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

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING DANG THAI MAI HIGH SCHOOL EXPERIENCE INITIATIVE GUIDING THE 10TH AND 12TH FORM STUDENTS HOW TO USE ARTICLES IN ENGLISH Teacher : Pham Thi Thuy English Teacher Experience initiative English THANH HÓA NĂM 2020 TABLE OF CONTENTS Introduction 1.1 Reasons of choosing the topic Today more and more people are learning English because it is not only an international language but also widely available worldwide Like other countries in the world, many schools in Viet Nam decide to learn English as a foreign language in their school syllabus English plays a very important role in the globe development Therefore, the teaching of English has been improved in method of communication The importance of English is acknowledged by the Vietnamese government As a result English is introduced at the beginning of all educational levels English language programme are made compulsory of all the knowledge appearing in secondary education, articles appear in both English 10th and English 12th Articles are the important knowledge in English and perform many different functions at all levels These are really difficult topic show to use articles appropriately but interestingly if we take deep investigation into them Not only students but also many teachers are challenged by the uses of articles They appear in part E of Unit 13 of the textbook in English 10 and part E of Unit of the textbook in English 12-basic curriculum When teaching these points, I myself find it confusing to get students to memorize their usages The only way to keep them in our minds is to learn by heart and to practise regularly It is enthusiasm and career passion that motivate me to write this experience innovation with the aims to share some of my opinions on topics related to articles for grade10th,12th students as well as help both my colleagues and my students practically remove the difficulties when teaching related lessons For this reason, I choose the theme: “Guiding the 10th and 12th form students how to use articles in English” 1.2 Aim of the Study The main aims of the research are: - To provide teachers and students with full theory of “Articles” in English - To provide students opportunity to practise using articles efficiently - To hope to provide reference materials for teachers or students who intend to master the language of English 1.3 Scope of the Study The objective of the study is articles that are often used articles exercises, including choose the correct articles to complete sentences, fill in blanks with articles, the tests about articles These exercises are collected from a variety of kinds of material sources The study was carried on students in classes 10A3, 10A6, 12A5 and 12A6 at Dang Thai Mai high school 1.4 Method of the Study - Gather the information from the internet and reference books - Teach some classes based on the experience as the result of the reality of the long time process of my daily teaching at school - Asking for experiences from my colleagues - Gather students’results and evaluate Contents 2.1 Theoretical back ground As mentioned, articles play a vital role in learning English Anyone who does not know them well are not considered as advanced learners Articles mainly occur around the textbook of English 10th,12th and are the main contents of part E - Language Focus in English 10 in unit 13 and English 12 in unit The only way to master them is to learn by heart the uses of articles and to practise them many times This research hopes to be a good material for both teachers and students in their teaching and learning 2.2 Practical basis of the problem Dang Thai Mai high school is one of the high schools in Thanh Hoa province People here are mainly farmers with average and low standards As a result, students have not had much good chance of studying and using English until recently Students (and even their teachers) 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 this research with a view to getting my students and other teachers to benefit from it by giving them more opportunities to practise and to better their English 2.3 Solutions to the problem After studying the content of the textbooks in English 10 and 12, especially the part E - Language Focus of units 13 and 8, and taking deep investigation into this problem, I have found out some useful measures to deal with this problem Based on the reality of the issue, I would strongly suggest some solution to the problems : - For students who have not mastered grammar, school leaders or teachers need to increase more periods out of the curriculum in school - Teachers need more than an illustration which is accurate, concise and vivid for each grammar trait - For homework, besides asking students to exercises in textbooks, teachers should have available amount of tests related to language focus - Teachers should promote the use of teaching utensils combining with new teaching methods to improve the quality of learning English 2.4 Result after applying the research in teaching The following data is the result of the second term - after applying the research “Guiding the 10th and 12th students how to use articles” of the school year 2019 – 2020 Ex: Class 10A3 First term Second term Number of students 42 42 Excellent Good (%) 25 % 35% Average (%) Weak (%) 50% 60% 25% 5% From the figure above, we can see that “Guiding students how to use articles” carefully got higher results These force me to try harder and harder to get higher achievements Furthermore, at the beginning of the school year, a large number of students said that they were confused when using articles in exercises But it is a big surprise, according to the survey, at the end of the school year that students feel confident when doing exercises related to articles These show that teaching articles for the 10th and 12th students complete the article exercises perfectly They feel no fear and confused when use articles Here, I would like to give my strategies to simplify the related lessons in classroom I divide the theme into three main parts: Part A: Theory of articles Part B: Practising exercises with articles Part C: Doing the tests about articles - Part A consists of the definition of articles- definite and indefinite articles, the basic rules for using indefinite articles, the basic rules for using definite articles and the cases we 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 The Definition of Articles 1.1 Definition of Articles An article is a word used to modify a noun, which is a person, place, object, or idea Technically, an article is an adjective, which is any word that modifies a noun Usually adjectives modify nouns through description, but articles are used instead to point out or refer to nouns There are two different types of articles that we use in writing and conversation to point out or refer to a noun or group of nouns: definite and indefinite articles 1.2 Definite Article Definite article is the word 'the,' and it refers directly to a specific noun or groups of nouns Ex: • the freckles on my face • the alligator in the pond • the breakfast burrito on my plate Each noun or group of nouns being referred to - in these cases freckles, alligator, and breakfast burrito - is direct and specific 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 The basic rules for using Indefinite Articles 2.1 We use “a/ an” with a word that is singular Never use “a” or “an” with a word that is plural (e.g books, trees) or uncountable (e.g water, advice) Ex: I have a book 2.2 Note that we use “a” in front of words that start with a consonant sound (a horse, a carrot) and “an” in front of words with a vowel sound: a, e, i, o (an apple, an elephant) Ex: I often eat an apple and a banana every day 2.3 We use “a/an” to introduce a reason or thing for the first time This shows that the listener or reader doesn’t know what we are referring to After this first reference, we use “the” Ex: He was talking to a man The man was laughing She gave him a present The present was very expensive 2.4 We often use “a/ an” before nouns of Jobs and professions Ex: There are three people in my family My mother is a teacher, my father works as an engineer and I’m a student 2.5 When we talk about things in general by using a singular now as an example with noun (meaning “any” or “every”) Ex: A baby deer can stand as soon as it is born 2.6.We use a/an in front of two nouns that are seen as a single unit Ex: a knife and fork, … 2.7 We use a/an when we mean “any one of particular type of thing” Ex: a cup of coffee, a paper clip,… 2.8 We use a/an with a unit of measurement (weight, quantity, time) or in number and quantity expressions Ex: - a little - a few - a couple of - a dozen - a great deal of - a large number - a wide variety of - a great many of, 2.9.We use a/an instead of “one” in pattern a … of … with possessive or before some number Ex: a friend of mine, a huge number of … 2.10.We use a/an when following the words “many, such,…” and in exclamations Ex: Many a man has come to an end; I don’t like such a girl; What a lovely day! 2.11 We use a/an following an adjective when is mentioned by the words “so, as, too, how” Ex: She is not so big a fool as she looks He’s as intelligent a boy as you are 2.12 We use a/an before somebody’s name to show that the speaker does not know the person Ex: There’s a Mrs Green to see you 2.13.We use a/ an with a noun like house, engineer, girl, name refers to a whole class of people or things We use a/ an with a noun to talk about just one member of that class.(A/an means “one”) Ex: a nice big house, an engineer, a girl,… 2.14 We use a/an in front of proper nouns (names spelt with a capital letter) for: Members of a family Ex: He’s a Forstyle (= a member of the Forstyle family) Literature and art: It’s a Dickens novel It’s a Brencht play Sometimes we can use the name on it owns We can say “It’s a Rembrandt painting” or “It’s a Rembrandt” 2.15 We use a/ an with illnesses Ex: a cold, a headache, a sore throat,… 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 The basic rules for using Definite Articles THE DEFINITE “THE”: Used to refer nouns which are definited We use “ the” in the following cases: 4.1 Nouns which were mentioned (= this, these, that, those) or have already mentioned: Ex: A boy and a girl were sitting on a bench The boy was smiling but the girl looked angry 4.2 Nouns which are definited by the situation Ex: Please take these letters to the post office 4.3 Used when a noun before a phrase limiting the meaning of it Ex: the center of the city;… 4.4 Used to say or explain person or thing you mean Ex: You are the third person ask me 4.5 Used with adjectives to build a collective noun Ex: the rich, the poor,… 4.6 Used with adjectives to build an abstract noun Ex: the beautiful(=beauty) 4.7 Used to refer a whole family or a married couple Ex: Don’t forget to invite the Jordans 4.8 Used when we know that there is only one of a particular thing Ex: the sun, the world, the travel industry,… 4.9 Used to refer to the things in a general way Ex: the weather, the sky, the wind,… 4.10 Used to say that somebody or something is unique Ex: Sydney is the capital city of New South Wales 4.11 Used to give a person’s job title, or their unique position Ex: Dr Simons has taken on the position of Head of Department 4.12 Used before a superlative adjectives followed by a noun or defining phrase Ex: the biggest, the most expensive, 4.13 Used with a unit of measurement to mean “every” Ex: These apples are eight to the pound 4.14 Used with a singular countable noun in generalizations (but not with plural or uncountable nouns) This is common with the names of scientific instruments and inventions, and musical instruments: the violon, the piano, Ex: The telephone is a most useful invention; The horse is an animal 4.15 These common expressions have a general meaning and before parts of the day: the town, the country,……; in the evening;……… 4.16 Used to refer to things that are unique: Ex: - Organizations: the United Nations - Ships: the Titanic - Documents: the Constitution - Public bodies: the police, the Government - Titles of books and films: the Odyssey - Climates: the President - The people of the country: The French,The Dutch - Political parties: the Labour Party - Beliefs: the gods 4.17 Used in front of the names of public places Ex: The cinema, the zoo, the park, the station, the post office, the airport… 4.18 Used in front of the names of three countries: The USA, The UK, The Philippines The cases we 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 10 5.3 Before the indefinite plural nouns Ex: I not like cats 5.4 Before uncountable nouns Ex: I often drink milk in the morning 5.5 Before means of transportation, but after “by” Ex: Although my father has a car, he often goes to work by bus 5.6 Nouns refer to color Ex: Red is not my favourite color 5.7 After possessive adjectives Ex: My friend is very friendly 5.8 Before the nouns refer to meals Ex: My mother always gets up early to make sure that we have had breakfast before going to school 5.9 Before dates, months, years, seasons.( if they are indefinites) 5.10 Before the names of nations, continents, mountains, lakes, streets Ex: - China is the country which has the largest population in the world - I wish to travel around Europe for a month PART B: PRACTICE ON ARTICLES Exercises for the 10th form students Exercise 1:Choose the best answer 1.The Atlantic is A a canal B a sea C an ocean D a lake 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 She had _ very bad night, she didn’t sleep wish A a / a B an / a C a / an D an / an _ person suffering from _ shock should not be given anything to drink A An / the B A / x C A / the D A / any 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 Mr Smith is _ old customer and honest man A the / an B an / the C an / an D the / the 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: 11 1.C A 3.C 10 C EXERCISE 2:Put a/ an, the or ∅ in each space to complete the following sentences I’m sorry I didn’t mean to that It was _ mistake There were no chairs, so we had to sit on _ floor Lucy has just gotten _ job in _ bank in Chicago There’s _ bookstore on _ corner near my house It’s very cold in here Can you close _ window, please? If you go past _ post office, can you get me some stamps? It was _ very hot day It was _ hottest day of _ year What’s _ name of _ woman who sat beside you at the dinner? How often you go to _ movies? 10 “Can you tell me where _ Room 306 is, please?” “It’s on _ third floor.” ANSWER: a the the a/ the/ the D A a/ a the/ the B A a the C A The 10.∅ / the Exercises for the 12th form students Exercise 1: Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions We went out for _ meal last night _ restaurant we went to was excellent A a/ The B the/ A C a/ ∅ D the/ ∅ As I was walking along the street, I saw _ $10 note on _ pavement A a/ a B the/ the C a/ the D the/ a _ actress’s life is in many ways unlike that of other women A An B A C As D.That the Kate plays _ violin in an orchestra A the B a C an D ∅ _ computer has changed _ way we live A A/ the B The/ the C A/ a D The/ a Excuse me, where is _ bus station, please? A a B the C ∅ D an What did you have for _ breakfast this morning? A a B an C the D ∅ Peter used to work in _ Middle East A ∅ B the C an D a My plane was delayed I had to wait at _ airport for three hours A the B a C an D ∅ 10 I have _ problem Can you help me? 12 A ∅ ANSWER: B a 1A 6B C an 2C 7D 3A 8B 4A 9A D the 5B 10B PART C: DO THE TEST Test for the 10th form students Question 1: There was _ piano in the corner of the room A a B an C Ø D the Question 2: It is fun to learn English on _ computer A a B an C Ø D the Question 3: Are they _ students? A a B an C Ø D the Question 4: Have you ever been to _ British Museum A a B an C Ø D the Question 5: We only have _ hour to complete the test A a B an C Ø D the Question 6: Hyde Park is a very large park in central London A a B an C Ø D the Question 7: I would like _ rice with my curry A a B an C Ø D the Question 8: He is English man A a B an C Ø D the Question 9: He is English A a B an C Ø D the Question 10: He is English A Ø B a C the D an ANSWER: 1-A 2-D 3-C 4-D 5-B 6-C 7-C 8-B 9-B 10-B Test for the 12th form students Question 1: Jason's father bought him bicycle that he had wanted for his birthday A a B an C the D x Question 2: Statue of Liberty was a gift of friendship from France to United States A The / x B X / the C The / the D X / x Question 3: Rita is studying English and _ math this semester A the / x B x / the C the / the D x / x Question 4: Please give me _cup of coffee with _cream and sugar A a / x/ x B a / the / the C x/x/x D x / x/ a 13 Question 5: When you go to _ store, please buy _ bottle of _chocolate milk and dozen oranges A a / x/ x/a B a / the / the/ a C the / the / x / a D the / a / x / a Question 6:John and Mary went to school yesterday and then studied in _ library before returning home A the / x B x / the C the / the D x / x Question 7: There are only few seats left for tonight's musical at _university A a / x/ the B a / the / the C x/x/x D x / x/ a Question 8: _ Lake Erie is one of five Great Lakes in North America A A / x/ the B A / the / the C X/x/x D X / x/ a Question 9: What did you eat for breakfast this morning A a B an C the D x Question 10: Louie played _ basketball and baseball at _Boy’s Club this year A a / x/ the B a / the / the C a / the / the D x / x/ a ANSWER: 1-C 2-C 3-D 4-A 5-D 6-B 7-A 8-B 9-D 10-C 2.5 Applying the research in teaching 2.5.1.ENGLISH 10th PERIOD 86: UNIT 13: FILMS AND CINEMA PART E: LANGUAGE FOCUS Time: 45 minutes I.Objectives: Students know how to pronounce the sounds/f/ and /v/correctly Students know how to use: - Adjectives of attitude - Structure: It is/was not until that - Articles: a/an and the II Teaching method:Mainly communicative III Teaching aids: textbook, handouts, tape, cassette player IV Procedures: Teacher’s activities *Previous lesson checking - Ask two students to talk about the films they have seen - Ask another student to give remarks - Check and give a mark I Pronunciation: - Aims: to introduce two sounds /f/ and /v /and help students to practise these Students’ activities - Two students talk about the films they have seen - Give remarks - Listen to the teacher 14 sounds Write two sounds on the board and pronounce them clearly twice, then ask students to repeat - Tell sts how to pronounce these sounds accurately / f / : a voiceless sound / v/ : a voiced sound - Write down two sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /f/ /v/ fan van first vine form view - Ask students to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Then ask students to work in pairs to read - Read these words in pairs and the words again so that they can check for check for their partners each other - Move around to help - Ask two students to read again and give remarks Ask students to look at sentences in page - Look at the book and work in pairs 139 in the book - Answers: - Ask them to work in pairs to read the /f/ /v/ sentences and then find out the words feels Stephen containing sound /f / and sound /v / enough driving - Ask them to work in minutes photograph van - Move around to conduct the activity - Ask one student to report and other students to give remarks - Check and give the correct answers - Ask some students to read these sentences - Read the sentences aloud - Listen and give remarks II Grammar: Adjectives of attitude: - Firstly ask students to read the instruction - Listen to the teacher and the example in task - Read the instruction and the - Ask them to exercise example and then task Exercise 1: - Ask two students to write the adjectival forms of the verbs on the board Sts: Do exercise carefully - Ask students to compare their answers with other students Key: - Moves round to conduct the activity fascinating exciting - Look at the board and give remarks terrifying 15 irritating horrifying boring surprising + Tell students that there may be two amusing adjectival forms of a verb One ends in -ing and the other ends in -ed - Ask students to look at the example and - One student tells the difference: tell the difference + The -ing adjectives: the nature of Ex: interest =>interesting and interested - sth/sb This book is interesting + The -ed adjectives: how somebody - I am interested in this book I 've read it feels (about sth) twice Exercise 2: - Ask sts to Ex individually and then - Some pairs report share the answers with their friends - Move round to help if necessary depressing - depressed - Ask some sts to report interested - interesting boring – bored - Check and give remarks It is/was not until that - Give examples so that sts can see the use as well as the form of this structure: Ex: Mary didn't know how to make cakes until I taught her = It was not until I taught Mary that she knew how to make cakes I did not start to learn English until 1995 = It was not until 1995 that I started to learn English - Ask sts to read the examples and tell the teacher which sentences are more emphatic Exercise 3: - Ask sts to exercise individually and then share the answers with their friends - Move round to help if necessary - Listen and correct their work if necessary - Read the examples - Pay attention to the underlined parts - Tell the T that the second sentences are more emphatic - Do the exercise individually 1990 that she became a teacher he was 30 that he knew how to swim 1980 that they began to learn English - Ask two sts to write their answers on the board - Check and give remarks 16 Articles: A/an and the - Give an example so that sts can revise the use of these articles: Eg: I have a cat and a dog The cat is lazy and the dog is intelligent Read the example and the tell the the use of these articles: + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Do the exercise in pairs - Some sts report: - Ask sts to Exercise Exercise 4: - Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report - Check and give remarks a the the an a a the the the the the the the an a a the a - Listen and correct their work if necessary III Consolidation -T summarises the main points of this Sts: Listen attentively lesson IV Homework: Do exercises at home 2.5.2 ENGLISH 12th PERIOD 50 :UNIT 8: LIFE IN THE FUTURE PART E: LANGUAGE FOCUS Time: 45 minutes I Objectives: Students know how to use: - Contracted form of auxiliaries (continued) - Prepositions and articles Knowledge: - General knowledge: Combining the sentences - Language: Know how to use in, on, at, of, by, about, among, to, with… - New words: Words related to the exercises Skills: To practise students’ pronunciation and writing skills To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles II Teaching methods: Integrated, mainly communicative III Teaching aids: Student’s book, handouts, tape, cassette player 17 IV Procedures: Teacher’s activities * Warm up: - Introduce the lesson to the students I.Pronunciation: - play the tape and asks students to listen to the sounds listed in their books -Asks students to listen to the tape then repeat the words in chorus -Asks students to repeat the words individually -Pronounce the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce - Read times the sentences, and then let the whole class read the sentences twice or three times - Put stress mark for them to practice - Call 2-3 students to read the sentences again II.Grammar: Exercise1: Choose the oppropriate prepositions -T explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to the exercise suggested - Asks students to discuss the answers with their friends Students’ activities - Listen to the teacher -Get the teacher’s explanation - Listen to the sounds listed in their books - Listen to the tape then repeat the words in chorus - Some individuals repeat the words - Listen to the teacher’s correction - Read the sentences suggested individually - Read after the teacher - Read the sentences twice or three times - Listen to the teacher’s explanation - Work in pairs Do the exercise given in the textbooks - Discuss the answers with their friends then correct the mistakes themselves - Asks some of the students to the - some of the students to the exercise orally exercise orally - Asks others to give comments - other students give comments - take notes of the suggested answers - Gives the suggested answers if necessary Keys: in, 2.of, 3.on, 4.at, 5.to 6.in 7.about 8.for between 10.to Exercise 2: Put a/an, the or x in each… 18 -T explains the example carefully A/an is used before an indefinite single noun, The is used before a definite noun, The is also used before a musical instruments We use zero articles before a proper noun or some structures such as by+ (means of transport) and last+ (time) … -T asks students to work in pairs to the exercise suggested -T asks students to discuss the answers with their friends -Notice the teacher’s explanation - Work in pairs Do the exercise given in the textbooks - Discuss the answers with their friends then correct the mistakes -T asks some of the students to the themselves exercise orally - Some of the students to the -Asks others to give comments exercise orally - Other students give comments -Take notes of the suggested answers - Gives the suggested answers if necessary Keys: 1.x x/ x/ x x/ the/the the/ x the/ x The/ x The / x an/ the/ the x/ the 10 x/ a III Consolidation -T summarises the main points of this Sts: Listen attentively lesson - Ask students to revise the strong form and weak form of auxiliaries, the use of prepositions and articles IV Homework : Redo all the exercises and prepare - Listen to the teacher and write down Test yourself C at home homework to at home 2.6 Result of the research Over a year of teaching according to the previous given rules, I found that my students skills of doing the test ralated to the theme as mentioned above has improved This study has been used in the school year 2019- 2020 at classes : 10A3,10A6,12A5,12A6 at Dang Thai Mai high school I divided this research into four stages to carry out the assessment of experimental results: Stage1: Provide the theory and illustrative examples of articles Stage 2: Do exercises related to the theme 19 Stage 3: Do the test Stage 4: Correct the test and collect the students’ results I applied the teaching method about articles that mentioned above for some classes, results were received positively 2.6.1 Before applying experience Class 10A3 10A6 12A5 12A6 Number of students 42 40 38 40 Excellent good(%) Average (%) Weak – bad (%) 10 (23,8%) (20%) 12 (31,57%) 09 (22,5%) 24 (57,16%) 21 (52,5%) 22 (57,9%) 25 (62,5%) (19,04%) 11 (27,5%) 04 (10,53%) (15%) Average (%) Weak – bad (%) 17 (40,48%) 19 (47,5%) 12 (31,57%) 18 (45%) (0%) (0%) (0%) (0%) 2.6.2 After applying experience Number Excellent Class of good(%) students 10A3 42 25 (59,52%) 10A6 40 21 (52,5%) 12A5 38 26 (68,43%) 12A6 40 22 (55%) 2.6.3 The effectiveness of the study in comparison with the previous methods The research results above show that doing the researches not only helps the students understand the lessons well and have a good chance to practise what they have learnt but the teachers themselves benefit from it a lot To achieve this requires the teacher to invest time, effort and intelligence to discover treasures of knowledge It is also necessary for the teachers to select proper methods so that they can promote the students’ proactive ability in learning English There are different methods of teaching English, but the most important thing is that we must use the one that works in a certain situation Actually, various activities in each lesson can help with making students more dynamic and active One important thing I should 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 Conclusions and recommendations 3.1 General overview and enhancement of the study 20 Learning is a personal journey We are simple guides our students have to 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 the learning themselves So the teachers should teach the essential things and prepare interesting lesson plans that motivate students to get the best result Although this is only my private experience as a result of my teaching everyday, I hope it will be beneficial to other teachers and students Beside, it reminds me not to stop learning and studying to find out new teaching methods and interesting activities so that I can achieve the best effects This is my personsal study, so some mistakes are unavoidable I hope to get any comments from kind-hearted colleagues so as that my research will be better 3.2 Suggestions for further studies That research is restricted to articles and the participants in the research were students in grade 12 only , there are certain limitations It’s hoped that the techniques having been mentioned in this report will bring about several benefits in teaching and learning English to teachers and learners To improve the school’s education requires that the School Administrators, organizations are constantly interested in investment of educational facilities such as projectors, laptops, labs, and so on so that the teachers can have opportunities to use up-to-date technologies in teaching Administrative officers of Education and Training at higher level should pay more attention to daily life of teachers, encouraging them timely in their teaching job, especially in scientific research such as teaching aids, innovative experience and higher science study Individually, I hope that in the future at Dang Thai Mai high school there will be more than one class for students who take part in group D or A1( maths, Literature, English, / maths, physics, English) so that English tearchers and students have more chances to master English With my little knowledge and study in reference books, I hope to contribute my little ideas in teaching English at senior high school In process of implementation, there should certainly be errors or omissions, so I am looking forward to receiving your comments on my topic so that I may more and more improve my teaching English Thank you so much The End THE CONFIRMATION OF THE HEADMASTER Quang Xuong, July 10th 2020 I assure that this innovation is written by me without any copy Written by 21 Phạm Thị Thủy 22 REFERENCE BOOKS A.J Thomson and A.V Matinet, “A practical English grammar” , Cambridge University Press Celebrity grammar and Celebrity usage English – hilfen.de (1999 – 2015) Jeremy Hammer “how to teach English” Longman Press Ngữ Pháp Tiếng Anh, Mai Lan Hương, Nhà xuất Đà Nẵng Practical handbook of language teaching – David Cross Raymond Murhy ,“ English grammar in use” Cambridge University Press SGV, SGK Bộ GD-ĐT Tiếng Anh 10,12, Hoàng Văn Vân, Nhà xuất Giáo dục Việt Nam 10 Tricia Hedge (2008) Teaching and Learning in the Language Classroom New York : Cambridge University Press 11 Understanding and using english grammar – Betty Schramperfer Azar DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Phạm Thị Thủy Chức vụ đơn vị công tác: Giáo viên Trường THPT Đặng Thai Mai TT Tên đề tài SKKN Cách hướng dẫn học sinh lớp 10 kỹ đọc hiểu môn Tiếng Anh Skills in using phrases and clauses to improve the quality of the national exam review Practising problem solving skills in direct and indirect speech for grade 12 students in the national examination Cấp đánh giá xếp loại (Ngành GD cấp huyện/tỉnh; Tỉnh ) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Cấp ngành C 2006 - 2007 Cấp ngành B 2014 - 2015 Cấp ngành C 2016 - 2017 ... remove the difficulties when teaching related lessons For this reason, I choose the theme: ? ?Guiding the 10th and 12th form students how to use articles in English? ?? 1.2 Aim of the Study The main aims... lazy and the dog is intelligent Read the example and the tell the the use of these articles: + A/an: indefinite articles A/an + N (sing) + The: definite article The + N - Do the exercise in pairs... ask students to read the instruction - Listen to the teacher and the example in task - Read the instruction and the - Ask them to exercise example and then task Exercise 1: - Ask two students to