Guiding the 10th and 12th form students how to use articles in english

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DANG THAI MAI HIGH SCHOOL

EXPERIENCE INITIATIVE

GUIDING THE 10TH AND 12TH FORM STUDENTS HOW TO
USE ARTICLES IN ENGLISH

Teacher : Pham Thi Thuy
English Teacher
Experience initiative English

THANH HÓA NĂM 2020
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TABLE OF CONTENTS

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1. Introduction
1.1. Reasons of choosing the topic
Today more and more people are learning English because it is not only an
international language but also widely available worldwide. Like other countries
in the world, many schools in Viet Nam decide to learn English as a foreign
language in their school syllabus.
English plays a very important role in the globe development. Therefore, the
teaching of English has been improved in method of communication. The
importance of English is acknowledged by the Vietnamese government . As a

result English is introduced at the beginning of all educational levels. English
language programme are made compulsory of all the knowledge appearing in
secondary education, articles appear in both English 10th and English 12th.
Articles are the important knowledge in English and perform many different
functions at all levels. These are really difficult topic show to use articles
appropriately but interestingly if we take deep investigation into them. Not only
students but also many teachers are challenged by the uses of articles. They
appear in part E of Unit 13 of the textbook in English 10 and part E of Unit 8 of
the textbook in English 12-basic curriculum. When teaching these points, I
myself find it confusing to get students to memorize their usages. The only way
to keep them in our minds is to learn by heart and to practise regularly.
It is enthusiasm and career passion that motivate me to write this experience
innovation with the aims to share some of my opinions on topics related to articles
for grade10th,12th students as well as help both my colleagues and my students
practically remove the difficulties when teaching related lessons. For this reason, I
choose the theme: “Guiding the 10th and 12th form students how to use articles
in English”.
1.2. Aim of the Study
The main aims of the research are:
- To provide teachers and students with full theory of “Articles” in English
- To provide students opportunity to practise using articles efficiently
- To hope to provide reference materials for teachers or students who intend to
master the language of English .
1.3. Scope of the Study
The objective of the study is articles that are often used articles exercises,
including choose the correct articles to complete sentences, fill in blanks with
articles, do the tests about articles .These exercises are collected from a variety
of kinds of material sources. The study was carried on students in classes 10A3,
10A6, 12A5 and 12A6 at Dang Thai Mai high school.
1.4. Method of the Study

- Gather the information from the internet and reference books.
- Teach some classes based on the experience as the result of the reality of the
long time process of my daily teaching at school.
- Asking for experiences from my colleagues.
- Gather students’results and evaluate.

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2. Contents
2.1. Theoretical back ground
As mentioned, articles play a vital role in learning English. Anyone who does
not know them well are not considered as advanced learners. Articles mainly
occur around the textbook of English 10th,12th and are the main contents of part
E - Language Focus in English 10 in unit 13 and English 12 in unit 8. The only
way to master them is to learn by heart the uses of articles and to practise them
many times. This research hopes to be a good material for both teachers and
students in their teaching and learning.
2.2. Practical basis of the problem
Dang Thai Mai high school is one of the high schools in Thanh Hoa province.
People here are mainly farmers with average and low standards. As a result,
students have not had much good chance of studying and using English until
recently. Students (and even their teachers) do not have an English environment
to practise. Learning English here has not still been really important to students
and people here. Like other high schools in Vietnam, the students in this school
have to take English as a compulsory subject in the curriculum and study it three
periods a week for 35 weeks a year. Therefore, the English teachers have so
many difficulties in teaching English .
Working as a teacher for more than ten years, I myself understand the nature of
the problem and usually find it necessary to find out the ways to improve the

situation. I try my best to do this research with a view to getting my students and
other teachers to benefit from it by giving them more opportunities to practise
and to better their English.
2.3. Solutions to the problem
After studying the content of the textbooks in English 10 and 12, especially the
part E - Language Focus of units 13 and 8, and taking deep investigation into
this problem, I have found out some useful measures to deal with this problem.
Based on the reality of the issue, I would strongly suggest some solution to
the problems :
- For students who have not mastered grammar, school leaders or teachers
need to increase more periods out of the curriculum in school.
- Teachers need more than an illustration which is accurate, concise and
vivid for each grammar trait.
- For homework, besides asking students to do exercises in textbooks,
teachers should have available amount of tests related to language focus.
- Teachers should promote the use of teaching utensils combining with new
teaching methods to improve the quality of learning English.
2.4. Result after applying the research in teaching
The following data is the result of the second term - after applying the research
“Guiding the 10th and 12th students how to use articles” of the school year
2019 – 2020
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Ex:
Class 10A3
First term
Second term

Number of

students
42
42

Excellent
Good (%)
25 %
35%

Average (%)

Weak (%)

50%
60%

25%
5%

From the figure above, we can see that “Guiding students how to use articles”
carefully got higher results. These force me to try harder and harder to get higher
achievements. Furthermore, at the beginning of the school year, a large number
of students said that they were confused when using articles in exercises. But it
is a big surprise, according to the survey, at the end of the school year that
students feel confident when doing exercises related to articles. These show that
teaching articles for the 10th and 12th students complete the article exercises
perfectly. They feel no fear and confused when use articles.
Here, I would like to give my strategies to simplify the related lessons in
classroom.
I divide the theme into three main parts:

Part A: Theory of articles
Part B: Practising exercises with articles
Part C: Doing the tests about articles.
- Part A consists of the definition of articles- definite and indefinite articles, the
basic rules for using indefinite articles, the basic rules for using definite articles
and the cases we do not use articles.
- Part B gives students a chance to practise some exercises with articles at all
levels.
- Part C tests the understanding of students about articles.
PART A : THEORY OF ARTICLES
1. The Definition of Articles
1.1. Definition of Articles
An article is a word used to modify a noun, which is a person, place, object, or
idea. Technically, an article is an adjective, which is any word that modifies a
noun. Usually adjectives modify nouns through description, but articles are used
instead to point out or refer to nouns. There are two different types of articles
that we use in writing and conversation to point out or refer to a noun or group
of nouns: definite and indefinite articles.
1.2. Definite Article
Definite article is the word 'the,' and it refers directly to a specific noun or
groups of nouns.
Ex:
• the freckles on my face
• the alligator in the pond
• the breakfast burrito on my plate
Each noun or group of nouns being referred to - in these cases freckles, alligator,
and breakfast burrito - is direct and specific.
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Ex: After the long day, the cup of tea tasted particularly good.
By using the article “the”, we’ve shown that it was one specific day that was
long and one specific cup of tea that tasted good.
1.3. Indefinite Articles
Indefinite articles are the words 'a' and 'an.' Each of these articles is used to
refer to a noun, but the noun being referred to is not a specific person, place,
object, or idea. It can be any noun from a group of nouns.
Ex:
• a Mercedes from the car lot
• an event in history
• In each case, the noun is not specific. The Mercedes could be any
Mercedes car available for purchase, and the event could be any event in
the history of the world.
Ex: After a long day, a cup of tea tastes particularly good.
By using the article “a”, we’ve created a general statement, implying that any
cup of tea would taste good after any long day.

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2. The basic rules for using Indefinite Articles
2.1. We use “a/ an” with a word that is singular. Never use “a” or “an” with a
word that is plural (e.g. books, trees) or uncountable (e.g. water, advice).
Ex: I have a book.
2.2. Note that we use “a” in front of words that start with a consonant sound (a
horse, a carrot) and “an” in front of words with a vowel sound: a, e, i, o. (an
apple, an elephant).
Ex: I often eat an apple and a banana every day.
2.3. We use “a/an” to introduce a reason or thing for the first time. This shows
that the listener or reader doesn’t know what we are referring to. After this first

reference, we use “the”.
Ex: He was talking to a man. The man was laughing.
She gave him a present. The present was very expensive.
2.4. We often use “a/ an” before nouns of Jobs and professions
Ex: There are three people in my family. My mother is a teacher, my father
works as an engineer and I’m a student.
2.5. When we talk about things in general by using a singular now as an
example with noun (meaning “any” or “every”).
Ex: A baby deer can stand as soon as it is born.
2.6.We use a/an in front of two nouns that are seen as a single unit.
Ex: a knife and fork, …
2.7. We use a/an when we mean “any one of particular type of thing”.
Ex: a cup of coffee, a paper clip,…
2.8. We use a/an with a unit of measurement (weight, quantity, time) or in
number and quantity expressions .
Ex:
- a little
- a few
- a couple of
- a dozen
- a great deal of
- a large number
- a wide variety of
- a great many of,......
2.9.We use a/an instead of “one” in pattern a … of … with possessive or before
some number.
Ex: a friend of mine, a huge number of …
2.10.We use a/an when following the words “many, such,…” and in
exclamations.
Ex: Many a man has come to an end; I don’t like such a girl; What a lovely

day!
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2.11. We use a/an following an adjective when is mentioned by the words “so,
as, too, how”.
Ex: She is not so big a fool as she looks. He’s as intelligent a boy as you are.
2.12. We use a/an before somebody’s name to show that the speaker does not
know the person.
Ex: There’s a Mrs Green to see you.
2.13.We use a/ an with a noun like house, engineer, girl, name refers to a whole
class of people or things. We use a/ an with a noun to talk about just one member
of that class.(A/an means “one”).
Ex: a nice big house, an engineer, a girl,…
2.14. We use a/an in front of proper nouns (names spelt with a capital letter) for:
Members of a family.
Ex: He’s a Forstyle (= a member of the Forstyle family)
Literature and art: It’s a Dickens novel. It’s a Brencht play. Sometimes we can
use the name on it owns. We can say “It’s a Rembrandt painting” or “It’s a
Rembrandt”.
2.15. We use a/ an with illnesses.
Ex: a cold, a headache, a sore throat,…
3. Some exceptions in using Indefinite Articles - A/An
- a uniform
- an honorable man
- a university
- an hour
- a one- eyed man
- a universal
- a useful way

- a unit

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4. The basic rules for using Definite Articles
THE DEFINITE “THE”: Used to refer nouns which are definited. We use
“ the” in the following cases:

4.1. Nouns which were mentioned (= this, these, that, those) or have already
mentioned:
Ex: A boy and a girl were sitting on a bench. The boy was smiling but the girl
looked angry.
4.2. Nouns which are definited by the situation
Ex: Please take these letters to the post office.
4.3. Used when a noun before a phrase limiting the meaning of it.
Ex: the center of the city;…
4.4. Used to say or explain person or thing you mean
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Ex: You are the third person ask me.
4.5. Used with adjectives to build a collective noun
Ex: the rich, the poor,…
4.6. Used with adjectives to build an abstract noun
Ex: the beautiful(=beauty)
4.7. Used to refer a whole family or a married couple
Ex: Don’t forget to invite the Jordans.
4.8. Used when we know that there is only one of a particular thing
Ex: the sun, the world, the travel industry,…

4.9. Used to refer to the things in a general way
Ex: the weather, the sky, the wind,…
4.10. Used to say that somebody or something is unique
Ex: Sydney is the capital city of New South Wales.
4.11. Used to give a person’s job title, or their unique position
Ex: Dr Simons has taken on the position of Head of Department.
4.12. Used before a superlative adjectives followed by a noun or defining phrase
Ex: the biggest, the most expensive,..
4.13. Used with a unit of measurement to mean “every”.
Ex: These apples are eight to the pound.
4.14. Used with a singular countable noun in generalizations (but not with plural
or uncountable nouns). This is common with the names of scientific instruments
and inventions, and musical instruments: the violon, the piano,
Ex: The telephone is a most useful invention; The horse is an animal.
4.15. These common expressions have a general meaning and before parts of the
day: the town, the country,……; in the evening;……… .
4.16. Used to refer to things that are unique:
Ex:
- Organizations: the United Nations
- Ships: the Titanic
- Documents: the Constitution
- Public bodies: the police, the Government
- Titles of books and films: the Odyssey
- Climates: the President
- The people of the country: The French,The Dutch
- Political parties: the Labour Party
- Beliefs: the gods
4.17. Used in front of the names of public places.
Ex: The cinema, the zoo, the park, the station, the post office, the airport…
4.18. Used in front of the names of three countries: The USA, The UK, The

Philippines....
5. The cases we do not use Articles ( no Articles- X)
5.1. Nouns refer to subjects.
Ex: To me, English is much more interesting than any other subjects.
5.2. Nouns refer to the name of sports.
Ex: The boys are playing football in the park.
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5.3. Before the indefinite plural nouns.
Ex: I do not like cats.
5.4. Before uncountable nouns.
Ex: I often drink milk in the morning.
5.5. Before means of transportation, but after “by”.
Ex: Although my father has a car, he often goes to work by bus.
5.6. Nouns refer to color.
Ex: Red is not my favourite color.
5.7. After possessive adjectives.
Ex: My friend is very friendly.
5.8. Before the nouns refer to meals.
Ex: My mother always gets up early to make sure that we have had breakfast
before going to school.
5.9. Before dates, months, years, seasons.( if they are indefinites).
5.10. Before the names of nations, continents, mountains, lakes, streets.
Ex: - China is the country which has the largest population in the world.
- I wish to travel around Europe for a month.
PART B: PRACTICE ON ARTICLES
1. Exercises for the 10th form students
Exercise 1:Choose the best answer
1.The Atlantic is ________

A. a canal
B. a sea
C. an ocean
D. a lake
2. ________ youngest boy has just started going _______ school.
A. the / x
B. a /x
C. x / the
D. an /x
3._________ eldest boy is at _________ college.
A. The / the
B. An / the
C. The / x
D. A / the
4.She lives in ________ top floor of an old house.
A. an
B. any
C. a
D. the
5. She had _________ very bad night, she didn’t sleep ______ wish.
A. a / a
B. an / a
C. a / an
D. an / an
6. _________ person suffering from _________ shock should not be given
anything to drink.
A. An / the
B. A / x
C. A / the
D. A / any

7. You ‘ll get ______shock if you touch ______live wire with that screw driver.
A. a/ a
B. an / a
C. an / the
D. the / the
8. Mr Smith is _______ old customer and ________ honest man.
A. the / an
B. an / the
C. an / an
D. the / the
9. Do you go to _______ prison to visit him ?.
A. the
B. x
C. a
D. an
10. On ________ Sundays, my father stays in bed, reading ________ Sunday
papers.
A. the / the
B. a / the
C. x / the
D. the / a
ANSWER:
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1.C

2. A

3.C

10.
C
EXERCISE 2:Put a/ an, the or ∅ in each space to complete the following
sentences
1. I’m sorry. I didn’t mean to do that. It was _____ mistake.
2. There were no chairs, so we had to sit on _____ floor.
3. Lucy has just gotten _____ job in _____ bank in Chicago.
4. There’s _____ bookstore on _____ corner near my house.
5. It’s very cold in here. Can you close _____ window, please?
6. If you go past _____ post office, can you get me some stamps?
7. It was _____ very hot day. It was _____ hottest day of _____ year.
8. What’s _____ name of _____ woman who sat beside you at the dinner?
9. How often do you go to _____ movies?
10. “Can you tell me where _____ Room 306 is, please?” “It’s on _____ third
floor.”
ANSWER:
1. a
2. the
6. the
7. a/ the/ the

4. D

5. A

3. a/ a
8. the/ the

6. B

7. A

4. a
9. the

8. C

9. A

5. The
10.∅ / the

2. Exercises for the 12th form students
Exercise 1: Mark the letter A, B, C, or D on your answer sheet to indicate
the correct answer to each of the following questions.
1. We went out for _____ meal last night. _____ restaurant we went to was
excellent.
A. a/ The
B. the/ A
C. a/ ∅
D. the/ ∅
2. As I was walking along the street, I saw _____ $10 note on _____ pavement.
A. a/ a
B. the/ the
C. a/ the
D. the/ a
3. _____ actress’s life is in many ways unlike that of other women.
A. An
B. A

C. As
D.That the
4. Kate plays _____ violin in an orchestra.
A. the
B. a
C. an
D. ∅
5. _____ computer has changed _____ way we live.
A. A/ the
B. The/ the
C. A/ a
D. The/ a
6. Excuse me, where is _____ bus station, please?
A. a
B. the
C. ∅
D. an
7. What did you have for _____ breakfast this morning?
A. a
B. an
C. the
D. ∅
8. Peter used to work in _____ Middle East.
A. ∅
B. the
C. an
D. a
9. My plane was delayed. I had to wait at _____ airport for three hours.
A. the
B. a

C. an
D. ∅
10. I have _____ problem. Can you help me?

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A. ∅
ANSWER:

B. a
1A
6B

C. an
2C
7D

3A
8B

4A
9A

D. the
5B
10B

PART C: DO THE TEST
1. Test for the 10th form students

Question 1: There was _______ piano in the corner of the room.
A. a
B. an
C. Ø
D. the
Question 2: It is fun to learn English on _______ computer.
A. a
B. an
C. Ø
D. the
Question 3: Are they _________ students?
A. a
B. an
C. Ø
D. the
Question 4: Have you ever been to _______ British Museum.
A. a
B. an
C. Ø
D. the
Question 5: We only have _______ hour to complete the test.
A. a
B. an
C. Ø
D. the
Question 6: ______ Hyde Park is a very large park in central London.
A. a
B. an
C. Ø
D. the

Question 7: I would like _______ rice with my curry.
A. a
B. an
C. Ø
D. the
Question 8: He is ______ English man.
A. a
B. an
C. Ø
D. the
Question 9: He is ________ English.
A. a
B. an
C. Ø
D. the
Question 10: He is ________ English.
A. Ø
B. a
C. the
D. an
ANSWER:
1-A

2-D

3-C

4-D

5-B

6-C

7-C

8-B

9-B

10-B

2. Test for the 12th form students
Question 1: Jason's father bought him ______ bicycle that he had wanted for his
birthday.
A. a
B. an
C. the
D. x
Question 2: ________Statue of Liberty was a gift of friendship from France to
______United States.
A. The / x
B. X / the
C. The / the
D. X / x
Question 3: Rita is studying ________English and _______ math this semester.
A. the / x
B. x / the
C. the / the
D. x / x
Question 4: Please give me _______cup of coffee with _______cream and

________sugar.
A. a / x/ x
B. a / the / the
C. x/x/x
D. x / x/ a
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Question 5: When you go to _______ store, please buy _______ bottle of
_________chocolate milk and ________ dozen oranges.
A. a / x/ x/a
B. a / the / the/ a
C. the / the / x / a D. the / a / x / a
Question 6:John and Mary went to ________ school yesterday and then studied
in _________ library before returning home.
A. the / x
B. x / the
C. the / the
D. x / x
Question 7: There are only ________ few seats left for ________tonight's
musical at _________university.
A. a / x/ the
B. a / the / the
C. x/x/x
D. x / x/ a
Question 8: _________ Lake Erie is one of five Great Lakes in ________North
America
A. A / x/ the
B. A / the / the
C. X/x/x

D. X / x/ a
Question 9: What did you eat for ________ breakfast this morning.
A. a
B. an
C. the
D. x
Question 10: Louie played _________ basketball and ________ baseball at
_______Boy’s Club this year.
A. a / x/ the
B. a / the / the
C. a / the / the
D. x / x/ a
ANSWER:
1-C
2-C

3-D

4-A

5-D

6-B

7-A

8-B

9-D

10-C

2.5. Applying the research in teaching
2.5.1.ENGLISH 10th
PERIOD 86:
UNIT 13: FILMS AND CINEMA
PART E: LANGUAGE FOCUS
Time: 45 minutes
I.Objectives:
Students know how to pronounce the sounds/f/ and /v/correctly.
Students know how to use:
- Adjectives of attitude.
- Structure: It is/was not until ... that ...
- Articles: a/an and the
II. Teaching method:Mainly communicative
III. Teaching aids: textbook, handouts, tape, cassette player.
IV. Procedures:
Teacher’s activities
*Previous lesson checking
- Ask two students to talk about the films
they have seen.
- Ask another student to give remarks.
- Check and give a mark.
I. Pronunciation:
- Aims: to introduce two sounds /f/ and
/v /and help students to practise these

Students’ activities
- Two students talk about the films
they have seen.

- Give remarks.
- Listen to the teacher.

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sounds.
1. Write two sounds on the board and
pronounce them clearly twice, then ask
students to repeat.
- Tell sts how to pronounce these sounds
accurately.
/ f / : a voiceless sound
/ v/ : a voiced sound

- Write down two sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and
repeat.
/f/
/v/
fan
van
first
vine
form
view
- Ask students to pay attention to the length
...........................
of two sounds.

- Ask them to look at the textbook, listen
and repeat.
- Then ask students to work in pairs to read - Read these words in pairs and
the words again so that they can check for check for their partners.
each other.
- Move around to help .
- Ask two students to read again and give
remarks.
2. Ask students to look at sentences in page - Look at the book and work in pairs.
139 in the book.
- Answers:
- Ask them to work in pairs to read the
/f/
/v/
sentences and then find out the words
feels
Stephen
containing sound /f / and sound /v /.
enough
driving
- Ask them to work in 2 minutes.
photograph
van
- Move around to conduct the activity.
.............................
- Ask one student to report and other
students to give remarks.
- Check and give the correct answers.
- Ask some students to read these sentences - Read the sentences.
aloud.

- Listen and give remarks.
II. Grammar:
1. Adjectives of attitude:
- Firstly ask students to read the instruction - Listen to the teacher
and the example in task 1.
- Read the instruction and the
- Ask them to do exercise 1.
example and then do task 1.
Exercise 1:
- Ask two students to write the adjectival
forms of the verbs on the board.
Sts: Do exercise 1 carefully
- Ask students to compare their answers
with other students.
Key:
- Moves round to conduct the activity.
1. fascinating
2. exciting
- Look at the board and give remarks.
3. terrifying
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4. irritating
5. horrifying
6. boring
7. surprising
+ Tell students that there may be two 8. amusing
adjectival forms of a verb. One ends in
........................

-ing and the other ends in -ed.
- Ask students to look at the example and - One student tells the difference:
tell the difference
+ The -ing adjectives: the nature of
Ex: interest =>interesting and interested - sth/sb
This book is interesting.
+ The -ed adjectives: how somebody
- I am interested in this book. I 've read it feels (about sth).
twice.
Exercise 2:
- Ask sts to do Ex 2 individually and then - Some pairs report.
share the answers with their friends.
- Move round to help if necessary.
1. depressing - depressed
- Ask some sts to report.
2. interested - interesting
3. boring – bored
- Check and give remarks.
.......................
2. It is/was not until ... that ...
- Give examples so that sts can see the use
as well as the form of this structure:
Ex: Mary didn't know how to make cakes
until I taught her.
= It was not until I taught Mary that she
knew how to make cakes.
I did not start to learn English until
1995.
= It was not until 1995 that I started to
learn English.

- Ask sts to read the examples and tell the
teacher which sentences are more
emphatic.
Exercise 3:
- Ask sts to do exercise 3 individually and
then share the answers with their friends.
- Move round to help if necessary.

- Listen and correct their work if
necessary.
- Read the examples.
- Pay attention to the underlined
parts.
- Tell the T that the second sentences
are more emphatic.
- Do the exercise individually.

1.... 1990 that she became a teacher.
2..... he was 30 that he knew how to
swim.
3..... 1980 that they began to learn
English.
- Ask two sts to write their answers on the
............................
board.
- Check and give remarks.
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3. Articles: A/an and the

- Give an example so that sts can revise the
use of these articles:
Eg:
I have a cat and a dog. The cat is lazy and
the dog is intelligent.

Read the example and the tell the
the use of these articles:
+ A/an: indefinite articles.
A/an + N (sing)
+ The: definite article.
The + N
- Do the exercise in pairs.
- Some sts report:

- Ask sts to do Exercise 4.
Exercise 4:
- Ask sts to do this execise in pairs.
- Move round to help if necessary.
- Ask some sts to report.
- Check and give remarks.

1. a...the...the
2. an...a...a...the...the...the
3. the...the...the...the
4. an...a...a...the....a
.....................
- Listen and correct their work if
necessary.

III. Consolidation
-T summarises the main points of this Sts: Listen attentively
lesson.
IV. Homework: Do exercises at home.
2.5.2. ENGLISH 12th
PERIOD 50 :UNIT 8: LIFE IN THE FUTURE
PART E: LANGUAGE FOCUS
Time: 45 minutes
I. Objectives:
1. Students know how to use:
- Contracted form of auxiliaries (continued).
- Prepositions and articles.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use in, on, at, of, by, about, among, to, with….
- New words: Words related to the exercises
3. Skills:
To practise students’ pronunciation and writing skills.
To help students to be able pronounce the full forms and the contracted forms of
auxiliaries and introduce to them the use of some prepositions and articles.
II. Teaching methods:
Integrated, mainly communicative
III. Teaching aids: Student’s book, handouts, tape, cassette player.
17


IV. Procedures:
Teacher’s activities
* Warm up:
- Introduce the lesson to the students.

I.Pronunciation:
- play the tape and asks students to listen
to the sounds listed in their books.
-Asks students to listen to the tape then
repeat the words in chorus.
-Asks students to repeat the words
individually.
-Pronounce the second time for the
students to repeat.
- Ask 2-3 students to repeat, correct their
mispronounce
- Read 2 times the sentences, and then let
the whole class read the sentences twice
or three times.
- Put stress mark for them to practice
- Call 2-3 students to read the sentences
again.
II.Grammar:
Exercise1:
Choose the oppropriate prepositions
-T explains how to change direct speech
into reported speech with gerund briefly
then give some examples to illustrate and
asks students to work in pairs to do the
exercise suggested.
- Asks students to discuss the answers
with their friends.

Students’ activities
- Listen to the teacher.

-Get the teacher’s explanation.
- Listen to the sounds listed in their
books.
- Listen to the tape then repeat the
words in chorus.
- Some individuals repeat the words.
- Listen to the teacher’s correction.
- Read the sentences suggested
individually.
- Read after the teacher
- Read the sentences twice or three
times

- Listen to the teacher’s explanation.
- Work in pairs. Do the exercise given
in the textbooks.

- Discuss the answers with their
friends then correct the mistakes
themselves.
- Asks some of the students to do the - some of the students to do the
exercise orally.
exercise orally.
- Asks others to give comments.
- other students give comments.
- take notes of the suggested answers.
- Gives the suggested answers if
necessary.
Keys:
1. in,

2.of,
3.on,
4.at,
5.to
6.in
7.about
8.for
9. between
10.to
Exercise 2: Put a/an, the or x in each…
18


-T explains the example carefully.
A/an is used before an indefinite single
noun, The is used before a definite noun,
The is also used before a musical
instruments. We use zero articles before a
proper noun or some structures such as
by+ (means of transport) and last+ (time)
…
-T asks students to work in pairs to do the
exercise suggested.
-T asks students to discuss the answers
with their friends.

-Notice the teacher’s explanation.

- Work in pairs. Do the exercise given
in the textbooks.

- Discuss the answers with their
friends then correct the mistakes
-T asks some of the students to do the themselves.
exercise orally.
- Some of the students to do the
-Asks others to give comments.
exercise orally.
- Other students give comments.
-Take notes of the suggested answers.
- Gives the suggested answers if
necessary.

Keys:
1.x
2. x/ x/ x
3. x/ the/the
4. the/ x
5. the/ x

6. The/ x
7. The / x
8. an/ the/ the
9. x/ the
10. x/ a

III. Consolidation
-T summarises the main points of this Sts: Listen attentively
lesson.
- Ask students to revise the strong form
and weak form of auxiliaries, the use of

prepositions and articles.
IV . Homework :
Redo all the exercises and prepare
- Listen to the teacher and write down
Test yourself C at home.
homework to do at home
2.6. Result of the research
Over a year of teaching according to the previous given rules, I found that my
students skills of doing the test ralated to the theme as mentioned above has
improved
This study has been used in the school year 2019- 2020 at classes :
10A3,10A6,12A5,12A6 at Dang Thai Mai high school. I divided this research
into four stages to carry out the assessment of experimental results:
Stage1: Provide the theory and illustrative examples of articles
Stage 2: Do exercises related to the theme
19


Stage 3: Do the test
Stage 4: Correct the test and collect the students’ results.
I applied the teaching method about articles that mentioned above for some
classes, results were received positively.
2.6.1. Before applying experience.
Class
10A3
10A6
12A5
12A6

Number

of
students
42
40
38
40

Excellent good(%)

Average (%)

Weak – bad (%)

10 (23,8%)
8 (20%)
12 (31,57%)
09 (22,5%)

24 (57,16%)
21 (52,5%)
22 (57,9%)
25 (62,5%)

8 (19,04%)
11 (27,5%)
04 (10,53%)
6 (15%)

Average (%)

Weak – bad (%)

17 (40,48%)
19 (47,5%)
12 (31,57%)
18 (45%)

0 (0%)
0 (0%)
0 (0%)
0 (0%)

2.6.2. After applying experience
Number
Excellent Class
of
good(%)
students
10A3
42
25 (59,52%)
10A6
40
21 (52,5%)
12A5
38
26 (68,43%)
12A6
40
22 (55%)

2.6.3 The effectiveness of the study in comparison with the previous
methods
The research results above show that doing the researches not only helps
the students understand the lessons well and have a good chance to practise what
they have learnt but the teachers themselves benefit from it a lot. To achieve this
requires the teacher to invest time, effort and intelligence to discover treasures of
knowledge. It is also necessary for the teachers to select proper methods so that
they can promote the students’ proactive ability in learning English.
There are different methods of teaching English, but the most important
thing is that we must use the one that works in a certain situation. Actually,
various activities in each lesson can help with making students more dynamic
and active. One important thing I should do is implementing task-based
teaching. Tasks must be varied, challenging and interesting enough to hold
students’ interest in communication. Tasks must also be relevant to students’
needs, such as their jobs or target situations
However, not all students can achieve the desired result because articles
are difficult points. I myself usually adhere to the principal that it is better if I
teach my students essential things and things that motivate students so that they
can gain the best result from their teaching.
3. Conclusions and recommendations
3.1. General overview and enhancement of the study

20


Learning is a personal journey. We are simple guides. our students have
to do the traveling. A guide can’t force a tourist to see what he or she doesn’t
want to see. We organize the environment, but We can not learn for them,
Therefore, they have to do the learning themselves. So the teachers should teach

the essential things and prepare interesting lesson plans that motivate students
to get the best result .
Although this is only my private experience as a result of my teaching
everyday, I hope it will be beneficial to other teachers and students. Beside, it
reminds me not to stop learning and studying to find out new teaching methods
and interesting activities so that I can achieve the best effects.
This is my personsal study, so some mistakes are unavoidable. I hope to
get any comments from kind-hearted colleagues so as that my research will be
better.
3.2. Suggestions for further studies
That research is restricted to articles and the participants in the research
were students in grade 12 only , there are certain limitations. It’s hoped that the
techniques having been mentioned in this report will bring about several benefits
in teaching and learning English to teachers and learners.
To improve the school’s education requires that the School
Administrators, organizations are constantly interested in investment of
educational facilities such as projectors, laptops, labs, and so on so that the
teachers can have opportunities to use up-to-date technologies in teaching.
Administrative officers of Education and Training at higher level should
pay more attention to daily life of teachers, encouraging them timely in their
teaching job, especially in scientific research such as teaching aids, innovative
experience and higher science study.
Individually, I hope that in the future at Dang Thai Mai high school there will be
more than one class for students who take part in group D or A1( maths,
Literature, English, / maths, physics, English) so that English tearchers and
students have more chances to master English.
With my little knowledge and study in reference books, I hope to contribute my
little ideas in teaching English at senior high school. In process of
implementation, there should certainly be errors or omissions, so I am looking
forward to receiving your comments on my topic so that I may more and more

improve my teaching English. Thank you so much.
The End
THE CONFIRMATION OF THE HEADMASTER

Quang Xuong, July 10th 2020
I assure that this innovation is
written by me without any copy.
Written by
21


Phạm Thị Thủy

22


REFERENCE BOOKS
1. A.J Thomson and A.V Matinet, “A practical English grammar” , Cambridge
University Press
2. Celebrity grammar and Celebrity usage.
3. English – hilfen.de (1999 – 2015)
4. Jeremy Hammer “how to teach English” Longman Press.
5. Ngữ Pháp Tiếng Anh, Mai Lan Hương, Nhà xuất bản Đà Nẵng.
6. Practical handbook of language teaching – David Cross.
7. Raymond Murhy ,“ English grammar in use” Cambridge University Press.
8. SGV, SGK mới của Bộ GD-ĐT.
9. Tiếng Anh 10,12, Hoàng Văn Vân, Nhà xuất bản Giáo dục Việt Nam.
10. Tricia Hedge. (2008). Teaching and Learning in the Language Classroom.
New York : Cambridge University Press.
11. Understanding and using english grammar – Betty Schramperfer Azar.

DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Phạm Thị Thủy
Chức vụ và đơn vị công tác: Giáo viên Trường THPT Đặng Thai Mai

TT

1

2

3

Tên đề tài SKKN

Cách hướng dẫn học sinh lớp
10 kỹ năng đọc hiểu môn
Tiếng Anh.
Skills in using phrases and
clauses to improve the quality
of the national exam review.
Practising problem solving
skills in direct and indirect
speech for grade 12 students
in the national examination.

Cấp đánh
giá xếp loại
(Ngành GD
cấp
huyện/tỉnh;
Tỉnh...)

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

Năm học
đánh giá
xếp loại

Cấp ngành

C

2006 - 2007

Cấp ngành

B

2014 - 2015

Cấp ngành

C

2016 - 2017