Phương pháp dạy từ vựng tiếng anh 7 đạt hiệu quả

TABLE OF CONTENTS
Contents

page

A. Introduction

2

I. The reason for choosing topic.

2

II. Research purposes.

2

III. Subjects Research.
IV. Research methodology.
B. Content .

2
2
3

I. Advantages, disadvantages and the need of the subject.

3

1. Advantages.
2. Disadvantages.

3. The need of the subject.

3
3
3

a. Rationale.

3

b. Practical basis.
II.Situation issues before applying experience initiative.
III. Some tips on teaching vocabulary

4
4
4

1. Presenting a new word.

4

2.Practice the use of the word.
3.Wordgames.
4. Expansion of vocabulary for students.

9
13
16

IV. Experiment a lesson

18

V. The effectiveness of the experience initiative.
C. Conclusion
I. Conclusion

21
22
22

II. Recommendations and suggestions.

23

The references

23

A. INTRODUCTION
I. The reason for choosing topic.
Our country is in the development stage, taking the knowledge economy as the
foundation for the development of education and training is considered the first
national policy and improving the quality of teaching and learning in order to


complete the training human resources for industrialization and modernization of
the country. To survive and developers to build and protect the country to keep
up with developed countries requires us to grasp the most advanced

achievements apart to put the country of Vietnam became a thriving civilization.
Besides English is a language used to communicate popular worldwide so that
today the teaching and learning of English in the school has made major changes
in the content and methods teaching, to match the objectives and requirements
set out for the education department in the reform program. The most basic
views on the new method is to promote a positive, proactive students and create
optimal conditions for their development and practice their language skills and
communication purposes, not is the supply of plain language knowledge.
As a teacher of English in secondary school, I always think about how to
achieve quality teaching and high effeciency . To do get it, ask the teacher to
apply the procedure in all forms of diversity, abundance, making foreign
language classes lively, charismatic, compelling them to help the get you
promote capacity towards the end of "I am the organizer, student self-guided,
self- control in class."
Although instructional time is not long, but through their own experience with
the reference material, I realized: "To help students tobe cofident in their studies,
teacher has to improve their abilities to use word. To achieve this, I think that
providing ways to learn words is very important". Through real-time application
in secondary school , I have achieved certain effects get. That's why I choose the
topic "Some tips on teaching English vocabularies in grade 7 effectively " .
II. Research purposes:
- To encourage students to use English in class, not using native.
- To help students to be confident in English.
- To investigate the difficulties of using “Classroom Language” of secondary
school students.
III. Subjects Research:
Some tips on teaching English vocabularies in grade 7 effectively
IV. Research methods:
1.Observation method.
2. Research methodology and practice.

3. Intergrated method.
B. Content
I. Advantages, disadvantages and the need of the subject:
1. Advantages:
- In English courses applied in recent years. So some students feel excited, or
favorite subjects are new to this, so every class, most students are very positive.
- The concerns of the Board of Management to help the school, peers and
siblings preceded created conditions for teaching and learning English is better.
There are sufficient textbooks and equipments such as tapes, disc, speakers,
projectors serve for teaching and learning.
2. Disadvantages:
2


According to the current distribution programs in English Secondary,there are 3
periods per week. Besides, the students here live in bad conditions and
circumstances, parents do not understand the importance of English subjects, so
they should not be interested and urge them to study this subject. In addition, the
development of all aspects is limited, conditions for students to be exposed to the
mass media, entertainment programs use less English. Leading to the possibility
of their communication is limited, let alone communicate in English
To the students, besides a number of children seriously, there are many students
only learn through the speakers, not to inculcate the lessons in mind, reading,
writing regularly, not interested lesson, until the teacher asks them not to
succeed.
For the teacher, it is also very difficult to check or guide them to learn at home
because the foreign language isnot popular. This is a very difficult problem in
managing the student's home .
3. The need of the subject:
a. Rationale:

Education Act 2005 (Article 5) stipulates that "educational methods to promote
a positive, self-discipline, initiative and creative thinking of students, training for
self-study learning capacity, the ability to practice, passion for learning and will
rise. "
With the goal of universal education is "Helping students develop a
comprehensive moral, intellectual, physical, aesthetic and basic skills, develop
personal power, dynamism and creativity, image the human personality Socialist
Vietnam, build and responsibilities as citizens, to prepare students for further
education or go into working life, participate in the construction and defense of
the homeland ". General education program attached to Decision No. 16/2006 /
QD - 05/05/2006 Ministry of Education and Training of the Minister of
Education and Training has also stated: "It promotes the positive, self-discipline,
initiative and creativity of the students, in accordance with specific subjects,
objects student characteristics and conditions of each class, students foster selflearning method, the possibility of cooperation, skill Games knowledge into
practical, emotional impact, bring joy, excitement and responsibility for student
learning.
b. Practical basis:
As you know, for many years now almost all students in Viet Nam has not only
aimed at passing their exams and getting some further studies for their future
life, but also they have had a desire to be integrated into the culture, the
civilization, and the people of English speaking countries. Many students are
not confident to speak and express their English in class whereas most of the
English lessons are carried out in traditional methods. That is, the teacher
presents new words verbally, and then students listen and repeat. Finally, teacher
call some good students to read before class.This method doesnot limit the
number of words. As a consequence, the students find it hard to remember as
well as to communicate in the real life naturally.
3

II. Situation issues before applying experience initiative.
For a long time, teachers become familiar with traditional thinking.It is
very difficult to change their mind. As you all know, English is now a global
professional language . English is used in every corner all over the world. With
the importance of learning languages, especially English, considering teaching
English widely in schools is one of a main subjects to develop students' abilities.
In teaching English, teaching vocabularies is a vitally process in all lessons.
Having rich vocabularies helps students develop all four skills - listening,
speaking, reading, and writing. However, infact, almost students are very lazy to
learn words. They arenot able to remember the words that they learnt. Others
can't find out suitable ways to learn words, so they donot remember both the
meaning ang using of the words.
Through teaching English, the hours of colleagues, professional training
courses,...I draw out for myself the method of teaching vocabulary effectively.
III. Some tips on teaching vocabulary.
1. Presenting a new words.
1.1.Eliciting the words.
Open-mindedness is an important step in teaching new
words. Teacher can use many different techniques to elicit such
as:
a. Visuals : use pictures,map, chart, diagram,...
Ex : cushion (n) : tấm đệm gối
Teacher shows the picture and ask: “What’s this ?”
Students look at the picture and answer: It’s a cushion

b. Mime : perform in actions.
+ Facial expression
+ Guesture
+ Body action
Ex: slice (v): thái miếng

Teacher do an action and ask : “ What am I doing ?”
4


c. Realia : use real things.
teacher brings clock , chair , telephone, an apple, flowers………. Into the class )

Ex: apple (n):
Teacher points the envelope and ask : “ What’s this ?”
d. Situation / Explanation : Teacher use real situation.
Ex : invent (v):
Teacher ask: Who is Thomas Edinson?
- He invented the elictric bulb.
e. Examples : Give examples.
Ex: disease (n)
Teacher tells names of some diseases such as headache,
toothache, broken heart, lung cancer,....These are diseases.
f. Synoyms / antonyms :
Ex : bad # good , quick # slow
sick = ill
g. Translation: Use this way to present abstract words.
Teacher: How do you say “phát minh” in English?
Student : invent (v)
1.2. Modelling : Teacher reads word loudly and clearly.
Ex: “ Listen to me , disease.............disease.....................disease................”
* Choral repetition : Students repeat word which teacher has read.
Ex :
T : “ Class, listen and repeat...................
SS : disease
T : Again, please !

SS : disease ( 3 times )”
* Individual repetition :
Ex:
T: Nam, again
Nam : disease
T : Long
Long : disease
1.3. Checking pronunciation: Check students' pronunciation.
5


Ex:
Long : “disease”
T : No, listen to me “ Disease / z/ not /s/”
Long : “ disease”
1.4. Copying, checking meaning: Teacher writes the word on the board and ask
students copy down on their notebooks.
Ex :
T : Copy this, please! “ disease” in Vietnamese ?
SS : căn bệnh
1.5. Checking stress, form, use.
Ex:
T : “ disease / ‘dizi:z/ or disease / di’zi:z/”
SS : disease /di’zi:z/
T : noun or verb ?
SS : noun
1.6. Checking understanding:
After presenting new words, teacher is able to use some techniques to check
students' understanding.
a. Rub out and remember : After students write new words, teacher

asks them to close their notebooks.
+ Delete some English words, point to Vietnamese meaning and
ask:
“ What’s this in English ?”
+ Ask students to write English words on the board.
Ex:
(n) : máy khâu
(v) : khâu vá
(v) : thử
b. Slap the board :
+ T elicits and write all words on the board ( may use Vietnamese or pictures)
+ Call two teams.
+ Teacher reads, students slap the board.
+ Student who slaps first gets a point. Team that has more points is the winner.
Ex :
Physical
education
Music
Geography

Physics

Biology

Chemistry

c. What and where :
6

+ The teacher prompts and repeats the learned words.
+ Write the words on the board and circle them.
+ After writing all new words, teacher deletes the words and
leaves the circles.
+ Teacher points to each circle on the board.
+ Students repeat and remember the position of each word.
+ Teacher put student up on the board and fill in the correct
word.
Ex :
map

how to use

use

last

be interested in

computer science

d. Matching :
Ex :

e.Bingo :
+ Teacher asks syudents to write six new words on a piece of
paper.
+ Teacher reads some words. If it matches with your words,
students mark the piece of paper.
7

+ Students who mark six words will shout "Bingo" and is the
winner.
f. Pelmanism: This technique may be used to teach verb infinitive, past or past
participles, synonyms and antonyms.

8


Ex :
1
go

2
have

3
talk

4
visit

buy

be

went

had

talked
d
9

visted

bought

was / were

10

11

7

8

5

6

12

g. Ordering Vocabulary: After introducing the new words, the teacher reads a
paragraph containing the new words, but not in the correct order on the board.
Students listeb and number 1, 2, 3.... on the words that they hear .
Some above techniques are able to apply for all students. They can remember
both words and the meaning of words.

2. Practice the use of the word.
In class, teacher usually has no private lesson to practice using words. However,
vocabularies can be practiced in grammar period, reading, listening, further
practice, warm-up and speaking. For example, in grammar lesson, the teacher
guides students how to use words through grammar structure, using adjectives
and adverbs. (Unit 13: Period 81. A3,5. Sports)
He is a good soccer player. He plays soccer well
bad
badly
careful
carefully
skillful
skillfully
quick
quickly
Or let students substitutes the elements of the sentence in his
or her language to form a maeningfull sentence.
Ex : I’d like to buy some stamps and envelopes
S1: I’d like to buy a phone card
S2: I’d like to buy some meat
a. Odd one out:
Literature - author, writing, paintings, stories
History - basketball games, famous people, world events, important days
Science - experiments, meter, preposition, temperature
English - words, verbs, England, pronouns
b. Matching: Match the verbs to the correct phrases
Play
an essay
Use
the refrigerator

Do
the guitar
Repair
experiments
Write
a computer
c. Gap - fill:
+ Ex1: Add the mising verbs to complete the recipe
9


(1) Slice the beef
(2)......... the green pepper and onions ( slice )
(3)..........the pan
( heat )
(4)..........the beef
( stir - fry )
(5)..........some soy sauce to the dish
( add )
(6)..........rice
( cook )
(7)..........salt to the the spinach
( add)
+ Ex2 : Use the words given to complete the following sentences
medical

records

temperature

waiting room

scales

weighed

(1) Your............... is 37 degree celsius.
(2) They filled in their medical..................
(3) The students are having a.................... check - up.
(4) I’d like to weigh you. Would you stand on the..................., please ?
(5) We are sitting in the .................... to wait for the doctor.
(6) I’m 40 kilos. The nurse ..................... me.
Answer key :
(1) temperature
(2) records
(3) medical
(4) scales
(5) waiting room
(6) weighed
+ Ex3 : Fill in the gaps with correct letters
(1) h- - rd- e- - er
( hairdresser )
(2) dr- - sm- k- r
( dressmaker )
(3) h- bb( hobby )
(4) c- sh- - n
( cushion )
(5) m- ter- - l
( material )
d. Sentence making :

Ex : Make sentences using these following phrases
- play basketball ( I like playing basketball )
- some coffee
( Would you like some coffee ? )
- go to the beach ( Let’s go to the beach )
- go shopping
( I usually go shopping with my mother on Sunday )
- listen to music
( What about listening to music ? )
e.Multiple choice :
Ex :
(1) What’s your ( height / kilos / weight ) ? - I’m 40 kilos
(2) The medicines can relieve the ( symptoms / fever / temperature )
(3) The common cold is a common ( sickness / disease / pain )
(4) He got a ( note / paper / form ) from the doctor
(5) What was ( problem / matter / wrong ) with her ?
f. Story, text, picture retelling: After reading or listening a text, a story, the
teacher asks students to retell by their own language or use pictures to retell that
story.
10


Ex : Part A2 ( P. 87 - Unit 9 ), teacher asks students to retell the
Robinson's trip to Nha Trang based on pictures on page 88. This
exercise helps students revise the words as well as the meaning
of words.

g
. Grouping: The teacher writes a list of about twenty words and
then asks students to group words with different topics.

Ex : Put these words into 2 groups : sports and diseases
baseball, roller - skating, temperature, roller - blading, symtoms, headache,
badminton, swimming, tennis, stomachache, toothache, basketball, common
cold, skateboarding, volleyball,...
Sports

Diseases
11


baseball, roller – skating, tennis
roller – blading, badminton, swimming
basketball, skateboarding, volleyball

temperature, symptoms, headache,
stomachache, toothache, common cold

h. Arrangement : Ask students to arrange the words into the sentence.
Ex :
(1)
visit / should/ You / grandmother/ your
(2)
dinner / fish / we / have/ for / lunch / our / and / often
(3)
very / are / good / your / for / health/ vegetables
(4)
chicken / likes / and / does / so / Mai / Hoa
(5)
in / vacation / starts / June / Our / months / for/ lasts / and / three
+ Answer key :

(1) You should visit your grandmother
(2) We often have fish for our lunch and dinner
(3) Vegetables are very good for your health
(4) Mai likes chicken and so does Hoa
(5) Our vacation starts in June and lasts for three months
3. Wordgames :
Get students have fun with the lesson and avoid stress, the
teacher should apply some games in section Warm-up or at the
end of the lesson in order to help them have more chance to
practice words and urge their learning spirit.
a. Bingo .
b.Kim’s Game:
Ex: Show the pictures. Teacher asks students to write the
activities in the pictures.

- Activities: read, listen to music, skip rope, watch TV, play
soccer, play video games, play badminton
c. Jumbled words :
Ex:
athm ( math )
12


ishryto ( history )
phygeogra ( geography )
sicalphy ucaedtion ( physical education )
d. Crossword puzzle:
Ex : “ At the post office” -Unit 8 .

e. Wordsquare:

R

T

T

F

S

L

I

N

R

O

P

O

H

L

I

I

F

S

H

E

V

E

I

G

Q

S

G

I

V

E

W

C

N

M

U

T

A

T

B

A

A

L

K

V

P

E

S

K

A

T

I

E

O

S

I

N

G

P

O

C

T

A

L

K

A

Z

I

M

E

H

D

N

S

Z

J

E

O

O

U

J

Q

A

P

V

T

K

S

T

O

P

give, sing, talk, stop
wait, clean, think, listen, sit, eat
13


f. Shark attact / Hang man :
Ex :
It is the name of thing in the house
- - - - - - - - - - ( Television )
--------( Telephone )

4. Expansion of vocabulary for students.
a.Related words
Ex: Some words relate to “cook”, :
bake
fry

stir - fry
cook

steam

stew

boil
roast
grill

14

b Theme words.
Ex: Sickness

temperature
flu

runny nose

common cold

Sickness
s

fever
stomachache

toothache
headache

cough
c.Synonyms and Antonyms.
Ex:
careful # careless
quick # slow
bad
# good
d. Prefixes and suffixes.
Ex:
-Prefix: tell - retell ( TiÒn tè “re, do” mang nghÜa ngîc l¹i )

do - undo
- Suffix : quick - quickly ( Adj + ly = Adv )
work - worker ( V + er = N chØ t¸c nh©n )
e. Compound words.
Ex: ten - minute break
number + N = Adj
f. Game “ building house ”
Ex:
- Teacher give the word “ good”, ends “ d”. Students find word
that starts with "d" and continue.
good
desk
key
year
.................

15


IV.Experiment a lesson.

Unit 9: At Home And Away
Period 56: A2,3.A holiday in Nha Trang (page
87, 88)
A. Objectives
By the end of the lesson, students will be able to:
1. Knowledge
-tell the story of Liz’s trip to Tri Nguyen Aquarium
-answer the questions and retell the story in summary base on the given
picture.

2. Skills
- interactive skills
3. Attitudes
- like to retell about one’s trip
4. Competences
- co- operation
- self- study
- use the pictures to retell a story
B. Language content & preparation
1. Language content
* Vocabulary: shark,dolphin,exit......
* Grammar: The past simple tense
2. Preparation
* Teacher: Textbook, workbook, teaching plan......
* Students: Textbook, workbook.
C. Procedures
Teacher's & students' activities
Contents
I. WARM UP: (5'):Kim’s Game
* Methods and techniques: Kim’s games.
Kim’s game: parents, wall, stall,
* Competences: flash remembering
aquarium, different, souvenir,
T presents some words on the board, then
picture, bought
erase them, ask Ss to rewrite
- Ss skim the words given and rewrite them
without looking back
-The Ss rewrite more right words s the winner
II. KNOWLEDGE FORMING (15')

1.New words
16


* Methods and techniques: TWc/individual-

guessing/transtation/realia/What and where
* Competences: memory words , meanings
and pronunciation
- Teacher elicits the words from students.
- Follow the seven steps of teaching vocab.
-Checking : What and where
*Check : Matching :
- Methods and techniques: TWc/individualmatching
- T asks One student goes to the board and
match the others correct .

2.T or F prediction .
* Methods and techniques:individual/groupsPrediction
* Competences: Work out
Ask Ss to discuss in groups .
Call on some groups to give their predictions.
-

III. PRACTICE (18')
1.Listen and read:
*Methods and techniques: flash lighting
* Competences: checking and remarking
Ask Ss to look at the book and listen to the
tape then check their predictions .

Call some Ss to give the answers .
Correct and give the correct answer

I.New words
shark(n) : cá mập
dolphin (n) : cá heo
turtle (n) : con rùa biển
exit
(n) : lối ra
type
(n) : loại
cap
(n) : mũ lưỡi trai
poster (n) : tấm áp phích
crab
(n) : con cua
*Matching :
shark
con rùa biển
dolphin
cá mập
turtle
mũ lưỡi trai
exit
tấm áp phích
type
lối ra
cap
con cua
poster

loại
crab
lối ra
II.T or F prediction
a. The Robinsons went to TN
aquarium .
b. They saw many different
types of fish .
c. Liz bought a little turtle .
d. They had lunch at a food stall.
e. Liz ate fish and crab .
III. Practice
1. Check T/F
Answers:
a. T b. T c. F
F

d. T

e.

2.Answer the questions: (p.88)
* Methods and techniques: Asking and
2.Answer the questions:
answering
(p.88)
* Competences: read for details
a/ Her parents.
? Run through the questions.
b/ They saw sharks, dolphins,

- Make sure students understand them.
turtles an
and many different
? First, answer the questions without reading
types of fish .
17


the text again.
c/ They bought a cap and a
? Exchange your answer with your partner. poster.
-Have Ss work in pairs .
d/ Yes, she did. Liz wore a cap
-Call on some pairs to ask and answer in front all day.
of the class .
e/ Yes,They ate fish and crab.
-Correct and give the correct answers :
f/ Because She remember the
beatiful fish in the Aquarium.
3.Re-telling the story:
* Methods and techniques: story, text,
3.Re-telling the story
picture retelling.
answers:
* Competences: remind the main points of the 1. The Robinson family went to
story
Tri Nguyen Aquarium.
2. They saw many type of
- guide Ss to retell the trip of the Robinson different fish.
base on the pictures p.88

3. they went to a souvenir shop
- let them do in groups
4. Mrs Robinson bought a
- goes around and help them to practise
poster and Mr Robinson bought
- call some S to retell and give feedback
cap with a picture of a dolphin
on it.
5. They had lunch at a foodstall.
Mr and Mrs Robinson ate sea
food, but Liz didn't. She ate
noodles instead.
IV. APPLICATION (5'):
* Speaking: My memorial trip
* Methods and techniques: real story /self
-experience
* Competences: creation ,transformation
*Speaking
- ask some ss to retell their trip last summer
using the past simple.
8.Homework:
- give marks
- learning by heart the new
words
V. WIDENING KNOWLEDGE (2')
- writing your trip last vacation
in notebooks.
- learning by heart the new words
- learning by heart 10 verbs in
- writing your trip last vacation in notebooks. the past tense.

- learning by heart 10 verbs in the past tense. - doing the ex 1,2,3 in A in
- doing the ex 1,2,3 in part A in notebooks
notebooks
V. The effectiveness of the experience initiative:

18


Class empirical method is to apply innovative tips on all bring better results
than the class teacher by pointing to all the usual forms: Check oldest treatment
homework ....
Applying these tips in all forms has attracted the interest of students, creating
the need to communicate, encourage students to think about the content and
theme of the lesson. In addition, we also help them review the old knowledge,
promoting positive, active learners, providing superior results. However, teachers
need to apply all the tricks in a flexible manner, in accordance with each student
objects, each specific lessons, to achieve the highest results.
Applying initiative to teach in the other classes, I see very passionate students
who are interested in new lesson and bring better results than the normal lessons.
After a period of application "Some tips on teaching English vocabularies in
grade 7 effectively", I realize that most students are able to read along text and
some weak students can pronuonce correctly.
In addition to all the students in a lively students are always proactive, explore,
diligent in learning English, learning of the children had improved significantly.
Most of them are interested in learning English. Besides that:
- Students are more and more excited to eaach period.
- The lessons become more lively and vivid.
- Students can understand right content at the class lessons.
- Calculate the initiative and creativity of the children increased significantly.
- Weak students can use words to make simple sentences.

Number of

Make

Translate into

Translate into English
students
sentences
Vietnames
75
60
55
50
C. Conclusion
I. Conclusion:
By doing this subject I understand more about the effectiveness of the
application of the procedure in all of the subjects taught in English. Through
direct research and teaching program in grade 7, I noticed that the procedure
works in all not just for fun, color and contrast as you like, but they should be
recognized as the work is indispensable for each lesson. We must know tips on
choosing an appropriate post that method it will determine largely the result of
the lesson.
From the practical teaching, I have explored and improved teaching methods
only practical significance when applied to specific hours of coursework. The
teachers need to grasp that he is taught how to use the tips on how to fit all, to
put the question to them to help them review the knowledge learned in prior to
applying to all new posts.
19

Through the study of the procedure in all. I see the importance of it in the
teaching of Foreign Languages in general and English in particular subjects,
which directly affects the quality of teaching hours. I believe that if you continue
to experience this initiative seriously, through the process of teaching, the quality
of learning in the English department will get better results.
With the experience of years of teaching experience in secondary school, I
was raised on experiences and thoughts on one aspect has been used a lot in the
teaching of English . Come here I also wish colleagues to read and contribute
additional ideas useful and valuable to this topic more complete.
Through teaching, I have learned some small experiences in teaching yourself
the following:
In the teaching process there will be very difficult for both teachers and students
because of reasons: difficulty concentrating students seriously by the actors
around or is not liked by the school. However, teachers need to calmly handle the
situation a logical way and best to avoid stressful for lessons. For this, I have
learned a number of principles to ensure more effective learning, in which
teachers and students need to make a positive way:
- Prepare lesson carefully before class.
- Distribute the time of lesson to fit and balance.
- Teachers and students should be active in each task as well as in each part of
the lesson.
- Teachers should have good visibility of students in the class.
- Encourage students to learn actively in the learning process. Even if they read
uncorrectly or give wrong answers, the teacher should actively encourage
children not to lose confidence.
- Check out all of the students through each lesson in practice.
- Instruct students learning at home.
- Students should prepare carefully before class.
II.Recommendations and suggestions:

Above is the idea of personal experience I apply for English teaching more
effective for students in junior high school. Over the years, my work has used
the method to enhance the acquisition of knowledge of students. I hope that this
article can contribute a small part of the effort to innovate teaching methods of
English in secondary schools. From the practical difficulties in terms of
teaching, time to write initiatives are tight and not much experience in this
article should not avoid these errors. I look forward to the feedback from the
20


scientific council of the school, peers for this article is to further improve the
practicality and higher.
I sincerely thank you!
CONFIRMATION OF THE HEADMASTER
Tho Xuan, May 2018.
I declare this is the first initiative
that experience I write, do not
copy someone else’s.

REFERENCES

21


1. Books designed to teach mind maps - studying English - Vietnam Education
Publishing House
2. Book English teachers 7 - Education Publisher – year 2004.
3. Book Design Lectures English 7 - Volume I, II – Chu Quang Binh - Hanoi
Publishing House – year 2004.
4. English 7 Nguyen Hanh Dung (Ed) – Education Publisher

5. Play games with English - National University Publisher
5. Scrapbooking Exercise English 7 - Education Publisher – year 2004
6. Some issues of innovative approaches to teaching in secondary school
English courses - Ministry of Education and Training – year 2004.
7. Training materials "Teaching and examination standard assessment of
knowledge, skills in the general education program in English secondary
education subjects - year 2010" by the Ministry of Education and Training.
ppendix

22


Before

23


After

efore

After
24


25