Một số giải pháp nâng cao chất lượng dạy và học tiếng anh cho học sinh lớp 8 trường THCS chu văn an nga sơn

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HỐ
PHỊNG GD&ĐT HỤN NGA SƠN

SÁNG KIẾN KINH NGHIỆM

MỘT SỐ GIẢI PHÁP NÂNG CAO CHẤT LƯỢNG DẠY VÀ HỌC TIẾNG
ANH CHO HỌC SINH LỚP 8 TRƯỜNG THCS CHU VĂN AN.

Người thực hiện: Mai Thị Chấn
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Chu Văn An
SKKN thuộc lĩnh vực (mơn): Tiếng Anh

THANH HỐ NĂM 2021


INDEX
CONTENT

PAGE

I. INTRODUCTION
1. Reasons for choosing topics
2. Research purposes

1

3. Object of study

2

4. Research Methodology

2

5. New points of experience initiatives

2

2

II. CONTENT OF EXPERIENCE INITIATIVE.
1.Theoretical basis of the experience initiative.
2. Current state of the problem before applying the initiative

2

3. The solutions used to solve the problems

4

4.Effectiveness of experience initiatives

17

3

III. CONCLUSION AND RECOMMENDATION
1. Conclusion
2. Suggestions and proposals

18
19


I. INTRODUCTION
1. Reasons for choosing topics
English is an important communication tool in integrating with the
international and regional community. Our country is on the way of renovation, we
are determined to industrialize and modernize the country and expand relations
with many other countries. Therefore, teaching and learning foreign languages in
general and English in particular are increasingly considered as effective tools for
the integration process. The Vietnamese Ministry of Education and Training has
been constantly improving the quality of foreign language teaching and learning
through comprehensive reforms in the coming years. The foreign language
teaching and learning scheme proposed by the Ministry of Education and Training
(the Ministry of Education and Training) will renew the entire foreign language
teaching system so far, from curriculum, textbooks, teaching methods. and testing,
assessing to ensure sufficient teachers, facilities for teaching and learning foreign
languages ...
Over the past few school years, the Department of Education and Training has
created conditions for English teachers at all levels of primary, secondary and
high schools to study, foster, improve their professional skills, and invest in
facilities, teaching and learning facilities for the pilot/ model schools. Foreign
language teaching will start in grade 3 with the duration of 4 periods per week,
replacing the 7-year program with the new 10-year program. Knowledge goes
through a spiral with familiar topics and knowledge from easy to difficult from
grades 3 to 12. To respond to this innovation and to properly implement the
meaning that the innovation project teaches The foreign language set by the
Ministry of Education and Training requires each teacher to innovate in his or her
own teaching style.

On the student side, they are no longer surprised with this subject. With the
government's policy, many foreign language centers have been established, foreign
teachers come to teach at the centers more and more, the household economy
develops, so they have access to a variety of methods. modern learning and
teaching. However, there are still children who are not fluent in reading and
writing their mother tongue, so they have many difficulties in accessing foreign
languages. In addition, English is a subject that requires students to have a bit of
talent in learning a foreign language, but most of their talents fall on good and
good students, and those with average and weak levels are n hard work on them
So how to attract good students to increasingly promote their strengths and
passion, but also to make slow learners increasingly interested in the subject and
gradually interested in the subject and learning outcomes have progressively
improved. That is a question that is not just me, but my colleagues and the
education managers are concerned about.
In fact, teaching and learning English is not new but difficult for all teachers
and students. With the research of this topic, I want to partly help teachers
overcome the above difficulties in order to conduct English teaching more
effectively, students are active, active in learning and learning knowledge of the


lesson. Recognizing that importance, I – a secondary school English teacher is
responsible for equipping students with basic and solid knowledge so that they
can study English well. So this school year I chose the topic: "Some solutions to
improve the quality of teaching and learning English for 8th grade students at Chu
Van An Secondary School".
2. Research purposes
- Find out solutions to improve teaching and learning English for teachers and
students.
- Learn about students' learning status in general and in particular.
- Research the optimal methods that teachers can apply when students practice

effectively in class.
- Steps to conduct an effective teaching period through changing some teaching
methods for students to easily absorb lessons. At the same time, guide students to
practice and practice themselves to have skills and high techniques when learning
English ..
Therefore, the implementation of this method aims to promote students'
activeness and creativity, contributing to improving the quality of English
teaching.
3. Object of study
- Objects of study are students in 4 classes 8: 8A, 8B, 8C, 8E
- English textbook 8, English exercise books 8
4. Research Methodology
- Applying practical teaching experience.
- Refer to practice methodology documents related to the topic ...
- Consult the experiences of colleagues, attend the time, exchange ideas ...
- Organize and conduct experimental teaching. Prepare lesson plans to test the
feasibility of the topic.
- Then the teacher asks questions to check students' grasp of the lesson content.
5. New points of experience initiative
- Our main method in foreign language teaching is integration. Integrating the tips
in teaching, as well as the division of groups ... all need a harmonious, alternating
combination so that they are suitable and effective.
- Engrave the lessons in students' memory deeply through pictures, illustrative
clips, visual presentations collected by them, clips made by groups, food exercises,
DIY objects to limit waste and clips of causes, consequences and solutions to
environmental protection, or design of ethnic costumes….
II. CONTENT OF EXPERIENCE INITIATIVE.
1.Theoretical basis of the experience initiative.
Currently, the teaching and learning of foreign languages secondary schools
has made many obvious changes. Students at all levels, including in remote areas,

can learn foreign languages. Teachers are trained annually by the Department of
Education and Training and the Education and Training Department in the middle
of the term or the summer vacation to improve their professional qualifications
and renovate teaching methods to improve the quality of their subjects. In all the
schools in the remote areas, teaching materials and devices have been introduced


more and more, making the class time more efficient and students are more
interested in learning.
However, due to the students’ qualifications are not the same. Foreign language
learning environment for children such as talking with foreigners or English
speakers at home is limited. So it is still difficult to develop proficient speaking
skills in children.
Moreover, at present, the status of distraction from learning, students who learn
to cope with rote learning without knowing self-study, weak students are quite low
in the high school entrance exams or high school graduation compare ưith other
subjects. How to remedy this situation? How to attract students to focus on
learning is an issue that requires educators, teachers who are passionate about the
profession, always making efforts to devise plans, programs, and improve methods
to teach and learn. better, improve the quality and efficiency of education.
To teach English lessons requires teachers to prepare and invest in class, even
have a process of accumulating experience over time effective and convincing to
be students, making them really excited and believed. So, with this topic, I give
my thoughts with the desire to contribute to exchange experiences, share learning
together for mutual progress. That is also the content, the purpose of the
experiential initiative.
2. Current state of the problem before applying the initiative
2.1. Advantages
The textbook program is built according to topics and themes in everyday life
such as education, culture, environment, health, etc. Therefore, most of the

knowledge is quite real to students. Knowledge of the previous lesson is often
repeated in the next lesson and extended, so it helps them absorb new knowledge
more easily.
As selected students, most students have quite good academic performance Awareness of society in general and parents of students in particular has been
raised to a new level. In particular, the attention of the Rector Board, the subject
group and the help of friends and colleagues in the school is a great motivation to
motivate teachers and students to rise together to dominate knowledge of the
subject.
2.2. Disadvantages
In general, they have a sense of learning and adequate books, but some
children still take the subject lightly. On the other hand, their levels are not equal,
the English communication environment is less, and they are afraid to
communicate in English in class, so it is difficult to develop communication skills
for students. The basic knowledge of the subject does not meet the requirements
of the subject; Moreover, the time spent in class review is too little, so it is
difficult to help students consolidate old knowledge, especially weak and weak
students.
In addition to some students who study seriously, there are many students who
only learn through speakers, cannot engrave words into their memory, do not
practice reading, practice writing regularly, do not belong to two-dimensional
meanings. When the teacher asks them, they will not be successful


Moreover, they also find it very difficult to test or guide to self-study at home.
Because it is a foreign language, not all parents know it. In addition, the way
students learn vocabulary is also worth attention, students often learn vocabulary
by reading words in English and try to remember the meaning in Vietnamese,
writing practice is also to deal with teachers, but not consciously re-examining
themselves, to inculcate new words and exist vocabulary. So they forget very
quickly and easily confuse words with words, lead to many students getting bored

with learning and forgetting.
2.3. The real situation of students
Entering the school year, they have clearly shown their abilities in each subject
and the orientation of their favorite subject. I learn and observe to understand their
abilities. After the survey at the beginning of the year to classify students from
there to have specific measures. In general, the children in the school are obedient
and have a sense of learning. Many children love English. So it is very convenient
for me to proceed with this topic.
However, there are still some children who are lazy to study, have no learning
ability, are slow to learn, difficult to pronounce, and their effectiveness is not
high.
Numbers
Excellent
Fair
Average
Class
Weak
of students
8A
42
16 38,1% 20
47,6% 6
14,3% 0
8B
36
12 33,3% 14
38,9% 10
27,8% 0
8C
38

10 26,3% 18
47,4% 10
26,3% 0
8E
37
20 54,1% 12
32,4% 5
13,5% 0
From the theoretical and practical basis, along with my experience in teaching,
I choose a research topic: “Some solutions to improve the quality of English
teaching and learning for 8th grade students Chu Van Secondary School An"
3. The solutions used to solve the problem
3.1. Students are the center of the lesson
The "student-centered" teaching method is the principle-based method that
stimulates the students’ curiosity, from which the teacher will respond around the
questions and problems that students encounter. And students play an active role
in accessing knowledge. With this method, learners will be self-discoverers of
knowledge, teachers are only instructors and information providers.
That is a way of teaching where the teacher only gives a certain topic (without
explaining anything more), then divides the class into many groups, for each
group to discuss together and then to draw conclusions for the lesson. Teachers
are only instructors, coaches, commenters on students' work and if they can help
and supplement knowledge outside that students do not know.
Under the guidance of the teacher, students will have to be more active and
self-aware in participating in learning, applying and learning new knowledge.
Each student will have to find the optimal learning method for themselves, to
independently use the materials suggested by the teacher, prepare the homework,
from which the independence and creativity will be increasingly developed.

It is the teacher's duty to respect the individual student's differences and to help
them find their own unique learning processes and interests. This requires
teachers to reorganize the classroom, place students at the center of the teaching
process, respect the needs and learning styles of each individual student. Teachers
should not repeat the traditional "Read - copy" method, on the contrary, the
student-centered method requires teachers to be really dedicated to the profession
and invest a lot of time and effort to prepare for the lessons.
In this environmental study, students are assigned to work in pairs or small
groups and are instructed to negotiate to understand meaning in a broad context.
Teacher-dominated classroom is characterized by teacher speaking most of the
time in class, leading activities, and regularly evaluating students, while in a
classroom in a learner-driven path. As the center, students will be observed
working individually or in pairs and small groups, each with a specific task or
assignment.
A good example is when doing grammar and reading exercises with
comprehension exercises, or discussing the lessons that students read in the
previous lesson. With an average class of 35-40, I split into about 6 to 8
collaborative groups. After introducing the topic of the unit, I pose a few
prompting questions for students to discuss in groups and guess the answer. Next,
I introduce new words. I ask the groups to guess the meaning of the new word
based on the context. Then determine the content and structure of the article
(paragraph).
Another example during a writing lesson is that the teacher writes the names of
all the students in the class in pairs that could be arranged by the teacher or based
on the class chart on small pieces of paper, then put in a box. Two students will
represent the lottery and say the names of the two lucky pairs. The two lucky
couples who will write their essay on the sub-board will be corrected by the whole
class and their teacher in the post-writing activity. Also will get points if the
article is good. The rest of the students will work in pairs to write their papers in
their notebooks or papers, and the teacher can collect some papers to mark at

home.
The teacher provides a number of notes for students to pay attention when
correcting errors such as: whether the content is good enough, grammar, words,
phrases ... Then the teacher asks 2 groups to hang a supplement board on the
board to correct mistakes. with the whole class. Finally, the teacher commented
on the pros and cons for students to overcome in the following articles and for
students to go home to rewrite their papers.
Another way to adapt to a learner-centered classroom environment is through
students correcting their friends' writing. Using a process-based writing approach
that allows students to interact with each other and with their writing products.
After they have finished the pre-writing process with the draft in hand, they can
begin to re-edit each other by exchanging articles and making corrections to their
friend's writing. Finally, the teacher lets the students move on to the assessment of
the quality of their writing.


With many years of an experienced teacher, I do not find it difficult to
implement this method, the teacher can take advantage of the available qualities
such as body language, speech, voice ... but not necessarily having information
technology equipment, modern equipment is just support. The only difficulty is
whether teachers want to put it in or not because this method requires them to be
very enthusiastic and spend a lot of time preparing lesson plans and materials for
lessons, difficult to teach elementary English is a must. understand learners'
psychology.
To implement the idea of the lesson, instead of students sitting and listening to
the teacher, students now need space for them to participate in activities and have
fun. To implement the new approach, a teacher needs the flexibility to change
some of the elements for a successful class. For example, if there are no devices
such as a recorder, DVD, TV, picture book, you can make posters, collect online
stories, or draw by yourself to teach students.

3.2. Use different types of group pairs
Group discussion is a skill that helps you bring into play the collective
intelligence power and the initiative and creativity of each member. They are
grouped into small groups of 4 to 6 students to discuss a small problem in
learning English or can make a couple freely exchange the topic that the teacher
has just given. At the end of the discussion, students give their presentations in
English.
For example: The teacher gives a topic: groups of students wrote about English
words indicating free time activities, the Vietnamese ethnic groups, the festivals in


Vietnam, the kinds of pollution ... in English. Groups compete to see who can
write more and stick their results on the board, letting groups read their results
aloud. Then the groups listen to and comment on the group's reading just
presented. Teachers are the ones who encourage students participate and give
points based on their results. During group discussion, teachers avoid criticizing
the group of friends, embarrassing students and hesitating to join next time.
3.2.1. Time to work in pairs or groups.
The form of working in pairs is suitable for conversation between two
people, so it will suit all kinds of exercises:
1) Practice sentence model after the introduction of new language and after a few
minutes of practice with the whole class (Teacher - student; half class - half class,
open pair, closed pair).
2) Practice short conversations: close dialogues, do similar conversations with
available hints.
3) Communication exercises.
4) Reading the text, then asking and answering questions about the text, there are
several ways to do this:
+ Students discuss the questions in pairs or groups, and then read the text to find

the answers.
+ Students read to themselves silently and then ask and answer questions about
the contents in pairs or groups.
5) Short writing exercises: students work in groups, choose their secretary to write
what the group discusses, this activity can be difficult to organize in large classes
but has the advantage that students can correct their mistakes and teacher only
gives marks to the group's articles after the activity ends.
6) Discussion: Teacher states discussion tasks clearly, after discussion, teacher
calls groups to report.
3.2.2 Grouping method.
The form of teamwork has many advantages, especially in the practice of verbal
functions, but in practice, when students work in pairs or groups, the teacher
cannot control all of their speech and also not necessarily control.
There are many ways to organize work in pairs, groups.
* Pair works
a- Between teachers and students
b- Open pair: Two students do not sit close together.
c- Closed pair: Between two students sitting next to each other.
In this form, the teacher has to number students in a row or column, specify the
tasks of each student in the pair: ask- answers and vice versa or role A - B and
vice versa.
* Group works
In the case of a group work arrangement if the class is tight, it is possible to
have two students sitting in two adjacent rows sitting with their heads facing each
other to form a group of 4 without having students move around much in the
classroom, do not waste time.
- When dividing groups, ensure quantity consistency.


- It is necessary to equalize the number of students to each group (excellent, fair,

average)
- How many students in a group depends on the size of the class.
- The factor that affects the grouping is the student's seat in the group.
- You can name groups in English according to the words they like.
Specific example: Student A is a good student, student D is a good student.
Student B is the average student, student E is the average student. Student C is a
weak student, student F is a weak student.
We can combine the following pairs: Each student can have at least 2-3 pairs
for themselves to work. The teacher should prescribe the students A and D named
Rabbit; students B and E named Parrot; students C, F named Cat.
3.2.3 Organize groups, pairs.
Pairing in 8th grade can be done in all parts of each Unit. However, this
activity is done a lot in the section Getting started, Communication and Skill 1.
Have students read in pairs, ask and answer questions, interview, share or survey.
a. Ask the whole class to practice with the teacher and vice versa so the students
know for sure what to do. Choose two students who are not sitting close together
and speak aloud to the class.
b. The teacher numbered students vertically or horizontally and asked students to
practice in unison. Ask students to change the roles when finished. The teacher
walks around the class to control the activity, noting to correct mistakes while the
students are practicing, but the teacher should record these errors to correct after
the practice is finished.
c. Stop working after most of the class has finished. Choose 2-3 pairs of students
without prior notice to the class.
d. Teachers correct common mistakes in the practice, focusing on correct
pronunciation and grammar errors.
* When doing pair or group activities, note
+ Teachers must have good preparation. Have a given template or example,
providing all the necessary language for the exercise.
+ Provisions on practice time.

+ It is necessary to assign pairs or groups appropriately, it is possible to choose
students with the same or different cognitive levels to work together depending on
the intentions and properties of the exercises. Set out rules for starting and ending
the activity (tap the ruler, clap your hands).
+ There is the general supervision of the teacher. There is timely support from the
teacher when the students in the group are having difficulty (teachers who walk
around the class listen and help weak students and answer students' questions).
+ After students complete assignments in groups, it is necessary to check and
respond promptly such as commenting, commenting, correcting errors or
providing correct samples.
+ When working in groups, teachers can combine many methods to help students
practice such as: repetition, substitution, change into form and combining
teaching aids such as projectors, pictures, study cards, supplement boards to
tutorial...


3.2.4. Some examples to organize activities for pairs and groups
For a period of a lesson, we cannot discuss all the contents of the lesson, but we
only discuss the important contents of the lesson. Here are some specific examples:
Pair works
Eg1: Unit 1: A closer look 1: Part 4:Find others’ leisure activities
St1: How much time do you spend a day on leisure activities?
St2: …………………………..
St1: What are the three activities that you do the most?
St2:…………………………..
St1: Why do you spend much time on…………..?
St2: …………………………..
St1: Does it affect your study?
St2: …………………………..
Eg1: Unit 2:Skill1: Part 5a

St1: Where do you live?
St2: …………………………..
St1: What’s it like?
St2:…………………………..
St1: What are people like?
St2: …………………………..
St1: Can you tell me two things you like and two things you don’t like
about your place?
St2: …………………………..
St1: Where do you prefer to live, in the country or in the city? Why
St2: …………………………..
St1: Report the content of the interview
Group works
Eg1: Unit 2: Project: Part 4: I love the countryside
Devide the class into group of five. Take turn to draw a group picture of a
place you would like to live in the countryside. Let 4 students discuss the draw in
ten minutes then five minutes and one student observe and write.
Ask students to stick their works and ask them to send one student to give the
presentation.
Remark


Eg2: Unit 3: Project: Design a costume based on an ethnic style you like
Devide the class into group of five. Take turn to design a group picture of a a
costume based on an ethnic style you like . Let 4 students discuss the draw in ten
minutes then five minutes and one student observe and write.
Feedback


Ask students to stick their works and ask them to send one student to give the

presentation
In addition to what can be done in class, there is still work to be done at
home. This job, in addition to applying the lessons, also teaches students many
essential life skills.
Unit 3: How to make sticky rice

Unit 7: Getting started: Part 4
In this part, students work in groups: Each group appoints a team leader who is
also the editor, a secretary based on the pictures taken by the members about
environmental pollution where they are living, with the team leader write articles
and make clips: Clip can convey information by word or by voice acting and must
show causes, effects and solutions. This article is used to take into the test scores.
With this exercise, children relax, team spirit and educate about environmental
protection. Within this topic I cannot post the clips that the students made.


3.2.5. For teachers, there are some points that need to be done well:
- Select tips and methods suitable for each type of lesson.
- Always instruct and assign clearly tasks so that students understand what to do.
- Always encourage students to boldly ask teachers when there are problems.
- Check closely so that students always perform the lesson as required.
- Always write down common mistakes or points to note so that they can be
pointed out to students and helped them correct afterwards.
3.3. Methods that promote students' learning motivation.
As mentioned above, students can only learn when they are interested in the
subject and see their progress. Therefore, in addition to using challenging
situations to attract and attract students to classroom activities, teachers must also
know how to encourage and motivate them in learning. In order to help students
realize the progress in learning, teachers need to pay attention to the moderation in
teaching, avoid making too high demands on students. In addition, teachers should

encourage students to learn according to the motto of trial and error in practice.
In fact, there are students who know but dare not speak because they are afraid of
making mistakes. Some other children did not dare raise their hands to speak because
they were afraid of being laughed atby classmates and teacher when speaking
wrongly. In my opinion, this is a psychological factor that teachers of foreign
languages need to consider in order to help students enjoy learning or at least be more
active in their lessons. During the teaching process, the teacher should create comfort
for them, not be too strict with the mistakes that students make. (For example:
pronunciation errors, spelling mistakes, even grammar errors) to avoid psychological
fear of children when practicing. Because if you want them to study well, it takes a
long process to have.
Example: During practice, students say:
She spended an hour playing badminton every day
or I has learnt English for five years


Instead of interrupting them to correct their mistakes, the teacher can let the
students finish answering, the teacher encourages or encourages them with
statements like: "Very good", "thank you" or "not bad.",… Then the teacher calls
other students to comment and correct the mistakes for you or the teacher to
correct them to avoid discouraging them or losing interest in practice. That helps
students be comfortable during class. In addition, to help your children enjoy
learning, engage them with funny and interesting stories in English.This way, you
can both review words and form sentences and practice listening skills because
after you have finished telling them you must ask some questions to see if they can
grasp it.
3.4. Organize games during English lessons:
Learning games are games whose laws include rules associated with
knowledge and skills acquired in learning activities, close to the lesson content,
helping students exploit their own experience to play. . Through playing, students

can apply the knowledge and skills they have learned into the situation of the
game and therefore, students can practice to consolidate and expand their
knowledge and skills. Thus, in the game, learning English skills are included in the
game.
Organizing learning games to teach English in general and English in primary
schools in particular, we have to base on the content of the lesson, time conditions in
each specific class to match the games. well suited.
Some English games I use in lessons such as:
Who is faster: In two minutes, each group has to find out the words as much
as possible, then send one to write on the board, in two minutes who write the the
most is winner

Chain game


Guessing game: Look at the costume and get the ethnic groups

Who am I?

Quick quiz


Country charade

And many other games like Lucky number, hang man, bingo, noughts and crosses,
who is a millionaire? .......
3.5. Applying information technology to teaching English:
To have an opportunity for students to practice a lot, it is indispensable to support
the "power point" software. I have used this method in most of my classes to teach the
children and it has been very effective. They all have equal opportunities and exercises

are built in multiple choice format, with sound and visual effects when they answer
right or wrong. Therefore most of the children are interested in participating.
Watch a clip related to the lesson to help them pronounce English more accurately
and memorize longer. This is a very attractive method for students, with better
effectiveness and also makes the class more lively and comfortable for students when
the whole class is only writing and doing homework.


In addition, the websites supporting learning and teaching English are very rich and
diverse. From lexical information, from live images to teaching methods, there are a
lot on the Internet. You just need a computer connected to the internet, to visit English
learning websites online without any fees. There are countless websites to learn
English online, but here are 10 very effective learning websites that I have introduced
to my students. Depending on their level and energy, they choose a suitable website
for their study topic and as a result they have improved a lot, especially in their
pronunciation. Teachers in class time can use this resource easily to make the lessons
more lively and engaging for students.
1. Elllo
ELLO is an online English learning site specializing in listening skills. You can
listen to talks from speakers around the world on a variety of topics such as
sports, travel, entertainment, ...
There is also a subtitle section below that is very convenient for learning
English. There are also many interesting English songs, video clips.
2. Fun Easy English
Fun Easy English specializes in providing basic English knowledge and tips to
teach English. The website includes many skills, from pronunciation, grammar, to
idioms, slang words, writing skills, etc. Most of the sections are taught through
clips with subtitles and pictures.
3. Go4English.com
Go4English.com is the British Council's online English learning website - part

of the British International Relations Cultural Department. The site provides
information about teaching and learning English for students, teachers and young
children. Here, you can take tests, listen to music, play games in English.
4. Lang-8
Lang-8 helps you to improve your writing skills. Your article will be
commented and edited by native speakers. You can also help foreigners learn your
own language by reading and editing their text.
5. Busuu
Busuu offers courses on writing skills, vocabulary enhancement, reading
comprehension skills, ... Besides the courses, there is a way to learn English by
participating in forums and talking, interacting with other people. members come
from many countries around the world.
6. Livemocha
Livemocha mainly teaches foreign languages through online English courses on
communication by talking online with members from English speaking countries.
7. VocabSushi
VocabSushi helps you learn common everyday vocabulary. To learn a
vocabulary, first understand the meaning, then read a word example sentence,
listen to the native speaker's read the word, then take a test and see if you learn
effectively or not. That is the teaching method of VocabSushi.
8. BBC Learning English
BBC Learning English is a website to learn grammar, vocabulary,
pronunciation, learn English tips ... in addition, you can also test your English


level through online tests and learn how to teach. English for others. The most
interesting part of the site is "6 Minute English" - you will listen to a short English
clip with subtitles that can be downloaded to your computer in mp3 and pdf
format for offline learning.
9. Learn English Free Online

With 10 years of experience, Learn English Free Online is a rich resource for
both students and teachers about: vocabulary learning methods with pictures,
unique tips to learn English, many interesting tests, etc.
10. Exam English
Exam English - includes English tests such as TOEFL, CPE, KET, ... Almost
all exams for English learners are available on the website. Not only that, you can
also test your own level in each specific skill such as reading comprehension,
listening, grammar, vocabulary, essay writing, ...
Using this information technology resource not only helps students learn
English well, but also helps teachers enjoy teaching. But everything has two sides
of it, this form of learning is very attractive, so teachers and parents must know
how to guide and mentor in the outreach process. Therefore, it is very necessary
to have a close coordination between school and home.
4.Effectiveness of experience initiatives
After a year of learning to apply these solutions together with regularly
consulting with colleagues, I myself also checked after each lesson to find out the
advantages and limitations from which I could perform better for the next lessons.
I see a certain improvement in students. Specifically on the following sides:
- Consciousness of learning:
+ Students are more interested in learning the subject. There is a sense of
competition and the spirit of learning from each other in the competitions.
- About vocabulary knowledge:
+ Many children have improved and expanded their vocabulary
+ Students enjoy discovering more new words in accordance with the content
of each lesson and they use vocabulary more accurately.
- About phonetic knowledge:
+ Students pronounce more accurately. Children began to become aware of the
stress of words, sentence stress to make language in sentences more vivid and
effective communication.
- About training skills

+ Skills of listening, speaking, reading and writing have improved significantly,
the exercises have been implemented quickly, accurately and effectively.
+ Be more active in communicating in English with teachers as well as friends.
- General results: After applying these new solutions, students have made
remarkable progress in each lesson.
Results after applying new solutions in the first semester of school year
2020-2021


Excellent

Class

Numbers
of
students

Fair

Average

8A

42

36

85,71

6

14,29

0

0

8B

36

30

83,33

6

16,67

0

0

8C

38

31

81,58

7

18,42

0

0

8E

37

36

97,3

1

2,7

0

0

Weak

III. CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion:
I always contemplate a famous philosophy of teaching method: "Bad teachers

communicate the truth, good teachers teach how to find truth".
Through the fact of teaching foreign languages at school, I can say that improving
the quality of teaching and learning English for students is extremely important
because:
If they are interested in the subject, they will try their best to achieve high studying
results.
Therefore, always innovative learning, making learners surprise about their ability
to renew their teaching style is the great success of teachers in attracting English
students. Depending on the specific time, location and physical and mental conditions,
teachers can create a new way of teaching English for the lesson. Teaching methods
must be appropriate to the characteristics of each student's class; affects emotions,
brings joy, creates interest in learning for students.
Every change makes us uncomfortable and confused at first, so we need to
have discussion before implementing an idea. Let us renew our education together
with daring teaching methods, with new teaching thinking, so that the quality of
Vietnamese education can compare with the world. In order to teach and learn
foreign languages in general, English in particular no longer has the difficulties
mentioned above.
During the teaching process, I have drawn some small experiences for myself in
teaching as follows:
- Pay attention to changing teaching methods and learning environment of students to
help students correct and understand more in the learning process.
- During the teaching process, there will be many difficulties for both teachers and
students because: students have difficulty concentrating seriously by surrounding
factors or because they do not like to learn. However, teachers need to calmly handle
each situation in a reasonable and best way to avoid stressing the lesson.
- Always learn from colleagues, self-study and refresher regularly.
- Research and study references
Apply regularly to different situations in a positive way
- Prepare lessons carefully before going to class.

- Allocate teaching time accordingly and balance.


- Check students' understanding of each lesson in practice.
- Instruct students to learn at home.
2. Suggestions and proposals:
Through the process of researching this topic, I would like to propose a few ideas to
contribute to improving the quality of English and for the topic to be applied
effectively in practical teaching for students. I recommend:
2.1. For Department, Department of Education and Training:
The Department, Department of Education and Training is requested to organize
more training sessions to share experience in subject teaching. Create conditions for
English teachers to organize "Fun to learn English" extra-curricular activities for
students so that they will have more excitement to learn better.
The education department should regularly organize professional seminars in each
school cluster for English teachers across the district so that we can exchange, learn
and learn from experience in the teaching process.
Strengthening the organization of English clubs, organizing seminars on innovation
of teaching methods, organizing sample lessons of difficult lessons, lessons applying
information technology ... to exchange experiences. .
2.2. For school
School libraries need to supplement English language learning method books for
students.
2.3. For teachers
The specific task of teachers in implementing this topic is to understand the
Organization theory for students to learn by new methods in the current innovation
situation.
Conduct a survey on the learning situation and learning quality of students to build
a reasonable implementation base to improve the learning quality of students.
However, in the process of researching and applying the topic, it is necessary to

adjust accordingly to give practice methods for each object of students. Furthermore,
for quality education results, teachers need to be closely combined with other teaching
methods, as well as with other teachers.
2.4. For students
First of all, students must have sufficient means and minimum learning aids for the
subject such as books, notebooks, pens ... During school hours, they must always have
a serious, positive attitude, actively participate in practice below. the direction of the
teacher.
Do your homework fully, prepare well before class, give yourself a confident, bold
attitude without fear of wrong, fear of difficulty. Each student needs to work out for
themselves the correct learning method, regularly discuss and propose ideas about the
advantages and disadvantages in the learning process.
For students' parents and local authorities, it is necessary to pay attention and
remind their children to take proper study time at home and have a positive attitude to
learning in class. To organize practice activities for students with high results.
Above are the experiences of organizing learning in new method for students in
English lessons that I have been using to find effective. However, the results achieved
are still unsatisfactory because there are still students lacking confidence, not actively


participating in activities ... To do this topic I tried my best, it took a lot of time and
effort, strength but surely will inevitably fail. We hope the sincere comments of our
leaders, teachers, and colleagues to improve the efficiency of my class time to be
better, more and more perfect.
Nga Son, April 10th, 2021
CONFIRMATION OF THE HEAD
MASTER OF CHU VAN AN
SECONDARY SCHOOL

STATEMENT OF AUTHORSHIP

I hereby acknowledge that this study
is mine. The date and findings
discussed in the thesis are true, used
with permission from associates and
have not been published elsewhere.
Writer

Tran Van Dau

REFERENCES

Mai Thi Chan


1. Journal of Education.
2. Internet source for integrated interdisciplinary knowledge.
3. English teacher books 8
4. English textbook 8.
5. Some other reference books
6. Some websites
/> /> />htp://infocus.edu.vn//
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DANH MỤC CÁC ĐỀ TÀI SKKN ĐÃ ĐƯỢC HỘI ĐỒNG CẤP PHÒNG
GD&ĐT VÀ CẤP SỞ GD&ĐT ĐÁNH GIÁ


STT NĂM
1

20012002

2

20032004

3

20052006
20062007
20082009

4
5

6

20102011

7

20112012
20142015
20172018

8
9

TÊN ĐỀ TÀI

XẾP

LOẠI
Phát triển tư duy và gây hứng thú cho C
học sinh trong giảng dạy môn Anh văn ở
trường THCS.
Phát huy khả năng phán đoán và gây C
hứng thú cho học sinh trong học phần
nghe.
Gây hứng thú cho học sinh trong học từ C
vựng.
Mở rộng hiểu biết xã hội thông qua C
Tiếng Anh 9.
Đổi mới phương pháp dạy học, phát huy A
tính tích cực học tập của học sinh môn
Tiếng Anh lớp 4.
Một số giải pháp bồi dưỡng phát huy C
năng lực tự quản cho đội cờ đỏ ở
Trường TH Thị Trấn.
Một số biện pháp rèn kỹ năng nói Tiếng C
Anh cho học sinh lớp 5.
Sử dụng giáo cụ trực quan trong dạy học C
Tiếng Anh ở trường tiểu học.
Một số phương pháp dạy ngữ âm- từ C
vựng để phát triển kỹ năng giao tiếp
tiếng Anh cho học sinh trường TH Thị
Trấn

CẤP ĐÁNH
GIÁ
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