GUIDING THE 10th STUDENTS HOW TO USE ARTICLES IN ENGLISH

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DANG THAI MAI HIGH SCHOOL

EXPERIENCE INITIATIVE

GUIDING THE 10TH STUDENTS HOW TO USE ARTICLES
IN ENGLISH

Author : Pham Thi Thuy
Position: Teacher of English
Field (Subject): English

THANH HOA, 2021


TABLE OF CONTENTS
1. Introduction.....................................................................................................1
1.1. Reasons for choosing the topic..............................................................1
1.2. Aims of the Study....................................................................................1
1.3. Scope of the Study..................................................................................1
1.4. Methods of the Study.............................................................................1
2. Contents............................................................................................................2
2.1. Theoretical background.........................................................................2
2.2. The status of problem.............................................................................2
2.3. Solutions to the problem........................................................................2
2.4. Result after applying the research in teaching....................................3
Part A: Theory of articles...................................................................................3
1. The Definition of Articles.............................................................................3
2. The basic rules for using indefinite Articles...............................................5
3. Some exceptions in using indefinite Articles - A/An...................................7

4. The basic rules for using definite Articles...................................................7
5. The cases we do not use articles ( no Articles- X).......................................9
Part B: Practice on articles...............................................................................10
Part C: Do the test.............................................................................................11
2.5. Applying the research in teaching.......................................................12
2.6. Result of the research...........................................................................15
2.6.1. Before applying experience...............................................................16
2.6.2. After applying experience.................................................................16
2.6.3 The effectiveness of the study in comparison with the previous
methods.............................................................................................................. 16
3. Conclusions and recommendations.......................................................16
3.1. General overview and enhancement of the study..............................16
3.2. Suggestions for further studies............................................................17



1. Introduction
1.1. Reasons for 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 an important role in the globe
development. Therefore, teaching 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 English 10th.
Articles are the important knowledge in English and perform many different
functions at all levels. These are really difficult topics, how 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 in the textbook in English 10 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 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 students how to use articles in English”.
1.2. Aims 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
and 10A6 at Dang Thai Mai high school.
1.4. Method of the Study
- Gather the information from the internet and reference books.

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- 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.
2. Contents
2.1. Theoretical background
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 10 th are the main contents of part E Language Focus in English 10 in unit 13. 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. The status of 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
English better.
2.3. Solutions to the problem
After studying the content of the textbooks in English 10 , especially in part E
- Language Focus in unit 13, 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.

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-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 students how to use articles” of the school year
2020 – 2021
Ex:
Number of
Excellent
Class 10A3
Average (%)
Weak (%)
students
Good (%)
First term
42
25 %
50%
25%

Second term
42
35%
60%
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 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

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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.
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.

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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!
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,…
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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

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:
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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
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
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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.
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.
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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.
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

4. D

5. A

6. B

7. A

8. 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
3. a/ a
5. The
7. a/ the/ the
9. the
10. / the
2. the
4. a
6. the
8. the/ the
Part C: Do the test
1. There was _______ piano in the corner of the room.
A. a
B. an
C. Ø

2. It is fun to learn English on _______ computer.
A. a
B. an
C. Ø
3. Are they _________ students?
A. a
B. an
C. Ø
4. Have you ever been to _______ British Museum.
A. a
B. an
C. Ø
5. We only have _______ hour to complete the test.
A. a
B. an
C. Ø
6. ______ Hyde Park is a very large park in central London.
A. a
B. an
C. Ø
7. I would like _______ rice with my curry.
A. a
B. an
C. Ø
8. He is ______ English man.
A. a
B. an
C. Ø
9. He is ________ English.
A. a

B. an
C. Ø
10. He is ________ English.

9. A

D. the
D. the
D. the
D. the
D. the
D. the
D. the
D. the
D. the

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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

2.5. Applying the research in teaching
PERIOD 86:
UNIT 13: FILMS AND CINEMA
PART E: LANGUAGE FOCUS
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
1.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.
2.. Pronunciation:
- Aims: to introduce two sounds /f/ and
/v /and help students to practise these
sounds.
a.. Write two sounds on the board and
pronounce them clearly twice, then ask
students to repeat.

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

- Listen to the teacher.

- Write down two sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and
repeat.
- Tell students how to pronounce these
/f/
/v/
sounds accurately.

fan
van
/ f / : a voiceless sound
first
vine
/ v/ : a voiced sound
form
view
...........................
- Ask students to pay attention to the length
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of two sounds.
- Ask them to look at the textbook, listen
and repeat.
- Then ask students to work in pairs to read
the words again so that they can check for
each other.
- Move around to help .
- Ask two students to read again and give
remarks.
b. Ask students to look at sentences in page
139 in the book.
- Ask them to work in pairs to read the
sentences and then find out the words
containing sound /f / and sound /v /.
- Ask them to work in 2 minutes.
- 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
aloud.
- Listen and give remarks.
3. Grammar:
a. Adjectives of attitude:
- Firstly ask students to read the instruction
and the example in task 1.
- Ask them to do exercise 1.
Exercise 1:
- Ask two students to write the adjectival
forms of the verbs on the board.

- Read these words in pairs and
check for their partners.

- Look at the book and work in pairs.
- Answers:
/f/
/v/
feels
Stephen
enough
driving
.............................

- Read the sentences.

- Listen to the teacher

- Read the instruction and the
example and then do task 1.

Sts: Do exercise 1 carefully

Key:
- Ask students to compare their answers 1. fascinating
with other students.
2. exciting
- Moves round to conduct the activity.
3. terrifying
4. irritating
- Look at the board and give remarks.
5. horrifying
6. boring
7. surprising
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8. amusing
- One student tells the difference:
+ Tell students that there may be two + The -ing adjectives: the nature of
adjectival forms of a verb. One ends in
something/somebody
-ing and the other ends in -ed.
+ The -ed adjectives: how somebody
- Ask students to look at the example and feels (about something).
tell the difference
Ex: interest =>interesting and interested This book is interesting.
- Some pairs report.

- I am interested in this book. I 've read it
twice.
Exercise 2:
- Ask students to do Ex 2 individually and 1. depressing - depressed
then share the answers with their friends.
2. interested - interesting
- Move round to help if necessary.
3. boring – bored
- Ask some students to report.
.......................
- Check and give remarks.

- Listen and correct their work if
necessary.

b. 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 students to read the examples and tell
the teacher which sentences are more
emphatic.
Exercise 3:

- Ask students to do exercise 3 individually
and then share the answers with their
friends.

- 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.
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- Move round to help if necessary.

............................

- Ask two students to write their answers
on the board.
- Check and give remarks.
c. Articles: A/an and the
- Give an example so that students 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
use of these articles:
+ A/an: indefinite articles.
A/an + N (sing)
+ The: definite article.
The + N
- Do the exercise in pairs.
- Some students report:

- Ask students to do Exercise 4.
Exercise 4:
- Ask students to do this exercise in pairs.
- Move round to help if necessary.
- Ask some students 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.

4. Consolidation
-T summarises the main points of this
lesson.

5. Homework: Do exercises at home.
Sts: Listen attentively

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 related to the theme as mentioned above has
improved
This study has been used in the school year 2020- 2021 at classes :
10A3,10A6 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
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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

Number
of
students
42
40

Excellent good(%)

Average (%)

Weak – bad (%)

10 (23,8%)
8 (20%)

24 (57,16%)
21 (52,5%)

8 (19,04%)
11 (27,5%)

Excellent good(%)

Average (%)

Weak – bad (%)

25 (59,52%)
21 (52,5%)

17 (40,48%)
19 (47,5%)

0 (0%)
0 (0%)

2.6.2. After applying experience
Class
10A3
10A6

Number
of
students
42
40

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
16


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 personal 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
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 teachers 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 CONFIRMATION OF THE HEADMASTER

Quang Xuong, May 19th 2021
I assure that this innovation is
written by me without any copy.
Written by

17


Phạm Thị Thủy

18


REFERENCE BOOKS
1. Jeremy Hammer “how to teach English” Longman Press.
2. Practical handbook of language teaching – David Cross.
3. SGV, SGK mới của Bộ GD-ĐT.
4. Tiếng Anh 10, Hoàng Văn Vân, Nhà xuất bản Giáo dục Việt Nam.
5. 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
Cấp đánh
giá xếp loại
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.

(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