Hướng dẫn học sinh lớp 9 sử dụng các câu thành ngữ tiếng anh để viết các bài tiểu luận đạt hiệu quả

A. INTRODUCTION
I. THE REASONS FOR CHOOSING TOPIC.
It is an undeniable fact that English plays an increasingly role in our life
nowadays. English is not only necessary in helping students improve knowledge
through reading documentary in English or exchanging understandings but also
helps them communicate with the others in the international integration stage.
The entire education, therefore, has the breakthrough in innovation, more and
more people focus on how to learn English well. English pilot project in the
period from 2015 to 2020 is under experimental time at some schools in Thach
Thanh district, which puts the teachers under a lot of challenge to meet the
increasingly advanced requirements of particular subjects, of society in general.
Modern English values four skills; listening, speaking, reading and writing.
Although they are independent skills, they support each other so that students
can improve comprehension thoroughly. In four skills, my students find writing
the most difficult and they consider writing a new skill. Like Vietnamese, when
students want to write a good essay, they need to have good knowledge about
grammar, vocabulary which is appropriate with each type of writing. One of the
most effective way to get good results in their writing is that they can use
idioms. However, remembering an idiom is not easy and using it correctly seems
to be more difficult. In this situation, the teacher needs to take a serious look at
the teaching and learning of writing in general and using of idioms when writing
an essay in particular.
English idioms are as rich and diverse as Vietnamese idioms. In fact, an
idiom can convey various meanings and how to use it correctly is a matter you
should take into consideration. Therefore, using idioms reasonably will make
your writing effective. After three years of struggling, I've learned from
experience to form English essay article titled "Guide 9th graders use idioms to
write essays in English effectively."
By carrying out this study, the researcher wishes to give a hand in promoting
writing essay for grade 9 students.
Perhaps my research is certainly not perfect so I am looking forward to

receiving input from all of you.
Thank you.
II. RESEARCH PURPOSES.
The purpose of this topic is to help users in English (Both teachers and
students) aware of the importance of idioms in the essay as well as in
communication. Make a habit of using English phrases.
Through Essay help train students in critical thinking, and their ability to
synthesis of a certain problem in life.

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Essay will help students expand vocabulary, ability to express more
abundant. The use of the idiom when writing essays makes assays effectively in
language usage.
III. RESEARCH SUBJECTS.
Audience research is geared to forging subject for secondary school students
in grades 9 in Van Du Thach Thanh, essay writing skills through the use of
proverbs in English.
The research focuses on two contents:
- Providing students the habit of using the idiom in English subject.
- Guide students to use the idiom when writing essays.
IV. RESEARCH METHODS.
The method I have used:
- Research methodology built on theoretical basis.
- Scientific research method: A method of observing the object a systematic
way to gather information. There are two scientific observers are observing
direct and indirect observations.
- Methods of investigation: A method of teachers surveyed audience
Secondary school students in Van Du to detect characteristics and learning

styles, ability to post.
- Experimental methods: The teacher actively impacts on students and the
course of the student attendance to follow objectives, their expectation.
- Comparative method.
- Intuitive Method.
- Methods of analysis summed up the experience: As a research methodology
and review the practical achievements to draw conclusions useful for practice.
B. CONTENT INITIATIVE EXPERIENCE
I. THEORETICAL BASIS OF THE PROBLEM.
Essay plays an important role in everyday life, in scientific research, as well
as in schools.
English essay writing is an important skill for students to complete their
synthesis capabilities. In the essay students express their opinions, their views
on a particular issue in life. But how the students can write an essay appealingly
and attractively?.
Applying the language of the essay is an important factor, it helps essays
attractive and academic. Use expressions to write essays to write such a way,
however, the user must understand the implications of the new idiom should be
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used because the expression in English are the sayings that are not intended to
common sense, the meaning of a very different idiom literally or meaning of
each word in the idiom.
What language is also a collection of idioms, phrases used to refer figurative
meaning instead of literally live meaning. When learning English, understanding
the common idiom will help students better reading and listening to what native
people really wants to say.
In essay usually divided into 3 parts: Introduction, body and conclusion. In
an essay students must have at least 5 passages, a section for the introduction, a

passage to the post and the body parts are all three segments. According to the
logical sequence, the intro always the owner topics that you want to say next,
followed by the additional proof that the student is given at the introduction and
finally summed up his ideas mentioned in the end all. To write an essay and high
results, the writer must know how to use words.
II. STATE OF THE MATTER RESEARCH.
In old English programs secondary education, skills Essay are less invested
by the teachers. And teaching skills are not into a separate class. So the ability to
write their essays, especially, senior students are often very limited. So the cause
of the current situation happened?.
1. Subject.
English is a foreign language. Applying to write essays is so often difficult
for students to understand and apply well. Writing abilities in particular, writing
essay needs time and asks the students to master the grammatical structure,
know flexibly use of language knowledge.
Writing essays, as well as writing a Vietnamese essay requires students
external hard also to explore, to read the references to the energy-rich sentence
or sexy, so learning needs a process.
The equipment of teaching assistants is poor, not matching characteristics.
2. To the teachers.
In recent years, English teachers who have been invested more in knowledge
and teaching assistant equipment. However, to meet the standard in accordance
with the requirements of the subjects in English is still limited, writing is a
difficult skill which asks teachers to invest more in lessons. Besides, guiding
students uses the structural grammar, teachers have to guide them to apply
flexible language structure. Meanwhile 9th grade - textbook old program Essay
section has less and often combined with other forms of exercise no
effectiveness.

3

Some teachers do not really care much about how to guide students to write
essays because they do not see its importance or do not understand how to write
the essay effectively.
The use of proverbs in English during the teacher's lectures is very limited,
because teachers have not really seen the role of expression in lessons. Add to
that the proverbs are fixed meaning- phrase should require users to be very
careful language appropriate to the context, situation.
3. To the students.
Until now students have learnt English only in the passive form (Teachers
say they understand such games), they do not have the concept of investment for
subject because they consider that English is a foreign language. 9th graders of
old program are even more difficult, technical English is a subject difficult it is
both natural sciences, is both social sciences. So the preparation of new and old
studying at home is also deal, sketchy, especially in the regular classes.
Students are not really interested in learning English now, particularly
writing skills because of limited vocabulary, structures did not remember,
practice led to face many difficulties.
9th grade students in the last three years, they have been accessed to English
courses in secondary school. Students may not be led to the basics. Therefore the
use of proverbs in English for students is difficult.
Here are some essays of students before being taught to use the idioms
when writing.

4


Here are the results of the current situation without application essay writing
using English phrases.

The survey used the idiom in academic subjects in English.
Number
of
students
48

Using
effective

Use less

Never use

No

%

No

%

No

%

0

0

2

4.2

46

95.8

The survey used idioms in English essayist.
Number of
students
48

Good use
No
0

Use less

%
0

No
0

No use
%

0

No

48

%
100

From the results of this situation, to help students get better results in the
essay, I have read the document, consult with colleagues and receive information
from the student to get the solution and specific measures for the application on
your topic.
III. IMPLEMENTING MEASURES.
1. Create students the habit of using the idiom in English subject.
1.1. Create routines for students to use the idiom through the activities of
teachers.
A 45 - minute lesson has got many formal activities, and other activities
which depend on the content of the lesson. Normally, we have three main types
of post are: The introduction - lesson corpus, skill lessons, practice grammar
lessons. However, during a lecture, teachers often diverge the lesson five main
sections are: Warm up, presentation, practice, production, and homework.
Flexible use of proverbs in parts of the lesson will help the class atmosphere less
tense, highly effective.
Besides the main activity in the part of the lesson, many pedagogical
situations can occur during the lecture such as: Students sometimes lack of
focus, or who appear tiredness in class.. Use a proverb in time is also a solution
to attract the attention and interest of students learning.
In other activities, such as extracurricular activities, daily
communication..The teachers should use the idiom at the same time with
encouraging them to use. This approach also contributes to create idiomatic
usage habit for students.
Here are some specific solutions:

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1.1.1. Use idioms in lecture activities.
I. Warm up:
Entering the class the teacher can:
+ Joking a few sentences to stir up class as:
"Out of sign, out of mind "or "No see, no feeling" or "Cleanliness is next
to godliness"……………
+ Asking a few questions (open questions):
How are you today? Is it hot? Have you ever been to Hanoi? .......
Based on the responses of students, the teacher might say:
Today, I'm in good spirits or in a bad mood because you are good for you.
+ Or the teacher can check the old posts in the warm up, after calling one or
two students to examine ex- post. Teachers can encourage students to remain
calm to answer questions such as:
"Take it easy" or "Good for you" or "Never say die” or "Burning the
candle of both ends" ......
II. Presentation:
1. Pre - vocabulary:
The teacher introduces vocabulary in different procedures:
+ Suggestions from past pictures or real objects. In this case, the teacher can
use the proverb "Seeing is believing" …
+ Explaining new words and asks students to guess the word. If students
respond well, teachers can compliment them with a proverb "Good for you".
2. Pre - model: (if applicable)
The teacher gives some examples then asks students to make sentences then
presents the model sentences. The teacher introduces grammatical sentences
then writes on the board and asks students to write down and memorize. In this
case, the teacher can use the following proverb to remind them all carefully

documented "Better safe than sorry”....
3. Set the scene: Today we are going to learn about ...... The teacher might
say:
"Turn over a leaf" or "Burning the candle of both ends”......
III. Practice:
Teachers have students practice. During the practice, the teachers encourage
students, sometimes urge them through the following phrases:

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"Take it easy" or "Good for you" or "Never say die” or “Burning the
candle of both end "or "Better late than never" or "Practice makes
perfect" .............
IV. Production:
- The teacher asks students to summarize their knowledge which they have
learned.
- The teacher retakes again and comments the lesson by a proverb.
"Travelling forms a young man" or "Knowledge is power”................
V. Homework:
- The teacher asks students:
+ Learn and memory components from structural learned.
+ Do the exercises in workbook.
+ Prepare the next part.
- Teachers can use some of the following proverbs to remind children of
studying at home:
"Make hay while the sun shines" or "Theory accompanies with practice"
or "Never say die" or "Time is money" ....
Example:
Unit 8: Celebrations

Lesson 1: Getting started- Listen and read
I. Warm up: Brainstormings
Valentine

Christmas

- Ask students to add some more.
- Give comment: "Good for you".

Celebrations

II. Presentation:
1. Pre - vocabulary:
- Elicit from the pictures or realities because "Seeing is believing".
Sticky rice cake (n) - Bánh chưng
Occur (v) - happen, take place
Live apart (v) - far away
Israel (n)- Nước Isaren
Jewish (adj)- Người Do Thái
Passover (n) - Lễ quá hải (lễ hành hương)
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Slavery (n) - phận nô lệ
Joyful (adj) - cheerful
Parade (n,v) - Diễu hành, Đoàn diễu hành
- Ask students to read chorally and individaully.
- Check vocabulary: Rub out and remember
- Give comments "Take it easy".
2. Set the scene: Today we are going to learn about Unit 8: The Celebrations

- Getting started - Listen and read. And now "Turn over a leaf".
III. Practice
- Ask students to work with a partner. Match the icons with the names of the
celebrations they represent. And now you must remember "Practice makes
perfect”.
Answer key:

1. Easter

2. Wedding

3. Birthday

4. Christmas

5. Mid – fall

6. Lunar New Year

- And please "Burning the candle of both end"
+ To listen to the tape twice then read through the passage.
+ To read the passage (some students).
+ To complete the table.
Answer key:
Celebration

When?

Activities

Food

Country

Tet

In late
January or
early February

Clean and
decorating
homes, and
enjoying special
food

Passover

Late march
or early April

(not
available)

Special
meal called the
Seder

Israel

Easter

Around the
same time as
Passover

People
crowd the
streets watch
colorful parade

Chocolate
or sugar eggs

In many
countries

Sticky rice
cake

Vietnam

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IV. Production
- Ask students to retell the knowledge which they have learnt (Vocabulary,
content of the text).
- The teacher makes sure once more and says that After the lesson we can
learn much about the celebrations in the world no doubt that "Travelling forms

a young man".
V. Homework
Ask students to
+ Learn by heart the vocabulary.
+ Do exercises 1, 2 in the workbook.
+ Prepare the next lesson.
And remember "Make hay while the sun shines"
1.1.2 .Use idioms in pedagogical situations.
There are many pedagogical situations can occur during the lectures as:
+ Students lack of concentration, or expression fatigue. Teachers can remind
students of the proverb:
"Bite Your tongue" or "Silence is gold" you should be all ears ...
+ Students do not write articles or do not do homework, the teacher might
say:
"No pains, no gains " or "Practice makes perfect” ......
+ Students love to express and get attention.. In this situation the teacher can
say:
You are in cloud nine or Please Give him/and her a hand .....
1.1.3. Use idioms in daily communication.
Besides the activities in the lesson. In other activities, such as: Daily
activities, teachers can still use idioms to communicate with students. Create the
habit for students to learn the language.
+ Meet and greet each other.
Long time no see how are you? Are you so far so good?
No, I'm under the weather
+ Meet and talk compliment outfits, personality..:
Good morning, Oh! You look so nice to day. Look at your wearing, I know
why you like green. That why it is said that "You are what you wear".
+ Meet a student who makes a mistake like: (late for school ....) .
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My dear, "Time is money”. Don't do that again...
1.1.4. Use idioms from extracurricular activities.
It is necessary that a teacher creates the interest in learning English for
students so that they are keen on this subject. One of the best way to make them
interested in the subject is that they can take part in extracurricular activities. At
my school, we sometimes organize extracurricular periods or program in which
we focus on providing idioms, how to use them in special context through
English songs, articles in English.
For example, in one class meeting, my students had a good time to enjoy the
song “Seasons in the sun”.
Goodbye Papa, please pray for me
I was the Black Sheep of the Family
You tried to teach me right from wrong
Too much wine and too much song
Wonder how I got along”
In this song, an idiom is used namely “A black sheep”. When teaching my
students the song, I do the following:
+ Explain the idiom “A black sheep” (of the family) - someone who is
thought to be bad person by the rest (of the family).
+ Give them example “He is a black sheep of his family. His family suffers
from his over expenditure on playing games”.
+ Give some situation when the idiom is used. "You can use this idiom when
writing about the disadvantages of computer games to students”.
Or in the song “Proud of you” we can see the idiom once upon a time in the
following .
“Star in the sky
Wishing once upon the time
Give me love, Make me smile

Till the end of life
Hold my up hold me tight
Lift me up to touch the sky
Teaching me to love with heart
Helping me open my mind”
“Once upon a time” used at the beginning of:

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- Children’s stories to mean "A long time ago": Once upon a time there was
an ugly girl.
- Used when referring to something that happened in the past, especially
when showing that you feel sorry that it no longer happens: Once upon a time
people knew the difference between right and wrong, but nowadays nobody
seems to care.
In the topic: "Talk about your memorable day" Students can use this idiom in
the conclusion part: That day passed once upon a time however it is still deep
in my heart.
Through “Only love” they can learn the idiom “Make up one’s mind”
meaning “To decide”.
Two A.M, and the rain is falling... Here we are, at the crossroads once again.
You're telling me, you're so confused. You can't make up your mind. Is this
meant to be? You're asking me....But only love can say. Try again or walk away?
But I believe, for you and me. The sun will shine one day. So I'll just play my
part. And pray you'll have a change of heart. But I can't make you see it
through. That's something only love can do..... In your arms, as the dawn is
breaking. Face to face, and a thousand miles apart. I've tried my best to make
you see. There's hope beyond the pain. If we give enough, if we learn to trust.
In the topic of “Disadvantages of watching TV” students may use this idiom

Because of its disadvantages, children should make up their mind on how much
time watching TV.
In the topic of "The benefits of the Internet" in unit 5: The Media- Writing.
Students can use this idiom to express their further ideas about Internet: Besides
many benefits, Internet also has limitations as: Time-consuming, costly,
personal leaking...Therefore, we should make up our mind on how to use the
Internet effectively.
Besides, articles to support my reading skill lesson provide so many idioms.
In one reading skill period, my students acquire the idioms “No pain, no gain”.
For example: If you want to improve, you must work so hard that it hurts.
(Associated with sports and
physical exercises).
Player: I can't do any more
push ups. My musscle hurt
Coach: No pain, no
gain. Come on, everybody!
Run one morelap! No pain,
no gain!

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The students may use it when writing about benefits of doing exercises or
being hard-working.
To make these idioms memorable, I let the students discuss the specific
situation in which they may use them. Apparently, through the extracurricular
activities, The teacher supplies students with many idioms that they can use in
their writing or at least the teacher creates and focuses students on idioms and
stimulates the love of using idioms in writing of students.
1.2. Guide students to accumulate idiomatic words and structural capital

increase.
1.2.1. Recording all the proverbs that teachers have presented.
The first phase, when using idioms, teachers must write on the board to all
that Vietnamese translation then asks the students to copy into their notebooks. It
will gradually form the habit of a student when she speaks and wrires idioms
voluntarily comfort copy.
1.2.2. Learning how to remember the proverb.
When students have had the number of proverbs, teachers should guide
students memorize so effectively:
+ Remember to key groups (key word) as: The only parts group, only color
groups, time-only group ... The teacher asks notes in a notebook divided by such
systems.
Ex: Weather idiom group
On cloud nine
Under the weather
Only parts group:
All ears
A big mouth
..................................................
+ Find and Compare the English idiom and Vietnamese similar meaning, it is
also remembering idioms efficiency and improve translation.
Ex: I have the English idioms are:
"New one in, old one out" Vietnamese as "Có mới nới cũ"
Or "Better late than never" translated "Muộn còn hơn không"
Or "Silence is gold" means "Im lặng là vàng" etc ..
1.2.3. Encourage students to use regular expressions to create a habit.

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Idioms in English are often difficult to remember so teachers need to
encourage students to form as:
+ Give exercises, questions which may require the use of idioms.
+ Give the high scores if students use the idiom in context.
+ Compliment or praise if the student is referred to a proverb in the session.
2. Guide students to use the idiom when writing essays.
Use idioms in essay writing is academic that every writer wants to work
towards. To do this, teachers guide students to use flexibility in all three parts of
the essay. The teacher should give attention to students "The idiom often does
not act as a topic sentence that is only a supplementary sentence." The
expression is used in the parts of the essay as follows:
2.1. Intro (Introduction).
- The idiom in the introduction may serve as Threads.
Examples: "Good health is more important than money" Do you agree or
disagree? or "You are what you wear" Do you agree or not?. With this format
students can open the following article.
Today, the more our lives develop, the more serious diseases we get that
makes us pass away younglier and more easily, therefore, no doubt that "Good
health is more important than money".
- The idiom could be the supplement for threads.
Example: Unit 2: Writing: The topic is "Secondary Students should wear
school uniform” students can recommend the following:
In modern society, people are easy to choose their own clothes which are not
only nice but also convenient. However "You are what you wear", therefore, It
is necessary for secondary school students to wear uniforms when they are at
school.
2.2. Body.
The idiom in the body usually does not act as a topic sentence that is only a
supplementary sentence.
Example: Unit 5: Writing-Write a passage about benefits of the Internet.

You can follow the following cues.
- The Internet as a source of information (news, articles, weather forecast)
- The Internet as a source of entertainment (music, movies, games ....)
- The Internet as a means of education (schools on line, on-line lessons …)
Students can write the following:

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Firstly, the Internet is as a source of information. You just click, all the
information you need will show up such as: news, articles, weather forecast...
Of course is that "Seeing is believing". Thanks to the internet, you can stay at
home and watch or see people in the world.
Secondly, The Internet is as a source of entertainment such as: music,
movies, games.. When you are lonely or blue, you spend a little time surfing the
Internet, you can listen to music or your favorite films or interesting games that
makes you in good spirits.
Finally, The Internet is as a mean of education. In fact, Being a woman and
an English teacher, I learn lots of on the internet (on- line schools, on- line
lessons) about how to pronounce well, how to teach well, how to bring up my
children, how to stay in shape.. No doubt that "Travelling forms a young
man".
2.3. Conclusion.
Restated introduction by extension all other.
+ If the proverb is the sentence threads in the introduction may be written as
follows:
Example: "Good health is more important than money" Do you agree or
disagree?
For all reasons, I'm convinced that "Good health is more important than
money". We are healthy, we have everything.

+ If the proverb is not the problem, then we can all write as follows:
Example: Unit 5: Writing
In conclusion, we cannot deny the benefits of the Internet in our life. The
internet makes our world a small village. As the proverb "It was brilliant".
3. Illustrative lecture.
UNIT 5: THE MEDIA
PERIOD 31: LESSON 4: WRITING
I. Warm up: Brainstormings
- Ask students to feed back

education

entertainment

Benefits of Internet
- Give comment: "Good for you"
II. Pre – writing:

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1. Set the scene:
We are going to write a passage about benefits of the Internet based on the
reading part and the following cues:
- The Internet as a source of information (news, articles, weather forecast.....)
- The Internet as a source of entertainment (music, movies, games....)
-The Internet as a mean of education (on line schools, on-line lessons...........)
2. Reading and discussion
- Have Ss read the text (Read p 43, 44) again and show out how does Hanson,
Honcho, Sandra respond to the forum.

- Have Ss discuss the benefits of the Internet, using the cues P 44.
* Possible answers:
+ The Internet as a source of information: News, weather forecast, articles,
city maps, the prices of things, shopping,…..
+ The Internet as a source of entertainment: Music, movies, games,
novels..
+ The Internet as a means of education: On line schools, on line lessons, self
-study, learning languages….
+ A fast and convenient way to get information.
+ Communicate with other people: Friends, relatives, new friends… by using
email, chatting, webcam..
+ Order tickets, goods, trips, hotels or check the airplane schedules…
+ Sell and buy things (on - line supermarket..).
+ Advertisements.
III. While- writing:
- Ask students to write a passage individually.
* This is an essay “Accounting assay” are all listed formats. Students may
rely on the requirements of the post and the suggestion to write a comment.
* Ask students to use the idioms to write the passage
- Present the sample:
Like other modern inventions, the internet plays an important role in our life
and it has increasingly developed. There are plenty of the advantages of the
internet and now I would like to mention some of them.
Firstly, The Internet is as a source of information. You just click, all the
information you need will show up such as: News, articles, weather forecast...
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Of course is that "Seeing is believing". Thanks to the internet, you can stay at
home and watch or see people in the world.

Secondly, the Internet is as a source of entertainment such as: Music, movies,
games.. When you are lonely or blue, you spend a little time surfing the Internet,
you can listen to music or your favorite films or interesting games that makes
you in good spirits.
Finally, the Internet is as a mean of education. In fact, being a woman and an
English teacher, I learn lots of on the internet (on- line schools, on- line lessons)
about how to pronounce well, how to teach well, how to bring up my children,
how to stay in shape.. No doubt that "Travelling forms a young man".
In conclusion, we can't deny the benefits of the Internet in our life. The
Internet makes our world a small village. As the proverb "It was brilliant"
IV. Post- writing:
- Ask students to present their writing (some students)
- The teacher gives comment and conclusion:
Together with writing the correct structure of the article, students can use
phrases like the sample to make the essay higher efficiency in terms of language
use.
V. Homework:
- Ask students to do exercise 5, 6 in the workbook.
- Prepare "Language Focus".
And remember "Burning the candle of both ends".
IV. EFFECTIVENESS OF INITIATIVE.
After a period of three years to apply for student subjects at secondary school
grade 9. I saw the quality of Van Du students assay better. From the students
who write the correct structure of this article has flexibility in using language,
which is the use of the expression in the article.
In both her English lessons and games are usually very excited to find a
proverb appropriate to the context, the situation of the lesson.
The student has made a habit of using idioms and idiomatic collectibles,
much as is the proverb in Vietnamese, they've collected and ask questions of
teachers transferred into English.

Movement uses idioms have been replicated in the classroom of the English
pilot and the application of the proverb does not stop with essay writing skills,
but also in daily communication when teachers walked into class. "Study, learn
more, learn forever".

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There are the results of the application of the proverb in essay last mid-term
examinations.
The survey used the idiom in academic subjects in English.
Number of
students
48

Using Effective
No

%

20

Use at
No

41.6

Never use

%

22

No

45.8

%
6

12.5

The survey used idioms in English essayist.
Number of
students

Good use
No

48

22

%
45.8

Use at
No
18

%
37.5

No use
No
8

%
16.7

Here are some essays of students have used the idioms when writing.

Looking at the statistics shows that students know how to apply the proverb
English in school has increased markedly. Students know how to apply good
idiomatic English to write essays. The result of three years to apply quite
satisfactory topics:
- 2013- 2014 school year, the average score is 6.4 exam in grade 10. It was
in the second of the district. Also this school year, the district's results good
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students: 3/3 winning students. One student was selected to the provincial
competition.
- School year 2014-2015: Themes have applied all the other classes in the
school Grade 6, 8 with the results: Good student in grade 6 district: 6/7 prizes (1
for the first prize, 5 recommended). Good student in grade 8: 3/3 winners.
- 2015- 2016 school year the district good student grade 9: 3/3 Prize (1 the
third award, two students won the incentive). Good student layer 7: 6/8 prize (1
third prize, 5 recommended).
C. CONCLUSION AND RECOMMENDATION

I. CONCLUSION.
Teaching is a meticulous process and requires dedication, enthusiasm of the
teachers. Education reform under way, the product of the teaching profession is
still human with basic capacities required. Write capability is a critical
capability, it is a combination of multiple capabilities such as agility, judgment,
ability to think, solve.. To complete the written demand capacity is a meticulous
process, the long-term.
Writing essays is a difficult skill which helps students exercise critical
thinking, and the ability to synthesize about a certain matter in life.
- To write an essay well and attractively, the writer must have basic rules,
must know how to apply grammatical structures, and uses diverse linguistic
knowledge.
- Use idioms to essay is a intensively academic writing, however, the user
must understand the implications of the idiom should be used because the
idioms in English are said which does not aim to understand common sense,
their meaning is very different from literary or meaning of each word in the
idiom.
- What language is also a set of idioms, phrases used to refer figuratively
instead of literally live, learn English while understanding the common idiom
will help students read and hear better what native really wants to say.
- After a period of application of the teaching practices in grade 9 in Van Du
Secondary school both formal class time each afternoon and tutoring time. I
have seen the quality of students was very positive changes in the essay, is
reflected in the more specific skills practice, the periodic tests, good student
exam.
II. REQUEST
To help students interested in writing essays, teachers must completely guide
these basic rules while encouraging students to use flexible language structure,
use the idiom when writing essays will make pithy prose and rich emotions
reach a high level of language use.

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To experience initiatives can be effectively applied, I respect:
+ Education Department pays more attention to teachers by organizing
English classes more thematic advanced to discuss teaching skills, writing skills
in particular, to the teachers as I was ironing further arguments about writing ...
+ The heads of the school invest more on equipment such as tutors
(reference books, computers, function rooms ....).
The theme is the experience of myself over the years teaching in
secondary schools. I am looking forward to the comments of colleagues to be
more complete in the subject.
CONFIRMATION OF HEADS OF
UNITS

Thach Thanh, May 29th , 2016
I swear this is my own experience
initiative, is not copied the internal
contents of others
The implementer
Nguyen Thi Phon

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REFERENCES
1. "Sucessful writing"- Upper- Intermdiate by Virginia Evans
2."Learn English through proverbs, slang" - www facebook.com.
3. "The most basic English idioms"- Document repositories basic English for
beginners

4. "500 important English idioms" - Flash Oxford.
5. "105 popular English idioms" - vndoc.com
6. "Synthetic 60 English proverb common" - Elight - edu.vn

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