sáng kiến tiếng anh

1. Introduction
1.1. Reason for choosing the topic
Today English has been increasingly popular around the world in all
areas such as business, tourism..., so the level of English students is very
important. It is the basis for developing a higher level of English and making
English more common in life. Because of such importance, English is one of
the formal and compulsory subjects in high schools and also one of the
required subjects in the final exams. In the process of teaching and learning
foreign languages, reading is one of the focused skills. Reading is not only a
purpose but also an effective and necessary means for students to master,
consolidate their linguistic knowledge, expand their vocabulary as well as gain
a deeper understanding of their style and language usage they're studying.
In all high schools, the main material for teaching a reading
comprehension is a textbook. These readings play a very important role in
developing students' reading comprehension skills and language skills. With
the direction of teaching innovation, assessing students' learning results
according to the current development orientation of students, what is the best
way to teach a lesson and use the skills effectively is my biggest concern.
After a period of research as well as exchange and consult my colleagues and
a period of application, I strongly discuss with English teachers a small aspect
of the problem of teaching foreign languages is "Reading and teaching method
of Reading 10 oriented to develop students' competence"
1.2. Purposes of the research
- To find out different methods to exploit students' initiative and creative
thinking.
- To train and develop reading skills of students with high efficiency.
- To help students understand the content of the reading comprehension and
apply it to the exercises as well as how to use the language and style in the
reading.
1.3. Subject of the research
- The subject of the research is high school students, especially 10 th grade

students, who are attending the 10-year English program at Ngo Le Tan High
School.
1.4. Methods of the research
- Vocabulary teaching method.
- Practical teaching English subject at Ngo Le Tan High School
- Objective of research assistance: Colleagues with the same expertise inside
and outside the school, attending classes and exchanging experiences.
1.5. Research scope
Part: Lesson: Reading from Unit 1 to Unit 10, the textbook of English 10
(Published in 2017)
- Research method of comparing active products: researching learning results
of gaining knowledge of students before and after the implementation of the
initiative.
1


2. Content
2.1. Rationale:
Language is a special system of signals which forms and develops with
human society. It is characterized by human beings and different from
animals. Language exists in people's daily lives as a means of communication.
Through the expression of language, people can understand each other better,
understand each other's moods and attitudes to build up a social interaction,
mutual impact and make human society become a coherent institution. For
students, forming their language is a very necessary task, requiring us to
always focus on developing positive, creative dynamism to create awareness
and problem solving for the children. To achieve this goal, changing the
teaching method in the school towards attaching importance to the learner is
the active subject, encouraging the learners' active and creative learning
activities in the learning process is extremely necessary. In teaching foreign

languages, these arguments are even truer and truer because no one can
replace learners in capturing foreign language facilities and using foreign
languages in their own communication activities. The purpose of teaching a
foreign language is not merely to identify the phonetic, vocabulary, or
grammar systems but students must know how to use those systems to achieve
a specific communication purpose: verbally, by action and in writing. The role
of reading skills in the current high school curriculum (specifically English
Textbook 10) is mainly about reading the lessons, doing some kinds of related
exercises.
Method of teaching from the point of view of capacity development not
only pays active attention to students' intellectual activities but also focuses on
training their problem-solving competence related to situations of life and
career as well as associates intellectual activities with practical activities.
Strengthening group learning and renovating teacher-student relationships in
the direction of meaningful collaboration play an important role to develop
social capacity. Besides learning the specific knowledge and skills of
professional subjects, it is necessary to supplement complex learning topics to
develop the capacity of solving complex problems.
General orientations on innovating teaching methods in subjects under
the capacity development oriented education program are:
● trên cơ sở đó trau dồi các phẩm chất linh hoạt, độc lập, sáng tạo của
tư duy. Developing positive, self-motivated, proactive learners; formulating
and developing self-study capacity (using textbooks, listening, taking notes,
seeking information,...), then cultivating the flexible, independent and creative
qualities of thinking.
● Choosing flexibly general and specific methods of the subject to
implement. However, using any method must ensure the principle of "Students
complete their cognitive tasks with the organization, guidance of the Teacher".
2

● The use of teaching methods is closely linked to the forms of teaching
organization. Depending on the objectives, contents, subjects and specific
conditions, there are appropriate forms of organization such as individual
study, group study, classroom study, outside class ... Good preparation of
methods is needed for practice hours to ensure the requirements of training
practical skills, applying knowledge into practice, increasing interest for
learners.
● It is necessary to use sufficiently and effectively the prescribed
minimum subject teaching equipment. Homemade teaching aids can be used if
deemed necessary with the content and suitable for students. Teachers should
actively apply information technology in teaching and learning.
2.2. The reality of teaching a common reading comprehension of students
at Ngo Le Tan High School.
During reading classes, most students only rely on teachers explaining
new words, translating them into Vietnamese and they just do homework in
textbooks. At the end of the lesson, they can understand what the content of
the lesson is about, but they do not remember some of the main vocabulary
and grammar points in the lesson. They do not know how to make questions
for paragraphs and how to answer that essentially copied the prototype in the
paragraph as the answer.
2.3. The reason for the low quality of teaching English reading
comprehension part.
From the reality of teaching English 10 at school, through learning,
talking with friends, colleagues and getting to know students, I've found out
some of the following reasons:
- Teachers value the teaching of all new words in comprehension before
having students read the text as the most important lesson. In my opinion,
teaching new words is important, but we need to choose the key words to
teach, not write all the new words because the time allocated in the lesson is

not enough to implement.
- The teachers try to give high priority to the students the repetition of the text,
translation of Vietnamese meaning for the students to understand while the
requirement of the lesson is to read so that students guess the words and read
to find the main ideas, not merely translate Vietnamese.
- Teachers only focus students on doing mechanical exercises in textbooks
without helping students to understand and remember the topics that have
been studied for a long time. So, when they meet the passage in the textbook
again, they can't remember the content and some important words.
- The majority of students do not review the old knowledge in books, do not
learn new vocabulary, synonyms, lose their roots gradually leading to
depression, surrender and learn to cope with English.

3


2.4. Methods were used to teach reading skill of English 10.
According to the textbook of Ministry of Education and Training, a
reading lesson consists of three sections: Before you read, While you read and
After you read
2.4.1. Before you read
I usually combine this section with warm- up activity. Here are some
activities
2.4.1.1.Discuss some questions related to the topic. This activity makes
students active and creative.
Example 1 : Unit 1- Family Life
When teacher shows a picture, these are some questions the student maybe
discuss

1. Do you often do housework?

2. What household chores do you usually do?
3. How is household chores divided in your family?
4. Are members in your family feel happy when sharing housework? …
Example 2: Unit 9- Preserving The Environment
Firstly, Students take part in an interesting activity: Matching

4


+ Match the words/phrases with the correct pictures : noise pollution, water
pollution, air pollution and soil pollution
After finishing the warm-up activity, students will discuss some questions
1.What do you think the environment impacts on human beings are?
2. According to you, Where is noise/ air/water/ soil pollution from?
3.Is environmental pollution serious ? Why?
4. People should or shouldn’t protect the environment?...
2.4.1.2. Ask some questions related directly to the topic
To make every student feel enthusiastic at the beginning of the lesson ,
teacher can give some questions relating to the topic and asks students to
answer.
Students maybe answer them correctly or not; however, it makes them
feel curious and they have strong motivation to find out the answer. At that
time, they study the new lesson energetically.
For example : Unit 2: Your Body and You

5


The teacher can ask students some questions
1. What is the picture about?

2. Where did Acupuncture originate? / Where is it from?
3. Acupuncture is for everyone?
4. Who should/ shouldn’t take acupuncture?...
The students will answer these questions based on their background
knowledge. After that, I will provide them more vocabulary related to the
topic. This helps the learners do the following tasks better.
Example : Unit 5 – Inventions
Matching the pictures in row A with the pictures in row B that have the
similarities

6


After playing Matching in warm-up, students can be asked some
questions
1. Who can name some inventions that imitate animals? (Students can speak
Vietnamese if they donot know how to express these invitations in English,
teacher can introduce new words at the same time)
2. Who can name some inventions that imitate plants?
3. Which inventions is the best imitation of nature ? Why?
2.4.1.3. Using pictures and data
It is difficult for students to look at the pictures and describe them. So, I
usually give my students some suggested words/ phrases to help them practice
more easily. It is also a good way to enrich their vocabulary and improve their
speaking and reading skills effectively.

For example: Unit 3- Music
Before reading, students can participate in matching picture activity.
Stick the phrases to the logo they belong
Programmes

Phrases

7


1. Pop idol
2. Who wants to be a Millionare
3. Vietnam Idol

a. A British music competition
television series
b. 2007
c. Lai Van Sam
d. New young pop singers
e. 2001-2003
f. Nguyen Ngoc Phuong Vy
g. The UK
h. A series of general knowledge
questions.

After finishing the game, teacher can give some data relating to the topic:
Idol- A Global smash hit
Result:
- The learners feel enthusiastic and eager to study. Games, pictures or
suggested phrases help students understand the reading more effectively.
- The students feel relax and take part in the activities confidently. They
answer the questions according to their background knowledge and sometimes
you will be surprised by their intelligent answers.
- Thanks to these activities, teachers will introduce the topic of reading lesson
interestingly and students are also eager to study the lesson.

2.4.2. While you read
In this section, students will study the content of the text and there is a
variety of tasks for students depending on the topic. Teachers should ask the
learners read silently and shouldn’t stop with translation. Reading silently
helps students concentrate on what they are reading, they can form mental
pictures of the topic being discussed and can guess the meaning of words from
the context. After reading, students will do exercises
2.4.2.1. Reading for specific needed information
These are some types of requirements that students can be faced:
A. Choose the best title
B. Read the passage and decide if the statements are True or False
C. Read the passage and choose the best option
D. Scan the passage and fill in the blanks with correct information (sentences)
Requirement: students read the text to find out the best answer and give
evidences for their choices. They can wok in pairs or groups
Result: When working in pairs or groups, students all have to do the
task together. The students good at reading skill can help the others in the
group and every student in the group will take his turn to answer the question
not just only the leader.
Type 1: Choose the best title
Unit 1- Family Life
Read the text and decide which of the following is the best title for it
8


A. Doing Housework is Good for Children
B. Husbands Who Share Housework Make Their Wives Happy
C. Sharing Housework Makes the Family Happier
Unit 5 - Inventions
What is the most suitable title of the test?

A. Mother Nature
B. Imitating Nature
C. Greatest Inventions
Unit 9 – Preserving the Environment
Quickly read the text and select the best title.
A. Natural Resource Depletion
B. The Long – term Damage of Soil
C. Environmental Pollution
D. The Destruction of Ecosystem
Type 2: Read the passage and decide whether the statements are True, False or
Not Given
The kind of exercise asks students to understand the content of the text and
brainstorm to find out the correct answers.
Example : Unit 6 – Gender Equality
Read the statements. Decide if they are true, false or not given.
1. Brenda Berkman passed the written test
2. After failing the physical test, Brenda Berkman kept silent and went away.
3. Brenda Berkman taught at the FDNY
Possible answers:
Sentence 1: Not given. (She failed the physical test. But Brenda didn’t give
up)
Sentence 2: False (She failed the physical test. But Brenda didn’t give up)
Sentence 3: False (She applied for a firefighter’s position at the New York
City Fire Department (FDNY); hoặc Brenda’s dream of becoming a firefighter
cam true)

Type 3: Read the passage and choose the best option
Example: Unit 7 – Cultural Diversity
Read the text and answer the following questions by circling the best option
A,B,C or D.

1. What is true about Vietnamese society?
A. Only few people in Viet Nam are superstituos.
9


B. People used to be superstitous in the past, but not now.
C. Superstitions are part of life for the majority of Vietnamese people.
D. All people in Viet Nam are superstitous.
2. Why do people lay food on the altar?
A. They believe that their ancestors will enjoy the meal with them
B. The altar can be used as a table to lay food.
C. They put the food there for later use.
D. They don’t know why they put it there.
Possible answers:
Sentence 1: C
Sentence 2 : A
Type 4: Scan the passage and fill in the blanks with correct information
(sentences)
Students can work in pairs, read the passage carefully to find the
information to fill in the blanks correctly. This type of exercise requires the
reader read carefully, understand and have analytical ability.
Working in groups is a good way to help students practice reading skill.
They can check their vocabulary and learn new words from the other members
in group. That is the reason why reading skill can be improved quickly and
students donot feel bored with the reading.
Unit 4 – For A Better Community
People volunteer for a number of different reasons. One of the more obvious
reasons why people volunteer is because they find something they are
passionate about and want to do something good for others. (1)
____________. Many people who volunteer think that they are very fortunate

to live the way they do and want to give something back to society, as a way
of balancing the scales.
Many people choose to volunteer because of the personal benefits that
volunteering has on their character. (2) _______________ . In mosts cases,
volunteers also become more concerned and aware of the problems facing the
world and many feel that they were ignorant or narrow – minded before.
Volunteer work is a great way to gain experience in a broad range of fields. (3)
_____________.
Volunteering is a great way to put in a little of your time and gain some
valuable skills, whether professional or practical.
Volunteer work can often lead to a paying job. Volunteers can try out a field to
see if it suits them and also show that they are dedicated enough to work for
free in the hope that it may lead to a paid job (4) _________________.
___a. Indeed, a volunteer often says that the experience has made him or her a
better person.
__b. You can gain experience in education, social work, health care,
marketing, and web design…The opportunities are endless.

10


__c. English teaching is a great example of a volunteer job that often turns into
a career.
__d. People who volunteer in their community have a personal attachment to
the area and want to make it a better place for themselves and for others.
__e. One of the greatest benefits of volunteering abroad is being able to spend
an extended period of time in a new country.
Possible answers:
1. d
2. a

3. b
4. c
2.4.2.2. Exercises on checking students’ writing skill and understanding
Objective: When doing this kind of exercise, students are not only
imrprove their reading skill but also develop the writing one.
Skills: Teachers should ask the learners to do the tasks which are
suitable to their ability. They can write on tha paper board and check – up the
mistakes before the teacher gives feedback. After that, students practice asking
and answering in pairs.
Result: I realize that my students like to learn English more than before.
At the same time, the interaction between the teacher and students, students
and students is much better
Example: Unit 8 – New Ways to Learn
Answer these questions
1. How convenient are digital lessons?
2. What can you do with speaking electronic dictionaries?
3. How can software help improve your pronunciation?
4. How can English learner use moblie devices as recorders or cameras?
5. Why do you need to choose a device that suits your learning style?
Possible answers:
1. We can put them in mobile devices and study anywhere
2. We can see words on the screen and hear them spoken
3. We can choose to practice with native English speakers of different accents
and genders
4. They use them to record real-life English, lessons, learning materials, songs,
or English language films from television or the Internet.
5. Because it will make learning English easier, faster, more effective and
more enjoyable.
2.4.2.3. Exercises on checking the meanings of the words.
We can see some exercises such as:

A. Match the words in column A with their definitions in column B
B. Find words in the text which are closest in meaning to the given words.
C. Fill in the blanks with the words given
11


The aims of these exercises are to:
- check how students can use their vocabulary in the real context.
- help students learn difficult new words.
- help students remember a lot of dificult structures and part of speech.
Example 1: Unit 9 – Preserving the Environment
Match the words in column A with their definitions in column B
A
1. vegetation
2. inorganic
3. fertilizers
4. pollutants
5. pesticides
6. ecosystem

B
a. a complex set of relationships among the living
resources, habitats, and residents of an area. It
includes plants, trees, animals, fish, birds, etc.
b. chemicals used to kill insects
c. not related to animals, plants or trees.
d. plants in general
e. manures or substances that support plant growth
f. things that make the air, water and soil unclean or
contaminated.

Possible answers:
1. d
2. c
3. e
4. f
5. b
6. a
Example 2: Unit 1 – Family Life
Read the text and tick the appropriate meaning for each word from the text.
1. sociable
a. friendly
b. unfriendly
2. critical
a. saying that something is good
b. saying that something is bad
3. tend
a. likely to behave in a particular way
b. unlikely to behave in a particular way

Example 3: Unit 2 – Your Body and You
Read the text and find words which are closest in meaning to the following
1. disease (n)
2. stop (v)
12


3. pressure points (n)
4. care (n)
5. choice (n)

Possible answers:
1. ailment
2. ease
3.acupoints
4. precaution
5. alternative
Example 4: Unit 9 – Preserving the Environment
Fill in the blanks with the words given : animals, environment, depletion
1. The ____________ of the ozone layer is not a good thing for the earth.
2. We need to protect the ____________ for the next generation.
3. Deforestation will lead to the extinction of rare ____________ due to the
loss of their habitats, and extreme floods and land erosion.
Possible answers:
1. depletion
2. environment
3. animals
2.4.2.4. Checking students’ understanding ability through a variety of
questions
There are many kinds of question the teacher can use to check the
understanding of students.
I usually use two kinds of question:
+ Yes/ no question: It is easy to check whether students understand the text or
not via this kind of question. Students are eassy to answer as well.
Example: T: Do you like travelling?
Ss: yes, I am
T: Is ecotourism good?
Ss: Yes, it is.
T: Do you think that ecotourism can help to solve the destruction of
the environment?
Ss: Yes, it is.

( Unit 10- Ecotourism)
+ Wh- question:
Wh - question is the kind of question used to get information and the students
can give short answers if they understand the content of the text.
For example:
T: How many types of pollution are there? Name them, please?
Ss: There are 4, namely air pollution, soil pollution, water pollution and noise
pollution.
T: Where do most of air pollution result from?
13


Ss: vehicles, fossil fuels, rockets.
(Unit 9 - English 10)
There are sometimes questions asking students to give full answers
For example:
T: Why do people volunteer?
Ss: Because volunteer work helps them gain experience in life, develop their
interpersonal skill and attain mutual understanding, discover their talents…
(Unit 4, English 10)
Result: Thanks to pairwork, groupwork or giving requirements suitable to
students, I realize that:
- Vocabulary of students are more colorful
- Students acquire the lesson more quickly
- Students like to learn English better.
2.4.3. After you read
Objectives :
- Check understanding of the lesson of students
- Check whether students can apply what they have learned in the real context.
In this section, Students usually have to do:

+ Summarize the passage by filling in the blank with words given.
+ Small talk about yourself relating to the topic / Present a report to the class
+ Filling the graphs- charts …
2.4.3.1 Summarize the passage by filling in the blank with words given.
This exercise is used for weak classes. Here, students have no ability to
summarize the content of the reading by themselves. Sometimes reading texts
can be too difficult for students to summarize.
For example: Complete the summary of the reading passage by filling
each blank with a word or phrase given below.
Unit 6 – Gender Equality
Brenda Berkman always dreamt of becoming a _____(1). Although she
______(2) the physical test, she didn’t give up. She sued New York City and
the FDNY for _______(3) and her dream of becoming a firefighter came true.
She had to _______(4) very hard and ________(5) at meals, (6) ______
loneliness and even violence. However, Brenda Berkman shows that gender
differences cannot prevent her from pursuing a job.
failed – work – faced – firefighter – unwelcomed – gender discrimination
2.4.3.2. Small talk - Talk about someone/ the events, using the information
given.
When the topic is talk about famous people, scientists, popular
programmes …, we can ask students to do this task. I usually suggest students
to base on the answers of the questions or pictures to make a small talk on the
topic they have just learned.
14


Here, I usually give questions in “lucky number” game. Students will
answer the question in correspondence with the number they choose. If they
choose lucky number, they will get gifts or marks without answering any
questions.

Example : Talk about the passage, using the cues below
Unit 5 - Inventions
An aeroplane
“ its wings and shape imitating those of birds
 greatest inventions”

A submarine

Velcro

“ imitates a dolphin’s shape”

“hook and loop fastener”
“two fabrics stick together thanks to the hooks on one surface
and the loops on the other.”

15


Example: Say something about the topic you have just learnt, using some cues
below
Unit 3- Music
1. 2001- Pop idol, a worldwide phenomenon, a global smash hit
2. 2002 – American Idol
3. 2007 – Vietnam Idol
4. 2012 – the fourth season
2.4.3.3. Filling the graphs- charts
Students work in groups to summarize the content of the lesson.
Teachers can hold this activity as a game.
Example: Unit 4 – For A Better Community

Filling the mind map

Volunteer

+ interact with new culture, new people, new languages…
+ more concerned and aware of the problems facing the world
+ gain experience
+ lead to a paid job…
Example: Unit 9 – Preserving the Environment

chemicals
16


………

………

Water
Pollution

……………
.

……..

Environmental
Pollution

vehicles

factories

………
…………

radio

Soil
Polution
fertilizers

2.4.3.4.Talk about yourself or your experience.
After reading, Teacher asks students to talk about your experience
Example: Unit 9: Preserving the Environment
Teacher can ask some questions
1. What is the type of pollution in your neighbourhood?
2. Can you say some its impact on your daily life?
Unit 7 : Cultural Diversity
Teacher give out some questions for student discuss in groups and then present
in front of the class.
1. Are you a superstitous person?
2. Do you care much about the first person who visits your home on the 1 st day
of the New Year?
3. Have yoy ever visited your friends’ homes on the 1st day of the New Year?
4. Do you lay food on the altar for your ancestors on some special days or
New Year?
2.5. Result
The solutions and the methods I have presented in the content,
combining the attention and the guidance of the school administrators, the

exchange between the members of the professional team about the application
of the method which is suitable for each student of each class. After applying
it to the teaching procedure, I gained encouraging results
Most of the students gradually improved their learning quality, and at
the same time, they have gradually filled the lack of knowledge, thereby they
developed more technical skills in using language in general and using English
in particular.
Besides, they also have many opportunities to show their understanding
and creativity in class time without being passive and force-learning. From
then, the students regained their confidence, improved their thinking ability,
and directed them to become the center of the class, not the teachers as before.
17


By telling short stories, holding fun quizzes, useful games, or learning and
playing helps the learners no longer feel stressed or nervous when it is time for
English.
The results are as follow: applied for 2 classes 10a1 and 10a7 academic year
2019 – 2020
Before appling the research
Level / Class
Comprehension
Application
Unable
to do exercises
10A1
10/33=22,7 %
16/33= 36,4%
18/33= 40,9%
10A7

7/31=17,1%

15/31= 36,6%

19/31= 46,4%

Unable to do
exercises
2/33= 4,5%
1/31= 3,4%

After appling the research
Level / Class

Comprehension

Application

10A1
10A7

17/33= 38,64%
15/31=36,6%

25/33= 56,8%
25/31= 61%

3. Conclusion and Recommendations
3.1. Conclusion

Teaching according to the perspective of competence development not
only focuses positively on students' intellectual activities but also focuses on
training the problem-solving competence associated with specific situations.
Strengthening groupwork, renovating teacher-student relations in the direction
18


of collaboration plays an important role in developing social capacity.
Especially for foreign language learners, using foreign languages is even more
important.
Reading comprehension is one of the skills that provides learners with
vocabulary and information necessary for daily communication. Therefore, it
is important to practice reading comprehension skills for students. To teach a
highly effective reading comprehension towards students' competence
development requires teachers who are enthusiastic, dedicated to the
profession and know how to apply different methods, encourage students to
brainstorm and express themselves. Reading skill is always the concern of
English teachers, especially how to teach it successfully and develop students'
abilities. This is just my experience in the teaching process, so it is inevitable
limitations and shortcomings. I look forward to the comments of colleagues
for this topic so that it can be applied in teaching.
3.2. Recommendations
To achieve academic success, it is indispensable for the efforts of both
teachers and students. The teachers have to spend time in lesson plans and
teaching aids, which make the students attractive and excited to study. On the
other hand, the success must come from the students, the main factor of
acquiring knowledge. With the ultimate aim of improving student learning
outcomes, I would like to make a few suggestions for teachers and students.
For teachers, If we have an investment in lesson plans, teaching aids,
the results of teaching will be more effective. Using real objects, pictures,

samples, the electronic lectures will get the students’ attention, it make our
lessons will become interesting. This will also help the learners remember the
lesson better. At that time, they will have more motivation to study this
subject. Therefore:
The first thing is that along with using appropriate teaching aids, english
songs or short films are the best choice for teachers to teach english. After
students listen to the songs, dialogues or short films from easy levels to
difficult ones, the teachers will check their understanding by small exercises or
quizzes.
The second thing is that the teachers in english group should have more
meetings to discuss the content of the lessons, exchange of experience, and
prepare teaching aids, so we will save a lot of time to invest in preparing the
lesson plans.
For students, no matter how enthusiastic the teacher is, but they are still
like a house where both the window and the main door are locked, the
acquisition of knowledge and learning progress of students will not progress.
Therefore:
The next recommendation is that we should hold English learning talk
shows at the school level, we can help students answer some questions and
help them define their objectives. Trying to study and train to achieve good
results is the important goal; however, the more important thing is to build
19


themselves a will in life, become a useful person in society. Besides, teachers
need to seriously carry out professional activities, English-specific subjects of
the school or the higher level, discuss the main content of programs. Testing
and evaluation are closely to students’ competence. Frequently teachers share
our experience together. Moreover, teachers need to constantly improve their
teaching skills by collecting materials and learning from colleagues to

improve their professional skills in order to bring useful and productive
lessons for the learners.
Phu Cat, March 4th , 2020
The writer

Thai Thi Phuong Lan

References and Sources of Data
1. Sách giáo khoa Tiếng Anh 10 (chương trình hệ 10 năm) Nhà xuất bản Giáo
Dục.
2. Tài liệu hướng dẫn giảng dạy Tiếng Anh 10- Nhà xuất bản Giáo Dục.
3.Tài liệu Teaching English của tác giả A.Drian Doff.
20


4. Effective Teaching and Learning- teachers’ and students perspective _Paul
Cooper & Donald Mcintyre.
5. Effective classroom management a teacher’s guide- Colin J.Smith & Robert
Laslett.
6. Learning by doing- A comprehensive guide to simulations. Computer games
and pedagogy in e-learning and other educational experience- Jay Parini
7. The art and science of teaching and learning – Wragg
8. Evident based teaching & practical approach – Geoff Petty
9. Way of learning style in the classroom - Pritchard
10. />11. />
21