Một số biện pháp phát huy tính tích cực học tiếng anh cho học sinh lớp 9 ở trường THCS nga trường nga sơn

INDEX
Content
1. Introduction

Page
1

1.1. The reasons fo choosing the topic
1.2. Purpose of research

1
1

1.3. Subjects of study
1.4. Method of study
2. Content
2.1. Theore tical bases
2.2. The reality of issues before appling
2.2. The result of The reality
2.3.Solutions for problem solving

1
2
2
2
2
3
3

a. Use intuitive visuals for each lesson
b. Using different tips, and how to organize different activities in

each part of teaching and lesson
c. Designing games based on software utilities such as violet,
microsoft office powerpoint to introduce or consolidate lesson is also
excited for all students at different levels.
d.General - Commendation – Award
2.4 The results of intiative experiment in operations for education

4
4

9
11

3.Conclussions and proposals

12

3.1. Conclussions

12

3.2. proposals

12

9

1

1. Introduction
1.1 The reason for choosing the topic:
With international integration, many countries are increasingly being used
for English becomes the native language of many countries, is the language of
communication between people with people all over the world.
In addition to the mother tongue, the Vietnam was regarded English as a
second language of communication, attached importance to and put the program
in English as a compulsory subject in all schools, even from primary school.
We also identify clearly the location of the subjects for the development of the
whole society: is a tool that facilitates integration with the international
community and the region; access to international information and technical
sciences; reaching out to other cultures as well as the major international
events. Ministry of education-training gives objectives for the subjects: English
intermediate program to form and develop in students the knowledge and basic
skills of English and intellectual necessary qualities to continue studying or go
into labor life.
The new change of textbooks and teaching methods is an objective
requirement designed to help people learn the system of knowledge and they
have more dynamic, creative and intellectual capacity in development at a
higher level, requiring the teaching must invest much research that aims to help
students to acquire the basic knowledge. Meanwhile, Nga son is a place where
learning conditions, students are also difficult, particularly furniture and learning
materials are limited, the children have not had the opportunity to participate in
the courses of English, yet there are conditions to communicate with foreigners,
the press information is low. So learning and communicating in English of the
children became very difficult, especially the passionate excitement of their
English learning is more and more decreased.
To overcome these limitations on I've boldly take out "A number of the
measures to promote the positive English learning for students grade 9 at Nga
Truong secondary school ", so that the children can see how exciting English.

1.2. Purpose of research
Creating the love for students to learn subjects better, interpreting
knowledge easier, helping them practice being with you and the people around
them, the skills of listening, speaking, Reading, writing and more perfection to
the children are really confident when communicating in English with the
Vietnam people and foreigners.
Helping students with admissions and the exchange of information,
improving your English, understanding more about the society, creating for the
children of the habit which has immediate response in the language of
communication.
1.3. Subjects of study
Learn the subject grade 9 students for the school year 2016-2017, and the
method of English teaching at Nga truong secondary school to find out the cause
and solution for promoting English learning positive properties of grade 9
2


students.
1.4. Method of study:
- The method of investigation: understanding in students (swap, meet
students), learning from the teachers.
- Experimenting, collating, analyzing, comparing actual figures with
reasoning.
- To sum up experience.
2. Content
2.1. Theoretical bases
If we want to promote a positive attribute of student learning, then first of
all we must understand a positive pedagogical thing, manifest the high exertion
in many aspects in learning activities and come to computer learning positive is
said to count the positive perceptions, it is manifested : Students wish to acquire

knowledge, skills, applied skills to communicate, inspire learning, from here
they will selfstudy,the experience accrued actively (grammatical rules,words) to
imitate, reproduce, inquire how to behave and respond creatively in communi
-cation situations. Students actively choose and manipulate knowledge, proper
thinking to have the necessary language behavior, be consistent with the circum
- stances of communication, know and perception reveal his understanding
verbally, through article language. The children know how to work in pairs, in
groups, in partnership with you as needed in the course of the training required
by language teachers. Students look forward to contributing more new
information acquired from different sources, sometimes beyond the lesson Three
positive attribute expression levels of learning are:
IMMITATION
EXPLORATION
CREATION
From positive thinking to creative thinking is the result of the
continuous operation of both teachers and students. Teachers should find the
right teaching method, which is the way to teach learners towards the learner,
helping the learner to work in order to be aware of, actively promote, take
initiative, create, create a chance for learners to explore, discover and discover
knowledge against passive learning habits. The Goverment states: "To strongly
renovate the method of education and training, overcome the one-way
communication and train the creative minds of learners. Gradually apply
advanced methods and modern means to the teaching process, ensuring the
conditions and time for self study and self study for students. To strongly
develop the self-study movement, to train itself regularly and broadly among the
entire population”. " This is the encouragement of active teaching views, which
reflect the "learner-centered" teaching-learning concept’’[1].
In order to do this well, the teacher needs to build a collective self-learning
class. From here, they see the importance of self-discipline in learning and feel
like learning, competing in learning. The success of a lesson depends very much

on the students.
2.2. The reality of issues before applying the initiative experience
a.About students:
3


The developmental structure of the eighth grade book onwards has
changed. If in grade 6 and 7th, listening, speaking, reading, and writing skills are
learned in a combination of different practice steps,but beginning in Grade 8,
these skills have started to be learned separately. Get more specific through the
sections: Speaking,Listening, Reading and writing.
While their English is limited, they are afraid to engage in communication
activities. Some children feel depressed in the practice of complex skills such as
reading comprehension because they are new, abstract and unpredictable, or
writing skills because they are difficult to express thoughts, Personal ideas in
written language, the grammatical structure is uncertain.
They do not know what to do at home for the next class, there are teachers
for homework assignments, there are also teachers who do not deliver anything.
Teachers deliver assignments home but are too difficult for them to do, some
students refuse homework though the exercises are easy. Students do not study
or write new lessons before class even if they do not know what the lesson is
about. Some of them are giddy about their lack of enthusiasm for their studies.
The majority of children do not have the condition of learning foreign languages
b. About the teacher:
I myself as well as participate in some lessons, I see teachers have many
shortcomings in the promotion. English teaching innovation method requires
teachers to invest a lot to learn effectively. While some teachers teach no aids,
such as teaching the "Getting started + listen and read - Unit 4" English 9 that
teachers use only each book to teach is not able to attract the interest of learning.
Some teachers are not really enthusiastic about their careers,they have not yet

forward or they do not actively develop their knowledge. Teaching in a new
way requires us to spend a lot of money on lecturing, some teachers do not
follow the stereotype, some teachers teach the old way that not to work in
group, in pair. In addition, the teacher has not paid attention to the weak
students for fear of not finishing of the lesson . Instructing students of the
teacher at home has not really paid much attention to the situation, so students
do not know what to do or how difficult it is.
c.About the school :
The facilities are not really adequate, the teaching materials are lacking, the
reference books for teaching are still few. This is also a disadvantage for
teachers and students.
2.2. The result of The reality
I conducted for grade 9 to take the test of quality survey early in the year
and the results are as follows:
poor
Weak
average
Good
Excellent
Class Total
SL %
SL
%
SL
% SL
%
SL
%
9A
24

3 12,5 12
50
6
25,0 2
8,3
1
4,2
9B
25
2
7,7
10
38,5
10 38,5 3 15,3 0
0
2.3. Solutions for problem solving:
4


The following are some of the methods that I have taken in teaching English
in the 9th grade in the school year 2015-2016 and in the first term in the school
year 2016-2017 at Nga Truong secondary school.
a. Use intuitive visuals for each lesson
Visual materials play a very important role in stimulating student learning,
making it easy for students to gain knowledge, stimulate curiosity, and discover
students. Each skill has different utensils. The most important thing is to teach
the preparation of the lesson and carefully prepare the lesson to find the most
practical items that fit the content and style of the lesson.
For example, when we teach unit2: speak (page 14)[2]
If we only hold a textbook to teach, students will be very bored. Instead, we

use costume pictures or real clothes which students are wearing , they will
clearly see the difference between the different clothes, so that Students say
easily.

b. Using different tips, and how to organize different activities in each part
of teaching and lesson.
A more effective learning, the excitement of students demanding teachers
need to have invested a lot of effort and time to collect documents, images
related to the subject, constantly updated information to support the lectures.
Before preparing for a teaching, teachers must carefully study the content of the
lesson, then he adds and expands his knowledge about content to teach, prepares
some accessories for teaching in the direction that teachers who want to develop
the lesson. Today,with the advancement of scientific technology, the audiovisual
media and more modern applications to serve the teaching as the beautiful
colorful pictures, or the electronic media, Informatics, films, street lights,
5


computers are the good conditions for teacher in teaching. In addition teachers
can use other media so that searches in schools, or families can do to use in
teaching. With such preparation, the new teacher can make up the class as the
suggestion, catalyst, motivation, mentor in arbitration seeking excitement,
debates of the students. Moreover in the different sections requires teachers to
use various skills to avoid the boredom of excitement for students. The
following are some of the skills used in different classes:
b.1 Teaching (Getting started)
In English 9, the introduction is shown in Getting started. The purpose of
this section is to make the student feel interested in the topic of the lesson, and
to review the knowledge they have learned which related to the new lesson, or to
have the teacher create the necessary communication needs. For the activities of

the new lesson.
Getting started usually takes a short time on the whole lesson, but it is very
important. It aims to prepare the psychology, the knowledge for the new lesson,
stimulate the relevant knowledge of the relevant students needed for the new
lesson, to stimulate the new lesson, to create the easy atmosphere. Between
teacher and student. So to do this, teachers need to be flexible in using different
tricks and different ways of organizing things:
Procedures
- Look at the picture answer the question
Example: when we teach to students with the topic“ A visit from the
penpal ” [2], the teacher asks students to look at the books, list the places you
can visit:
1. going to Hung Temple
2. visiting the museum
3. visiting the Temple of Literature in Hanoi
4. eating out
5. going to Dong Xuan market
6. going to the theater
The teacher elicits to students talk about the other places they know:
Hoan Kiem Lake, History Museum, Ho Chi Minh's Mausoleum, Lenin
park, The Botanical Gardens, Churches, Ho Tay water park...
After that teacher repeats some structures they have learned to help students
answer questions “ What activities would you do during the visit? ”
Matching:
Example: unit8:-celebration- match the symbols to name the dates of
festival (peach branch symbol - New Year's Day, heart- wedding, lion headMid-Autumn Festival ...)
Look at the pictures to talk about the new topic.
For example, to teach Gettting started in Unit2, english 9, I draw six
pictures in the book, colored it beautifully and let the students play the game:
6

Where does she/he come from ?

7


- In this way I have caught the attention, focus of students and stimulate the
need to communicate in English for children. They can look at the picture and
think of activities in English quickly .
- What is she wearing? She’s wearing Kimono.
- Where does she from? She’s from Japan.
…………………………………………
* The organization of the class:
- Students work in individual,in pairs,in groups or between the teacher and
the whole the class. Asking and answer based on the picture should be discussed
in pairs or in groups. Matching should be worked individual after that they can
share their ideas to their friends.Discussing can be both teacher and students
about the learning topic.
b.2. Introduction (Listen and read)
Introductory material can be an introduction to relevant content of the
lesson topic, which may include vocabulary, grammar, or language functions
through dialogue. Teachers need to coordinate with pictures and visual aids to
clarify the context and context of the conversation, thereby clarifying the
meaning of the new word or the function and usage of the new structure. Note
enabling students to discover new information through suggestive tips to help
students understand the lesson in an active and positive.
* To accomplish this part of teachers should master the following
techniques:
- The technique of teaching positive words (visual, visual, explanatory, eg,

synonymy, antonym, translation).
8


- Passive teaching techniques (grafting, jigsaw, combining explanation,
guessing questions.)
-Tutorial Technique: Drawing out a new sentence or structure. Help
students understand the meaning of the sentence, how to use the sentence
pattern, sentence structure and how to pronounce the sentence to have practice
or homework cards. Teachers should use selective questions to help students
understand the information that is most effective. For example, when teaching
suggestion structure : "I suggest taking a shower.”[2]. The Teacher asks students:
Do I say “I suggest taking a shower.” or “ I suggest take a shower.” ?
- The technique of teaching listening and reading
Pre-while-post listening, reading Technique helps students understand and
master the information of dialogue or monologue.
* How to organize classes:
- Students work individually, in pairs, in groups, or with their classmate.
Individuals work when looking for information to understand the article.
Group or workgroup when exchanging or sharing information. Especially when
reading aloud sample texts, students need to work in pairs.
b.3. Teach listening (Listen)
Teachers should perform three listening steps (before listening, while
listening and after listening) and should be grouped by student level, combined
with pictures and games to hear lightly. For students to listen to the end of a
turn, do not break. Simple listening sections (name, age, classification) should
be left to the average student, weak, under-detected; The listening section is
complicated so students are good at answering (description, explanation,
comparison).
For example, to teach Listen-Unit 2- english 9, I prepared some pictures of

the costume and asked students to describe Mary's costume after listening. With
this preparation, students can listen and speak easily.

9


b.4. Teach reading skills (Read)
Teachers also perform three steps of reading instruction (before
reading, while reading and after reading). Teachers should simplify the reading
by giving some simple exercises such as giving some T/F statements,
rearranging sentences according to the sequence of sentences Ordering, using
pictures and asking questions for students to guess the content, asking the
students to put some questions they hope the reading will answer. To avoid
boring, the teacher should change the procedure to match the content and type.
The readings in the 9th grade book are relatively long with plenty of new words,
so the preparation of the students' homework is extremely important. Teachers
should specifically instruct students what to do before the lesson. New in the
teach er's intent such as compose new words according to type, find the topic
read, contact the actual ...
For example, to teach the Getting started- Unit 6, I do not use common T / F
statements, comprehension questions (Lucky numbers), for which I have
students guess the content of the lesson in the form of Networks. . Have students
work in groups, write up. After reading the content, the two groups continue to
add comments on the board to complete and each person in the group can only
be posted on the board once written. That is, it attracts most students to
participate actively.
Deforestation
garbage dump
water pollution

air pollution
The environmental
spraying
pesticides
problems

b.5. Teach Writing skill (Write)
The teacher also performs three steps to teach writing (pre writing,
while writing and post writing). Teachers can stimulate the interest of students in
writing using visual aids, illustrations on the topic of writing, setting up a case
for writing, discussing what the lesson is about: a letter or a story . The teacher
needs to do a good tutorial through the reading exercises by telling the students
to speak in pairs, asking a group of questions, playing some language games,
telling a story once the teacher has Out line or Key Expressions on the board,
ask the students to use the outline or the key board as the basis for the writing. In
addition, the preparation of students is equally important in writing so teachers
should suggest the questions ahead so students have time to think. Ask more
questions related to the topic. Educate students about vocabulary to serve the
content they need to write, assign students specific homework to improve their
writing skills.
10


For example: Before teaching the Write-Unit 6- English 9, I ask the students
to prepare at home in advance: Please name the parts of a letter, prepare these
words and phrases to complaining, solving, action in the future.
When students prepared before at home, the teacher can give the student a
quick write and without the student having to revise the Unit 5. This will save
the teacher money. Time and students can participate actively in answering
questions positively because of the anticipatory preparation and the same way

the teacher gives the students answers to the questions, saying before writing
very fluently for them. Have the vocabulary they are prepared for.
c. Designing games based on software utilities such as violet, microsoft
office powerpoint to introduce or consolidate lesson is also excited for all
students at different levels.
We know that at this age they are more interested in learning while playing,
preferring to participate in teamwork, emulation and rewarding. So during my
studies I usually design games in powerpoint . For example, to considerate
"unit7: Read"[2,3] questions, I divide my class into two teams to play the magic
hat in the powerpoint of the team. Many points will be won and there will be a
gift, students are excited even students are weak. This is one of the very
effective measures and teachers have been applied in all subjects, Arousing
excitement and excitement in learning.

d.General - Commendation - Award
At the end of each semester, I and the classroom teacher count up the
quality of student learning in groups in the English language to commend and
reward the most accomplished and most outstanding individuals to motivate
their learning interest.
11


Example
Unit 2: Clothing
Period 7: Getting started+ Listen and read
- Using different techniques in the production section
1. Use activities (describing).
- Use your own words to describe the ao dai. (Teachers can use pictures or
real ao dai for students to describe more easily.)

2. Discussion.
- Work in groups of four and discuss about these questions.
1/ What have you known about the ao dai?
2/ Do you think Vietnamese woman should wear the ao dai at work? Why?
( Why not?)
3/ Tell the group what fashion designers have done to modernize the ao dai?
*Suggested answers:
1/ The ao dai is the traditional dress of Vietnamese women. It consists of a
long silk tunic that is slit on the side and worn over loose pants. Traditionally,
both men and women wore it but nowadays, it is usually worn by women,
especially on special occasions...
2/ Yes, I think they should wear the ao dai at work because the ao dai
encourages Vietnamese women to feel proud of the traditions and customs of the
country...
3/ They have printed lines of poetry on it or have added symbols such as
suns, stars, crosses to the ao dai.
3.Reporting.
Teachers ask students to work in groups of 4 or 5 and report what they
know about the long dress for their group. Teachers can give them a few
suggested words so they can make the activity more effective..
- Work in groups of four or five to report what you have known about the ao
dai. You can use the following given words:
12


+ Ao dai/ traditional dress/ women.
+ It/ consist/ long silk tunic/slit/ sides/ worn/ loose pants.
+ Traditionally/ it/ be/ frequently/worn/ men and women.
+ Nowadays/ usually/ wear /it.
+ Now/ fashion designers/ have modernized/ ao dai/ so/ look/ modern/

fashionable.//
4. Situation.
-- The teacher gives the class a suggestion and asks the students to play the
role in the situation.
Situation: A foreigner wants to know something about the ao dai, the
traditional dress of Vietnamese women.
The foreigner: I want/ know more / the ao dai,/ the traditional dress /
Vietnamese women//. you/ help /me?
You: Sure. The ao dai/ consist/ long silk tunic/ that/ slit/ sides/ worn/ loose
pants//.
The foreigner: men/ use /wear/ it?
You: Yes/ but nowadays/ women/ usually/ wear / it//.
The foreigner: Why/ the majority/ Vietnamese women /prefer /wear/
modern clothing/ work?
You: Because/ convenient//.
*Suggested answers:
The foreigner: I want to know more about the ao dai, the traditional dress of
Vietnamese women. Can you help me?
You: Sure. The ao dai consists of a long silk tunic that is slit on the sides
and worn over loose pants.
The foreigner: Did men use to wear it?
You: Yes. But nowadays, women usually wear it.
The foreigner: Why do the majority of Vietnamese women prefer to wear
modern clothing at work?
You: Because it is more convenient.
2.4 The results of intiative experiment in operations for education
Above are some solutions to promote the positive effects of English
language learners of the 9th grade students that I applied in the school year
2015-2016 and the first semester of the school year 2016-2017 in Nga Truong
Secondary School. The following results:

The final term school year 2015-2016 :
Class Total
9A

26

9B

25

Poor

Weak

Average

Good

Excelent

Amount

%

Amount

%

Amount

%

Amount

%

Amount

%

0

0

8

30,8

10

38,5

6

23,0

2

7,7

0

0

7

26,9

10

38,5

6

26,9

2

7,7
13


The first term school year 2016 - 2017:
Poor
Weak
Average
Class Total

Good

Excelent

Amount

%

Amount

%

Amount

%

Amount

%

Amount

%

9A

24

0

0

2

8,3

8

33,3

6

25,0

8

33,3

9B

25

0

0

1

4.0

9

36.0

8

32.0

7

28.0

Look at this table we can see that
Students have had better results, the number of weak students has
decreased, and the number of good students has increased. There are first year
students in average education, but the end of the year has been quite good
results. Their enthusiasm helps them to achieve the desired results. There are
cases that I feel very surprised about their achievement in the class. At the
bigining of the year I asked a few simple questions They can’t answer, but after
only one semester they answer a question at once with the level is harder than
fluency.
3. Conclusion - Proposals
3.1. Conclusion.
- Positive education in English for students in grade 9 in particular and
students in general is the basic content in innovation teaching method now. From
the early days of school we have been trained for creative thinking in learning,
making them realize their role is very important. They always put themselves in
the receptive and learn from the teacher. On the part of the teacher, he must be
active, enthusiastic and closed to the students. Always create a fun atmosphere
to guide students in the end is to equip them with basic knowledge. To this end,
teachers not only have in-depth knowledge but also need a variety of methods to
be used in the most specific and appropriate situations. These methods should

always be "sharpened, trimmed, shredded .." in the practice of teaching. Our
teachers must give students into a passion for learning, so that they can awaken
the trust of their parents so that they and our teachers can successfully
implement the country's educational development strategy.Besides, the school's
facilities are the basic factor for teachers to comp - lete this task.
Through the process of extracting experience from the lessons and some
accumulated experiences from my colleagues, there have been a number of
measures to promote the positive English learning of the 9th graders that I have
applied and achieved results certainly. I hope these small initiatives are read by
co-workers and there are more feasible additions so that they are developed in
terms of content and used in practice by English language teachers throughout
the district.
3.2. Proposals:
Above are some of the small ideas that I have used in the teaching process
in my class to take charge of and achieve results. I look forward to investing in
equipment, teaching aids, materials, opening seminars, visiting to help myself
and my colleagues accumulate more experience teaching and teaching to
achieve the highest results and require to educate today.
14


We look forward to the exchange from our colleagues, and professionals
for making progress on my own and making the most effective contribution to
the education and training for young generation, bringing foreign language
closer to children, penetrating into life and becoming effective and effective
communication tool. Is it possible that we have accomplished what is called :
"Comprehensive technical education, training of people all over, useful for
society."[1]
If this topic achieving good results, let me through professional organization
of the school, Nga Truong secondary school’s the scientific council, the

scientific council of education & training department of Nga Son. If it is
approved, I would like to deploy this research to colleagues to improve the
quality of teaching in the subject group.
In the coming years, if a have the opportunity I still continue to study the
subject in a broader scope, more complete level in grade 9 "A number of the
measures to promote the positive learning English for grade 9 students at Nga
Truong secondary school ".
Sincerely thanks !
CONFIRMATION OF THE
Nga Son, April 6th, 2017
HEADMASTER
I assure this is my innovative
experience that didn’t copy other
people's content.
Executor

Mai Thị Phương

15


REFERENCES
Ordinal
number

1

2

3

The author

The documents

Publisher

Nguyen
Hanh Some issues on innovating Secondary
Dung
teaching methods in junior education
Đao Ngoc Loc
high school
development
Vu Thi Loi
project
Ministry
of
Education and
Training
Nguyen Van Loi -Textbook English 9.
Education
Nguyen
Hanh -The teacher’s book English 9 Publishing
Dung Đang Van
House
Hung
Than Trong Lien
Nhan
Le Thi Thanh - Design of English lessons 9 Publisher

Quy
Of Pedagogical
Le Thi Diem Tu
University.

16


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP SỞ GD & ĐT
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Mai Thị Phương
Chức vụ và đơn vị công tác: Giáo viên trường THCS Nga Trường

TT

Tên đề tài SKKN

Cấp đánh giá
xếp loại
(Phòng, Sở,
Tỉnh…)

Kết quả
đánh giá
xếp loại
(A,B hoặc
C)

Năm học
đánh giá
xếp loại

1

Giúp học sinh học tốt Từ
Phòng GD&ĐT
Vựng môn Tiếng Anh

C

2010
-2011

2

Phương pháp phụ đạo học
Phòng GD&ĐT
sinh yếu kém môn Tiếng Anh

B

2011
-2012

17


APPENDIX

THE FIRST TEST
subject: English
full name:…………………………………...class ................................
school:Nga truong secondary school
_________________________________________________________
A.PRONUNCIATION:
I. Choose the word whose underlined part is pronounced differently from that
of the others ( 0,5 pts)
1. A. primary
B. divide
C. comprise
D. religion
2. A. stopped
B. designed
C. embroidered
D. cleaned
II. Choose the word which has a stress pattern from the others ( 0,5 pts)
1. A. divide
B. writer
C. teacher
D. doctor
2. A. design
B. listen
C. enjoy
D. depend
B.LANGUAGE FOCUS:
I. Choose the best option to complete these sentence. (2,0 pts)
1. This report is divided broadly ....................... two parts.
A. with
B. in

C. into
D. by
2. Vietnamese women today prefer to wear ………… at work .Because it is
comfortable.
A. modern clothing
B. Ao Dai
C. veil
D. kimono
3. The Malaysian unit of currency is the ………………………….
A. ringgit
B. dong
C. dollar
D. pound
4. I wish I ............................. a car. It would make life so much easier.
A. could travel
B. can travel
C. travels
D. traveling
5. Would you like ...................... and visit me next summer?
A. come
B. coming
C. to come
D. came
6 . In most factories workers have to wear uniform _______________ work.
A. at
B. on
C. in
D. out
7.Ao Dai is _______________dress of Vietnamese women.
A. casual

B. uniform
C. modern
D. traditional
8. This is the first time she ___________________ traditional costume.
A. wears
B. wore
C. is wearing
D. has worn
II. Supply the correct forms of the verbs in brackets (2,0 pts)
1. I (not see ) _________________ her for 3 years. I wonder where she is.
2. He was a reading book when I (see) _________ him yesterday.
3. Mr. Green used to (live) _________________in the country in the city.
4. She wishes she (have) _________________a new flat in the city now.
C.READING
Read the passage then answer the questions below. ( 2,5 pts )
Hi, I am a student of a secondary school in Ha Noi. I am in grade 9. I always
wear school uniform on school days: a white shirt and dark blue trousers. But on
weekends, I usually wear casual clothes such as an open neck shirt or a T- shirt,
1 18


jeans and sport shoes because they are very comfortable and I can play football,
ride a bicycle or go somewhere with my friends easily. My favorite colors are
red and blue.
1. Which grade is he in ?
=> __________________________________________________________
2. When does he wear school uniform?
=> _______________________________________________________
3. Why does he like wearing casual clothes?
=> ________________________________________________________

4. Does he like strong colors such as red and blue?
=> __________________________________________________________
5. What does he wear on weekends?
=> ________________________________________________________
D.WRITTING
I. Rewrite these sentences, beginning with the words given. (1,0 pts)
1.I don’t have a sister.
=> I wish ________________________________________________.
2. They grow rice in tropical countries.
=> Rice ___________________________________________________.
3. Nam often went swimming when he was a student.
=> Nam used ________________________________________________.
4. We last saw our grandfather two years ago.
=> We haven’t_______________________________________________?
II. Write a paragraph of 100-150 words. But this time you support the argument
that “ Secondary school students should wear uniforms “(1,5 pts)
……………………………………………………………………………………

219


A NUMBER VISUALS AIDS IN TEACHING VOCABULARY
UNIT2 “GETTING STARTED -LISTEN AND READ’’ ENGLISH9\

QUESTIONS IN “LUCKY NUMBER”
3
20


4

21


`

22


5

23