one can
replace learners in the acquisition of foreign language and use foreign language
in communication activities by their own communication capacity.
The innovation of foreign language teaching methods should agree on the
following points:
- To organize the teaching process in the direction of activating the learners'
activities.
Promote and promote the active, active and creative role of students.
- Organize students to acquire knowledge by their own activities.
- Teach children self-learning and self-will.
Thus, the ultimate goal of teaching - learning a foreign language is not
simply to identify phonetic, vocabulary or grammatical systems that students
must know to use in order to achieve their communication goals. Specifically:
verbally, in action, in writing ....
The role of writing skills in the current junior high school program is

mainly to coordinate with other oral skills to enrich classroom practice as well
as homework, to reinforce the . It also helps students to become familiar with the
style and structure of writing and learn how to use writing activities for a simple
purpose such as writing letters, writing addresses, messaging, fill in forms,
forms ....
In the process of teaching and learning English, through the experience of
18 years of class I found:
Writing skills are one of the hardest skills in any skill. It requires students
to have vocabulary, understand grammatical structures, ideas to outline when
writing. Writing skills help students to reproduce what they have learned, to help
them practice using the language efficiently and also to write the letters for the
children. The writing ability promotes the creativity of the student, which
reflects the results of listening, speaking, reading, grammar, vocabulary of

1


students, showing strengths, weaknesses, and also helps teachers easily to
perceive students' mistakes than when they speak.
Writing is a very important part of teaching and learning English, but at this
time, students are not good at this skill.
Derived from the requirements of the school level and actual teaching at
school. I find that students are limited in using these four skills in the English
language, especially in writing.
In the four skills of listening, speaking, reading, writing and writing, it is
necessary to express correctness, coherence, high precision in terms of words,
structure, etc. But after each article students can not synthesize the content
learned form, use wrong word, confused from, wrong word type ...
Therefore, I am always thinking about and researching solutions to improve
the quality and effectiveness of the school. One of the solutions to improve the

quality of education that I am interested in and implement is: " INITIATIVE
EXPERIENCE: PRACTICE WRITING SKILLS IN TEACHING ENGLISH TO
8TH GRADE STUDENTS IN NGA MY SECONDARY SCHOOL”
1.2 Purpose of the study
- To find out the different ways to exploit the initiative and creativity of
students in the process of training skills in teaching English
- Train and develop writing skills for students:
Know -> Thoughts -> Contemplation -> Writings.
Students learn to categorize different types of writing so that they have a
more accurate view of literary language.
1.3. Research subjects
As part of this initiative, I researched WRITE sections from Unit 1 to Unit
16 in English textbooks 8 and conducted with students in grade 8, Nga My
secondary school.
1.4. Research Methods
- Based on the characteristics of English Secondary School
- Requirement to renovate secondary school teaching methods
- Requirements of different types of exercises: written exercises with
tutorials or creative writing
- Study the curriculum carefully.
- Refer to the teaching hours of colleagues.
- Have students write in some other classes in the school.
1.5 The new points of experience initiative.
Through the experimental period, my colleagues found that the application
of these methods into the writing lesson has made the lesson less boring,
students are more active in learning, so the passionate passion With the subjects
improved, students who are weak and average are more confident and interested
in solving their tasks in guided writing, better students are goodat gaining their
knowledge in extra activities while being fluent with guided writing activities.

2


2. Content of experience initiative
2.1. The rationale of the experience initiative
Since the beginning of learning English, students have been exposed to
four basic language skills: listening, speaking, reading, and writing. These are
important skills of the teacher in imparting knowledge to students. Writing is a
difficult skill for the learner. It requires the instructor to understand the teaching
method effectively and to implement the principle of "learning with practice".
From the point of view of "learner-centered," teaching and learning
methods have changed fundamentally. Teachers are not the only ones who hold
the knowledge and impart knowledge but only the person who are instructors,
facilitators, mentors, testers, etc. Students are no longer passive learners but are
the center of the learning process, active in the learning process to achieve High
results in learning and applying to real life.
innovation teaching method is very important. In addition to mastering
language knowledge, good listening, speaking and reading skills, writing skills
also play anequally important role. Teaching writing is one of the basic contents
and really is a subtle combination of teaching other language skills.
make a good English writing, that is, to ensure the accuracy of the article
requirements, grammar, creativity in the article is very important.
2.2. The problem state before the application of experience
2.2.1. Advantage:
English textbooks have been put to use have many advantages have met the
requirements of teaching and learning good now, promote the positive, creative,
active learning of students, initially help the I am familiar with self-learning method.
Particular attention has been paid by the Party and the State to the provision
of modern facilities, means and teaching equipment such as computers,
televisions, smart boards, etc. The Party Committee of the Nga My Commune,

the School administrators, the Parents' Association, combined with the
implementation of the new teaching methods of the teachers themselves, have
brought into play the independence, creativity and skill of applying knowledge
practical, emotional impact, bring joy, excitement learning for students.
In recent years English is the third compulsory subject in high school, so
school administrators, parents and students are investing to improve the quality
of teaching and learning.
2.2.2. Difficulties.
- In fact, the teaching and learning teachers face many difficulties, because
the object of teaching is a student living in a disadvantaged commune, lacking in
material.
- Many students take lessons slowly, quickly forget. Therefore, learning
Vietnamese is difficult, practice writing English is even harder.
- In many families, their children's lack of attention and urgency of parents,
a small proportion of students have no self-learning sense, so the results are not
high.

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Some lessons have long and difficult content for students, so teachers have
to work a lot.
- There is not enough vocabulary or sentence structure to express the
meaning.
- Understanding of social knowledge is limited
- Ability to use spoken English when writing.
- There is not enough information, information and insights on the topic
writing, so can not write true.
- Students often get discouraged with writing lessons.
I personally conducted a 15 minute test. (Content is Exercise 3 Page 15

English Textbook 8).
Title: Write a paragraph to describe your partner ......
After conducting the survey I have obtained results as follows:

Class

8
Total

SS are
proficient in
skills
quantity
%
2
4.9
2

4.9

SS have skills

Average

SS with weak
skills

quantity
5

%
12.2

quantity
28

%
68.3

quantity
6

%
14.6

5

12.2

28

68.3

6

14.6

41
2.3. Solutions to solve problems
I have specifically investigated the ability of the 8th grade students to write

in English through writing in class as well as at home, suggesting that the
instructional stage, the writing point, is the most important. If you are clearly
instructed to do so, your writing activities will go smoothly.In the writing
process of the students, they also make mistakes in terms of type, structure,
punctuation, punctuation, redundancy, style ... In this section I will present
Specifically, his teaching experience is in three parts: Pre - writing, While writing and Post – writing.
2.3.1. Solution. Teach Pre - writing
In general, the posts usually start with an outline, a sample article, or words
or phrases. Teachers introduce vocabulary or situations through pictures or
through reading comprehension activities, students capture the presentation of a
presentation.
Posts for certain purposes or requirements. Then students will perform the
article
As requested, there are specific instructions and suggestions for the weak
student, medium or writing creative freedom extends to pretty good students.
2.3.1.1. Guide through the outline.
- Students read the requirements of the article.
- Bring the situation of the article.

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- Set up a reasonable outline question system for students to discuss in
groups, then answer or write their answers on the board.
- Put together a sample of students on the board, using the answers and
connections content.
- Underline words, phrases or sentences that can be substituted for weak,
average students.
- Write a similar post, can add or change a bit of information for good
students.

Example: UNIT 12: "A vacation abroad" WRITE Section (text, page 118)
* Before teaching to write a postcard, the teacher directs the student to
follow the instruction step by step:
- Students read assignments.
- Teacher explain the requirements of the exercise: Imagine you are a
tourist on
Vacation in a certain place / city in Vietnam. Write a postcard to a friend
about your trip
- Ask students to list the activities they usually do while traveling
somewhere. (Activities on holidays)
+ sightseeing
+ take photograph
+ eat special food
+ buy and send postcards.
………
- Teachers set up a reasonable outline question system. Ask the students to
discuss the questions in groups and then answer the teacher's instructions. Such as:
T: Which place are you visiting?
S:I'm visiting Da Lat
T:Where?
S:In Lam Dong province, Vietnam
T: How do you feel about the people?
S: They are friendly, hospitable......
T: What’s the weather like?
S: It’s cold
T: Who did you meet there?
S: I met my Uncle Tan
T: Which places have you visited?
S: I've visited Truc Lam pagoda, Xuan Huong lake,
- Write the form with the answer system above, use the form written in the

previous lesson and the required words (Teacher may suggest)
- Request for each student
+ For weak students, average: Use other words instead of underlined
Ones to write your postcard.

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+ For a good student: Write a similar postcard to your friend. Add more
information if necessary.
2.3.1.2. Tutorial through sample article.
- Students read the requirements of the article.
- The teacher explained the request.
- Students read sample articles.
- Teachers ask questions to check their understanding.
- Ask the students to find words and sentences that can be substituted.
- Explain the requirements of the article
- Classify the student object to meet the writing requirements.
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements of
Exercise 1
"This is the notice from Y & Y to its members. You read it and tell me what
activities this organization is going to do. "
S: Read the notice. - Introduction to vocabulary and situations.
T: Now you read the notice again and complete Nga's letter to Linh about Y
& Y plan to fill the missing information in the blank.
T: ask students to compare his letter with others. Then read the letter loudly
in front of class
T: corrects.
Teachers ask questions that test the content of the sample

The teacher presents the situation and explains the requirements of the
exercise. B) Through the conversation.
+ Hoa and Y & Y Green Group is having an environment month. They are
going to clean the lakes' banks, plant trees and flowers in the parks. Imagine that you
are Hoa and write a letter to your parents about the activities you are going to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- Teachers should accept the different interpretations of students if
appropriate.
- Classify students to write.
2.3.1. 3. Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test the student's knowledge and hence the
reason and content of the article.
- A guide to writing one or two sample sentences.
Ask the students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (Teacher's Book, page 94) - Teacher hanging pictures, explaining
exercise requirements, instructing dry tea to repel mosquitoes.
Ask the students to see the paintings, use the suggested words, and write
instructions on how to remove the dried tea residue to repel mosquitoes
- Instruct students to write sentences.

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a. used/tea leaves/tea
T: Do you use the simple past or present simple in the passage?
S: The simple present.
T: writes a. First, take the used tea leaves from the pot.
- Then ask students to write the rest.

b. Next, scatter the tea leaves on a tray.
c. Then, dry the leaves in the sun.
d. Finally, put the dry leaves in a pot for future use.
2.3.2. Solution . Teach the While - writing section.
- While students write articles, teachers need to observe and help them
work. Students can discuss with their partner or group. Teachers can also answer
vocabulary, grammatical structures if needed. If it is individual writing, ask each
child to have a small handout; If you are writing in a group, have the team send
the team leader to handout. Teachers should pay close attention to each group to
monitor student support, making sure that all students in the group participate in
the discussion. When they finish writing, they exchange their articles for the
same comment.
2.3.2.1 Solution effectively performs an article that guides a narrative
paragraph.
Example: UNIT 11 "Traveling around Vietnam" section WRITE
- Let's see pictures and ask about paintings.
- Suggest and guide students to close the event sequences.
- Let students write the sentences according to the description in the
pictures based on the given words
Call students to write complete sentences on the board.
- Call the repair and add the sentences written on the board.
- Let students rewrite the whole paragraph into the assignment
- If possible, use the "Try to find the wrong place" game in which the
teacher reads the passage aloud after installing the wrong number. Students
heard and discovered the wrong place and corrected the wrong spot was
discovered.
* Put the events below in the correct chronological order and write the
story. Start the sentences below ( Textbook part 2 page 106, 107 )
- Suddenly/ she/ stumble/ rock/ and fall. She realize/ her alarm clock/ not/
go off.

- Strangely/ rain/ stop/ as she/ get her classroom. She/ math exam/ Friday/
and/ she get up/ late.
- As she/ was leaving/it/ start/ rain/heavily. schoolbag / pool /and
everything/ get/ wet.
- Luckily, Uyen /enough time / finish .Uyen/ try /run /fast / she could.
- Teachers ask students to look at the pictures, read the hints and arrange
them in logical order.

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- Remind students to use the correct sentence, structure and extra words
when necessary.
- Can suggest to you this is the narrative form should use the past tense.
Example:
D. She had a math exam on Friday and she got up late. (More: the verb
"had," the definite "a", a verb phrase.
Answer:
d. She had a math exam on Friday and she got up late.
b. She realized her alarm clock did not go off.
e. As she was leaving home, it started to rain heavily.
h. Uyen tried to run fast as she could.
a. Suddenly, she stumbled against a rock and fell ( on to the rock).
f. Her schoolbag went into a pool (of water ) and everything got wet.
c. Strangely, the rain stopped as she got to her classroom.
g. Luckily, Uyen had enough time to finish her exam.
2.3.2.2.Solution effectively performs a post completion postcard
- Write the form with the answer system above, use the form written in the
previous lesson and the required words (Teacher may suggest)
- Request for each student

+ For weak students, average: Use other words instead of the underlined
ones to write your postcard.
+ For a good student: Write a similar postcard to your friend. Add more
information if necessary.
Tutorial through sample article.
- Students read the requirements of the article.
- The teacher explained the request.
- Students read sample articles.
- Teachers ask questions to check their understanding.
- Ask the students to find words and sentences that can be substituted.
- Explain the requirements of the article
- Classify the student object to meet the writing requirements.
Example: UNIT 6 "The young pioneers club" Section WRITE (SGK, page 58)
- The teacher presents the situation and explains the requirements of
Exercise 1
"This is the notice from Y & Y to its members. You read it and tell me what
activities this organization is going to do. "
S: Read the notice.
- Introduction to vocabulary and situations
T: Now you read the notice again and complete Nga’s letter to Linh about Y
& Y plan by filling the missing information in the blank.
T : ask students to compare his letter with others. Then read the letter
loudly in front of class.
T : corrects .

8


- Teachers ask questions that test the content of the sample
- The teacher gives the situation and explains the requirements of the

exercise. b) Through the conversation.
+Hoa and Y & Y Green Group is having an environment month. They are
going to clean the lakes’ banks, plant trees and flowers in the parks.
+Base on the dialogue in the book between Hoa and her aunt.Imagine that
you are Hoa and write a letter to your parents about the activities you are going
to do
- Students compare and correct their own mistakes.
- Students read out their letter aloud.
- Teachers should accept different interpretations of students if appropriate.
- Classify students to write.
Write articles with suggested words
- Introduce situations and vocabulary through pictures.
- Through speaking activities to test students' knowledge and thereby give
reasons and background content of the article.
- A guide to writing one or two sample sentences.
- Ask students to write articles. Example: UNIT 10 "Recycling" WRITE
Section (SGK, page 94) - Teacher hanging pictures, explaining exercise
requirements, instructing to make dried tea to chase mosquitoes.
Ask students to see the paintings, use suggested words, and write
instructions on how to make dried tea leaves to repel mosquitoes
Example: UNIT 12 "A vacation abroad" WRITE Section. (2 / page 118)
- Explain the requirements of the exercise.
- Let the students read through the hints to write a postcard.
- Ask the children to write a postcard.
- Call one or two students to write their postcards on the board.
- Correction, if needed.
* Imagineyou are a touriston vacationina certainplace/city in Vietnam.
Write a postcard to a friend about your trip. You need to cover the information
about: (Write and send your friend a postcard about your trip.
In the postcard you must have the following information )

- place: name of place you visit.
- how you feel about the people : friendly, hospitable, helpful, etc.
- what the weather is like : warm, cold, windy, sunny, etc...
- who you meet: old friends, teachers, neighbors, relatives, etc...
- what you see: museums, libraries, parks, zoos, etc...
- what you buy: souvenirs, books, photos, postcards, etc...
* The process for writing postcards with suggestions on:
- The teacher explained the requirements of the exercise.
- Let the students read through the hints to write a postcard. Ask the
children to rely on postcards in part 1 of page 118.

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- Ask the children to base their suggestions and write their own postcards.
(The information above is also the information needed when writing postcards
in general.)
- Call one or two students to write their postcards on the board. (Note: the
place where the children go different should the article also different)
- Teacher correct mistakes, if needed.
- Teachers present sample articles.
Dear John,
I'm having a wonderful time in Sam Son beach, Thanh hoa privince. The
people here are very hospitable and friendly. We're lucky, the weather has been
fine and sunny during the trip.The landscape I saw here was very wonderful.
They are really beautiful. I bought lots of souvenirs about Sam son.
See you soon,
Your friend,
Peter
2.3.3. Solution .

Teach the Post - writing
- After the students have finished writing or the time set for the writing, the
teacher checks their writing in the following way: Students read their own aloud,
they read aloud her/ his friends write (they are written in a small handout for
reading or large format for sticking on the board or writing on paper to show on
the screen), or maybe the teacher provides sample text for students to refer to
Students comment, discover and correct posts. And here are some mistakes that
students can make when implementing such as:
2.3.3.1. Use the wrong word.
Example: UNIT 11 "Traveling around Vietnam" Section WRITE. (2 / page 106)
-from: house and home wrong: As she was leaving house, it started to rain heavily.
Right: As she was leaving home, it started to rain heavily.

10


`

2.3.3.2. Confused word.
Between - among, shall - will, each other - one, should - would, ...
Example: UNIT 9 "A first - aid course" Section WRITE.
Wrong: I will phone you on Friday afternoon.
Right: I will phone you on Friday afternoon
2.3. 3.3. Wrong about type words:
Plurals, ordinary verbs with the third person singular (she, he, it), add –
ingor -ed verbs, etc.
For example: Everybody loves their parents and they want their parents to be
happy. After meal, they plaied the games ... She kept running around in circles.
2.3.3.4. Incomplete (the, a / an), possessive, punctuation.
Example: UNIT 6 "The young pioneers club" Section WRITE. (2 / page 59)

Wrong: We are having a environment month.
Right: We are having an environment month.

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2.3.3.5. Style error
When students are good at writing extensively, they often make mistakes
about style. It is parallelism, logical order, reverse dependency, unrelated ideas,
loose structure, messy or incomplete, patchy, obscure ...
Example:
Wrong: We ran to the bus stop and stopped playing the games. (Logical order)
Right: we stopped playing the bus
Wrong: We went fishing, swimming, and boat. Yesterday (parallelism)
Right: We went fishing, swimming, and boating yesterday
Should not: Miss Jackson told Mai that she should use the dictionary for
reading. (Obscure, the word she does not clearly indicate who should use the
dictionary)
2.3.3.6. Superabundance.
Example:
Wrong: we should give our parents flowers ...
Right: We should give our parents flowers ...

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However, in the same article, students do not make all the mistakes. When
coursing for students in front of the class, it is best to treat at least one article by
the weak student group - good for students to compare and learn from each
other. From the beginning the teacher should instruct the children to recognize

the mistake the teacher underlined, such as:
We ran to the bus stop and stopped playing the games. (-logical error), ...
In case there is not enough time to cure all the items, the children can go
home can cure themselves. After stimulation, the teacher may ask the students to
look at the picture to describe or recite the event, the other children hear and
comment right and wrong.
To write a complete paper, students must remember the vocabulary,
structure, the English and the form they will write. To help students remember,
teachers need to regularly check student work in class as well as at home. After
each lesson of writing, the teacher assigns homework (giving vocabulary,
structure) and instructs the children to write the same lesson for the next lesson
to continue the test.
If teachers regularly check the old posts will create habits of learning for
students.
In short, writing is one of the skills in English communication, because it is
the convergence and completion of vocabulary, grammatical structure of
English. Writing skills are also one of the main purposes of learning a foreign
language.
Language communication is the action of a written user to communicate to
the listener his or her own thoughts and attitudes about something that makes
people hear the same. Besides, writing skills are a great advance of the listeningspeaking-reading skills gained by the learners. The style of the skills varies.
When we say we can say short, in a nutshell, we can say the wrong things but
use actions and gestures to express ideas and intentions that listeners can still
understand. Use the rules of grammar to communicate smoothly in any situation
that language requires accuracy to avoid misunderstandings. For example, we
can not write a sentence like:
1 / She did not go to school yesterday because Lan was sick.
Because this sentence has two different subjects that make the listener
misunderstand. Instead, it must be written:
2 / Lan did not go to school yesterday morning because she was sick. Or

one has to use a different spelling that only implies a single meaning- the
meaning that one intends to say.
2.4. The effectiveness of the experience initiative for educational
activities, with self, colleagues and the school
After nearly a year of doing renovations, I personally gave a reassessment
of my method through a 15 minute test for 8 th grade students with the
following topics:

13


Write a similar report on a festival you joined recently. The answer to the
questions (Exercise 2 - P 127 Text book English 8) can help you.
Hereis the result:
Class
SS are
SS have skills
Average
SS with weak
proficient in
skills
skills
quantity
%
quantity
%
quantity
%
quantity
%

8
7
17.5
7
17.5
25
60.1
2
4.9
Total

7

17.1

7

17.1

25

60.1

2

4.9

41
In the school year 2017-2018, the quality of English-language subjects in
the 8th class has been improved, the number of excellent students has increased,

the number of students is weak compared with the results of the survey at the
beginning of the year, as follows:
Initial survey results
Results after the experiment
SS are proficient in skills: 4.9%

SS are proficient in skills: 17.5%

SS have skills:12.2%

SS have skills:17.5%

Average:68.3%

Average: 60.1%

SS with weak skills : 14.6%

SS with weak skills: 4.9%

3. Conclusions and recommendations.
3.1. Conclusion
There are many different methods to teach writing skills. Teaching English
skills to 8th graders, in the early days of teaching, I find it difficult to guide the
children because they have limited vocabulary and grammatical structures are
not sure, so I have studied more deeply the teaching of writing skills. Through
nearly a year of research, I found that the methods I set out to suit my students
and achieved certain results.
Writing classes for children is not as stressful as before, but it is time for
them to freely discuss and learn with friends and teachers so they can write their

own sentences, passages and texts. English writing style.
They do not make mistakes as much as before, many of them have
completed their writing at a predetermined time, and especially the weak
students have been interested in writing articles.
Good teaching methods are appropriate to the level of the student, which is
interesting learning for students. I think, in order to teach English well, teachers
need to be passionate about their careers, continually improve their knowledge,
14


learn new teaching methods or engage and raise awareness, to improve the
quality of education.
3.2. Recommendations.
a. For Education & Training Department:
I myself and my colleagues in the district generally want to recommend to
the Education & Training Department to open seminars, discussions on
innovating teaching methods and updating teaching methods, the latest exchange
of experience in teaching.
b. For the school.
It is necessary to enhance the addition of teaching and learning equipment
such as computers and projectors to serve the teaching work in line with the
specificities of the subjects, suitable with the local and local conditions.
The experiences I have presented above are inevitably inevitable. We look
forward to receiving comments from colleagues and people who are interested
in this content.
I sincerely thank.
CERTIFY OF THE PRINCIPAL
Nga My April 15, 2018
LEADER
I hereby declare that this is my

aninitiative of my own do not copy the
content of others.
Author

Vu Thi Hao
LIST OF REFERENCES
1. Method of teaching English in high school.
2. Vu Thi Loi (editor) and collaborators: Nguyen Hai Chau, Nguyen Hong
Chi, Nguyen Bich Hong. Standard knowledge skills in lower secondary English
of the publisher of education in Vietnam.
3. Nguyen Thi Thanh Yen (editor)
Standard Skills (compiled under the new program of the Ministry of
Education and Training), Dong Nai General Publishing House
4. Reference books for English essay essay.
5. Problems of lower secondary education reform.
6. Nguyen Van Loi (Chief Editor) and collaborators, editors: Nguyen Hanh
Dung, Dang van Hung, Dao Ngoc Loc, textbooks, teacher books.
7. Basic and Advanced Exercises 8 under the new program, National
University Publishing House, Ho Chi Minh City

15


CATEGORY
THE INITIAL EXPERIENCE HAS BEEN CONFERENCED BY THE
EXPERIENCED EXPERIENCE COUNCIL FOR EDUCATION AND
TRAINING OF DISTRICT, PROVINCES AND HIGHER LEVELS OF C.
Full name: Vu Thi Hao
Place of work: Nga My Secondary School

N0

Title of the topic

1.

Use the tips in the
readingskills leson
Use the tips in the
readingskills leson
Practical teaching skills
for 8th grade students of
Nga Thuy Secondary
School
Practice writing skills in
teaching English for 8th
grade students of Nga
Thuy Secondary School

2.
3.

4.

Rating rating
(Education at
district,
provincial ...)

Rating

results
(A, B or C)

Year of
assessment
rating

provincial

B

2009 - 2010

provincial

B

2010- 2011

provincial

A

2014- 2015

provincial

C

2016 - 2017

Appendix 1: Teaching illustrations
( P. 91. Unit 14 – Write)
Unit14 :wonders of the world
Period 91:
Lesson 5:Write
I. Aim:
By the end of the lesson, students will be able to know how to write a letter
to a friend
II.The objectives:
Student can write a letter to a friend about a place they have visited
III.The teaching aids:
- Text books, lesson plan, chalks, pictures ...
IV. The teachingprocedure:
A.Class organizing: - Greetings
- Checking attendances
B. New lesson:

16


Teacher’s and Students’ activities
1,Warm – up:
- Ss repeat
- Give feedback
2.Pre- writing :
- Preteach vocabulary

-Ss read the letter and then complete
the letter by matching.

3.while-writing :
- Students read the outline and prepare
to write a letter
- Divide the class into 2 teams, team A
and team B and ask students to write
letters ( encourage student describe the
places they know in their hometown
- Sts write the letters

Group A:
( date, month)
Dear Tim,
How are you ? I hope you and your
family still has a good health and you
will have a good result for your exam.
My class has just returned from a trip
to The Lake House (a building by Ho
Quy Ly 1397), also known as the Tay or
Tay Kinh (Vietnamese capital of West
University), the An-ton (An active area

Contents
*Brainstorm
How to describe a place
- Name
- Weather
- Sights
- Accommodation
- How to go there
Vocabulary

- ranger (n) người bảo vệ rừng, người
quản lý công viên
- edge (n) cạnh, mép
- canyon (n) hẻm núi
- breathtaking (adj) hấp dẫn, ngoạn
mục
- temperate (adj) ôn đới
- stone age (n) thời kỳ đồ đá
* Matching: (Write 1. P.135)
1. C 2. B 3. D 4. A
Outline
- Place:( Ha Long Bay, Cuc
Phuong National Park, etc.)
- Distance: ( about 100km, 12
hours by train…)
- Sights:
(beautiful,
breathtaking…)
- Weather: (temperate, sunny,
cool…)
- How do you feel (happy,
relaxed…)
Group B :
(date, month)
Dear Liz,
How are you ? I hope you and your
family still has a good health and you
will have a good result for your exam.
My class has just returned from a trip
to Tu Thuc Cave in Nga Thien village,

Nga Son Town. It is a a national
landscape monument.
We spent a day there and I didn’t
17


of the Sun Tran), the Western period
(as in the West village West located in
period), Thach Thanh (castle built of
stone), citadel (round the side of La
Thanh important) 2 located in Vinh
Long and Vinh Tien and Vinh Loc
district , Thanh Hoa province. The
citadel is a magnificent testimony and
unique
history
and
civilization
University Vietnam (late 14th centuryearly 15th century)
Inside the cabinet there is a foreign
ground-dimensional rectangular North
- South 870.5 m long, way east - west
883.5 meters long. Outer surface of the
inner vertical pair of stone blocks
average size 2 mx 1 mx 0.70 m, present
in the land fill. Four main gates
according to the South - North - West East known as the gate money - post Description - Property (aka Cash Store
of the Year, also known as the Door of
most North, East Gate West Gate and
door prizes) . The port-style arches

were built, grapefruit megalith, which
is the main entrance to the South, 3
DOORS 33.8 m long, 9.5 m wide by
15.17 m. The particularly large stone
building (up to 7 m long, 1.5 m high,
weighs about 15 tons).
Spending a day in the Lake House, we
have tasted the specialties of Vinh loc,
especially Che Lam candy with green
tea.
If you’ve ever in Thanh hoa province,
you must go to Vinh loc and some
famous scenic spots of Thanh hoa.
That’s all I have time to tell you about.
What do you plan to do during the
summer vaccation ? Write to me.
Your friend,
(Signature)

want to leave.
In front of the entrance to the Tu Thuc
cave, there are two poems in Han
scripture praising the beauty of the
goddess, a stone carved on the stone
of the Trinh Sam King with the Nam
Nguyen pseudonym, one on the high
cliff of Le Quy Don. Outside the door
there is a small temple called Son
Than temple.
Entering the inside of the cave of Tu

Thuc, the visitor will see a spacious
outdoor arc-shaped look like a giant
bowl, on the ceiling with stalactites in
the shape of a beautiful peach, under
the floor surviving vestiges Tu Thuc
worship and the sparkling stalactites
are like the treasure of gold, treasure
of the human.
Follow the narrow corridor, visitors
will enter the lobbies in. Around are
the stalactites silhouette sparkling,
evoking images associated with the
love of Giang Huong and Tu Thuc
such as: Giang Huong’s bathroom
and the study room, the chess board,
fruit tray, orchestra ...
Go deeper in the cave, you will
encounter a small lake in the
scattered, scattered here are the white
stones, adjacent to the shape of
ponds, the stone statue he adoration,
frogs ... as hand-crafted clever set.
There are two turns for Tu Thuc. One
falls with equal stone steps, Legend is
the way up the heavenly realms. The
rest of the way deep down the
mountain in the direction of the spiral
with the rocky bumpy, dark, wet is
down the road, the place is easy to
make tourists fear that quickly turn

out ...
The Legend of Tu Thuc and the exotic

18


- T gives sample

scene inside the cave has created a
unique attraction for this place, and
enrich the destination for Thanh Hoa
tourism. In 1992, Tu Thuc Cave was
recognized as a national landscape
monument.
That’s all I have time to tell you
about. What do you plan to do during
the summer vaccation ? Write to me.
Your friend,
(Signature)

4.Post – writing :
- Work in groups and correct

- Ask the students to play a tour guide
and explain to tourists about the
destination of their homeland
5.Home work:
- Give tasks

- Let students do the exercises in the

workbook
- Prepare well for the next period
- Take the role

- Write down

19


Appendix 2: More about the landscapes in Thanh Hoa

H

Ho Quy Ly Ly Nguyen himself was born in 1336. The Great Back in flavor.
Which their ancestors Lake, in the original Bao Dien Chau Suddenly land, to
move to a new life Liem Ho Dai Lai. Since the adoption of the Ho Liem Le
Chaplain Training, they should change the rule. So which Ho Quy Ly, nephew of
life
four
Liem
Ho,
also
known
as
history
is
Ly.
Ho Quy Ly had two of her intestines are Tran Minh Tong's labor supply: a
person's Ming Tu, Tran Due Tong born. From the relations like, Ho Quy Ly Tran
slowly be trusted, especially Tran Nghe Tong. 1371, resigned from the

Department maid district attorney, Ho Quy Ly was promoted to area power
outages ambassador. Shortly after, the Chinese officials said more international
style upper most ... 1379, additional State officials and private not let those
hands out U.S. marshals ... 1387, was named the program properly, the king
gave Chen a sword and a flag that says Van entire financial martial, military
virtues prodigy ... 1395, as the Thai women officers Enter the master, the major
international military programs Binh, Tuyen international central defender, great
time wearing gold line ... 1400, Ho Quy Ly Tran rob the house, claiming to be

20


king, the country was renamed Dai Ngu. 1406, Ming troops to invade our
country. Ho Quy Ly but organized against the war, but because the fundamental
Lake throne unjustly, the implementation of many policies offer benefits for his
clan first, to offend people, not unite people, so eventually fail. Ho Quy Ly was
arrested the Ming invaders repatriated in 1407, along with the Ho Nguyen
Trung, Ho HanThuong. Clearly does not take years.
a. Introduce the location into the Lake House.

The Lake House (a building by Ho Quy Ly 1397), also known as the Tay or
Tay Kinh (Vietnamese capital of West University), the An-ton (An active area of
the Sun Tran), the Western period (as in the West village West located in period),
Thach Thanh (castle built of stone), citadel (round the side of La Thanh
important) 2 located in Vinh Long and Vinh Tien and Vinh Loc district , Thanh
Hoa province. The citadel is a magnificent testimony and unique history and
civilization University Vietnam (late 14th century- early 15th century)
b. Demonstration of the size of the Lake House
Inside the cabinet there is a foreign ground-dimensional rectangular North South 870.5 m long, way east - west 883.5 meters long. Outer surface of the
inner vertical pair of stone blocks average size 2 mx 1 mx 0.70 m, present in the

land fill. Four main gates according to the South - North - West - East known as
the gate money - post - Description - Property (aka Cash Store of the Year, also
known as the Door of most North, East Gate West Gate and door prizes) . The
port-style arches were built, grapefruit megalith, which is the main entrance to

21


the South, 3 DOORS 33.8 m long, 9.5 m wide by 15.17 m. The particularly
large stone building (up to 7 m long, 1.5 m high, weighs about 15 tons).

c. Explain the names

(Well King, Nam Giao).

22


With a total area of 35.000m2 , it can be said Nam Giao Esplanade is an
architecture rather grandiose relic of The Lake House . Not only that , the last
remaining relics , we also see Nam Giao is also quite unique decoration on the
roof architecture . It is a touch stone steps crocodile god , phoenix statue , love
birds , leaves the system threads , decorative tile system touches dragons, daisies
. many motifs show a strong influence of Buddhist art in decorating Nam Giao .
In the Buddhist era , this restriction is also very remarkable monument of Nam
Giao Esplanade in particular and the arts in chungThem Ho said that part of the
mountain behind the herd are kept fairly intact combine harmoniously with the
architecture components yuan, adding beauty , personal attractiveness of men
Nam Giao Thanh Ho House .
d. Comment on La Thanh

Members are entirely based earthwork natural terrain , there are segments
connecting with rocks , take the mountain wall stone natural grandeur , there is
an angle to the line segment song.Ngay this field , is the remains of the
mountain trail , DC Son ( Thanh Vinh ) to Black mountain InuYasha ( Vinh
Long ) , the Spring mountain Observatory , Zhuo Feng , Dr. ( Vinh Ninh ) ,
mountain Kim Ngo ( Vinh Tien ) , Crouching Ox mountain , Elephant Mountain
( Vinh Quang Commune ) . There are also sections of the river dike Grapefruit
and Ma (Figure tr ) . Event , cumulative structure of the vertical surface of the
sloping nature shows clearly the military defense of La Thanh . On the other

23


hand , La Thanh also thoroughly connect the natural mountain as Elephant
Mountain , Mountain , DC , several sections of the river running under that
Bending Ma Grapefruit and function is to bring more flooding to the entire room
citadel . This is the cover of the traditional Vietnamese had been present at the
monument as Loa ( Hanoi) 3rd century BC , the Hoa Lu ( Ninh Binh ) 10th
century , Thang Long ( Hanoi) century, 11-18 .
Travelling to Tu Thuc cave in Nga Thien village, Nga Son Town.
In front of the entrance to the Consciousness, there are two poems in Han
scripture praising the beauty of the goddess, a stone carved on the stone of the
Trinh Sam goddess with the Nam Nguyen pseudonym, one on the high cliff of
Le Quy Don. Outside the door there is a small temple called Son Shrine.
Entering the inside of the cave of Tu Thuc, the visitor is a spacious outdoor arcshaped look like a giant bowl, on the ceiling with stalactites in the shape of a
beautiful peach, under the floor surviving vestiges. Tu Thuc worship and the
sparkling stalactites are like the treasure of gold, treasure of the human.
Follow the narrow corridor, visitors will enter the lobbies in. Around are
the stalactites silhouette sparkling, evoking images associated with the love of

Giang Huong and Tu Thuc such as: Giang Huong’s bathroom and the study
room, the chess board, fruit tray, orchestra ...
Go deeper in the cave, you will encounter a small lake in the scattered,
scattered here are the white stones, adjacent to the shape of ponds, the stone
statue he adoration, frogs ... as hand-crafted clever set.
There are two turns for Tu Thuc. One falls with equal stone steps, Legend
is the way up the heavenly realms. The rest of the way deep down the mountain
in the direction of the spiral with the rocky bumpy, dark, wet is down the road,
the place is easy to make tourists fear that quickly turn out ...
The Legend of Tu Thuc and the exotic scene inside the cave has created a
unique attraction for this place, and enrich the destination for Thanh Hoa
tourism. In 1992, Tu Thuc Cave was recognized as a national landscape
monument.

24