(Sáng kiến kinh nghiệm) methods promoting proactive, positive for high school students in english lessons

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN XUAN NGUYEN HIGH SCHOOL EXPERIENCE INNOVATION TOPIC: Methods promoting proactive, positive for High School students in English writing LESSONS Subject: English Writer: Le Thi Hai THANH HÓA, MAY 2017 INDEX CONTENTS CHAPTER I: INTRODUCTION I REASONS FOR CHOOSING THEMES 1.1.Reasons 1.2.Research’s objectives 1.2.1 On the part of teachers PAGE 3 1.2.2.On the part of students II RESEARCH PURPOSES III RESEARCH SUBJECTS CHAPTER II: CONTENTS 2.1 Understanding and classifying the types of messages, identify the purpose and nature of the article 2.2 Solving some common problems while teaching part Writing 5 2.3 General comments 2.4 Specific results: CHAPTER III: CONCLUSION CHAPTER IV: SUGGESTIONS 24 25 26 CHAPTER I: INTRODUCTION I REASONS FOR CHOOSING THEMES 1.Reasons Language is a special signal system, its formation and development of human society and women are characteristic of humanity altogether with animal cry Language exists in the everyday life of the people as a means of communication Through the expression of language that people can understand each other better, understand the mood and attitudes of each other so that build social relationships, interactions, making human society become a strict diet For students, the form language for them is an essential job, requiring us to always be focused on the development of dynamic, creative, active students in order to create possibilities to identify and solve problems for them To achieve this goal, changing teaching methods in the schools through the learner's respected actors operate, encouraging active learning activities, initiative and creativity of learners in the process learning is essential  In foreign language teaching, the more true this argument because no one can replace the learners in understanding language media and language used in communication activities shall, their communicative competence The renovation of language teaching methods should be consistent with the following principles: - Organization of the teaching process in the positive direction of the operation of the school - To promote and develop a positive role, initiative and creativity of students - Organization HS perceived by the knowledge of their activities - Teach students how to learn and the will to learn Thus, the ultimate goal of teaching - learning languages is not merely recognize the phonetic system, vocabulary and grammar that students must know how to use the system enough to achieve specific communication goals to: verbal, action, writing, The role of writing in the current primary curriculum (namely English SGK 10 - renewal program) is mainly to coordinate with other verbal skills to enrich the forms of exercise in class as well as homework to reinforce the knowledge learned and help students become familiar with initial style, tight structure of writing and learning activities using writing to a purpose simple: write a letter, write addresses, instant messaging, fill in the declaration form, form, 2.Research’s objectives a) On the part of teachers Seeing from the perspective of a foreign language teacher I found that English 10 - The reform program has a very clear division of skills: Listening Reading-Writing-Speaking- Each post is the Language Focus A more favorable conditions for teachers in each section that is divided into specific tasks We can say that SGK English 10 as a sample lesson plan This does not mean that teachers simply ask students to enough procedures in textbooks is done, but the most important thing is to have the tips GV metabolic processes that the real skill However, we may find that certain difficulties frequently encountered GV in writing: - There are too many students in the class, so the teacher is difficult to manage the student works and does not work - The uneven capacity and qualifications among students in a class or between classes with other classes - Teachers often feel anxious and not able to control and correct these errors are all of studént or they fully help in the process of writing - The error correction and the point takes a lot of time - The writing process is often more than 45 minutes allowed b) On the part of students This is the biggest problem of most teachers encounter Although the children including years in secondary school English, but the limitations of their knowledge is enormous: - Do not have enough vocabulary or sentence structure to express - There is a tendency to use English said when writing - Understanding of social knowledge is limited - Tend standard translated from Vietnamese into English when writing - Misuse purposes required by different types of problems - Expressing ideas and information in the same sentence or a paragraph long - There is insufficient documentation, information and insights on topics certain to write, so it can not write true THE STUDENTS ARE BORED WITH SCHOOL WRITING LESSONS Because of the practical difficulties that I have encountered in many years of study before it motivated me to explore and find different solutions to remedy this situation After a short time applied during the school year 2014 - 2015, I boldly discuss with you teachers teach English on a small aspect of the issue of teaching - learning to write, that is: Class to teach writing skills English textbooks in Grade 10 II RESEARCH PURPOSES - In order to find out different ways to harness the initiative and creativity of the students during the skills training in teaching English - Train and develop writing skills for students: Identify -> Thinking -> Building standard -> Expressing written - Students know how to classify different types of articles so that they have a more accurate view of language style III - RESEARCH SUBJECTS Section: D.Writing, from Unit to Unit 16 in English 10-Students’books renewal program CHAPTER II: CONTENTS 2.1 Literature Review In the text we also examined four issues: - Understanding and classifying the types of messages, identify the purpose and nature of the article - Solving common problems in writing teaching hours - Identify objectives and tasks of some kind of article in English textbooks 10 - Use PowerPoint and overhead projector in teaching hours writing (Unit 6: Writing a confirmation letter) 2.1.1 Understanding and classifying the types of messages, identify the purpose and nature of the article 2.1.1.1 How is teaching writing? In the course of teaching writing we need to implement these steps? Is this not a redundant question? Whatever the answer, whether or not we still have to make sure thichung something that Writing is a skill Because to teach students to understand would write something (type article)? Writing about someone / something? write like? Useful for how long? how to write effective articles and valuable? This requires not only rich in terms of knowledge but also skills in transforming knowledge into products writing (writing production) So when doing a post we need to have those steps? First, before you write needs to define purpose would write Purpose helps identify students choose the appropriate type of article and appropriate language HS also need to think about writing for chúng Audience - who chúng writing for This is important, because the determination is written HS will decide the sentence structure and language use Moreover, it should be considered the need to think about content HS or HS structure will establish ideas or facts of the article Next, students will write a first draft (first draft) When finished writing a draft 1st HS should reread see where drafts are and where not Edit Draft 1st (edited có draft), to change where necessary, and then performing time last draft (final draft)         We can summarize this process as follows: Planning Drafting Editing Final draft So this process is not simple, but much cyclicality It makes sense for HS outline, draft, prepared before the final product release For different purposes, the writers write will use these different genres, different genres of writing would require structure and choice of different languages: Different Purposes, Different genres Teachers also need to focus on three aspects of teaching writing skills for students: - The accuracy of language (grammar, phonetics, vocabulary) - The logic and style - The relevance of language for the purpose of communication, communication objects, situations and themes communicate communicating 2.1.1.2 Principles of teaching and learning writing skills To form and develop students' writing skills, we need to ensure the following principles: - Consider writing skills is one way to communicate, not only is the use of correct grammar structures or calligraphy - The process of teaching and learning of writing skills in the post form, these exercises can control, guidance, and finally write freely - Article should realistically depicts life as people, places, write invitations, letters of thanks, written to retell a story, an event, - Always make sure the purpose of the article, meaning that students must know what to write, what to and write for anyone - To create more opportunities for students to write better Writing skills can only be formed and developed through practice - Article should be linked to the content or subject of the lesson to integrate the language skills and create more opportunities for students to practice using words, grammatical structures and language-specific functionality 2.1.1.3 Classify, identify the purpose and nature of the Textbook Writing in English 10 Below are the categories and various articles in English 10 with the characteristics and properties of their own When classifying and understanding the specific characteristics of this note we will be better prepared for all teaching posts Text types Letters Narrative Examples - complain - filling in a form - announcement - confirmation - invitation - acceptance & refusal - giving direction - routines - people’s backround Units Unit Unit Unit 14 Unit Unit 10 Unit 11 Unit Unit Unit Features - Language: formal - Logical ordering of ideas - Language: informal - Logical ordering of ideas - Language: informal - profile - instructions Description - a film Unit 12 Unit Unit 13 - time ordering of facts - Language: friendly, descriptive - Place/ time or generalization-to - advantages & - Language: formal Expository disadvantages of mass Unit - generalization-to (explaining) media - Specific ordering of - tables & charts Unit 9,16 ideas or facts Revolves around the theme writing skills, English textbooks 10 is available as basic writing assignments: Ghop from the sentence, the sentence ghop components  Enter word / phrase in the / paragraph  Discussion to find information in tables  Fill in the coupon  Find key information, identifying structural posts  Write use words / phrases given  Writing under, tables, diagrams and charts  Write suggested (for word, the structure, the need to write, texture paragraph)  Write request  Write thematic freedom, themes, situations 2.1.1.4 What students need to write? - "What Students need to because in order to write?" So when asking students to write a certain problem in the classroom, we need to make sure that students should grasp the following matters:  know the aim – why they are writing  Know the audience – who they are writing to  Know the genre – what type of text they are writing  Have enough time for:  thinking about the topic  Brainstorming ideas  Planning ahead carefully  Drafting as many times as they can -> have constant feedback from teacher as well as their partners during the writing process: 2.1.1.5 Academic writing as a process: "Writing as a process" We can summarize the process of writing cyclic diagrams below: Getting ideas together Being motivated planning to write Final version planning drafting Revising replanning redrafting 2.2 The problems before applying the innovation experience 2.2.1 The meaning of some common writing activity In each hour of teaching writing or a certain kind of writing often has a lot of activities, different tasks, exercises and rich diversity, aims to train and develop writing skills for students We easily recognize that we have a relationship together logically Special section 10 Writing in English textbooks usually 3-4 tasks built styled spiral: If your unit has tasks, the first ever tasks (for all tasks, the first tasks) the aim is also to provide a new language: type article, vocabulary, sentence structure, grammar, (prepare to write), and oriented to the scope of language students will use for the article After completion of this Tasks that HS provided "a good source of information" and "to come up with ideas" -> Writing production (final task) Thus understanding the purpose and significance of each activity, tasks and requirements of the given written exercises are extremely important Here not merely completing her homework, but it's important for student organizations how: work individually, in pairs, in groups, or whole class? What process (a few steps)? How long do? -> Feedback: From the homework đú HS learned what issues to prepare for the Production So what kind of exercise that we often encounter in Writing lessons?+ Coppying : the types of exercises reinforce the knowledge of students, each student will copy the first sentences of a conversation / text study, which documented the ball to the other students left, I called conversation chain (chain dialogue) This way, students must understand what their content, not transcribed copy machines that not understand anything Teachers should use this article as a Warm-up for the new lesson Example: Before teaching Writing section of Unit 1, to prepare for the Writing narrative teachers can ask students to write a short dialogue (conducted from 5-7 minutes): 1: What did Nam yesterday afternoon? St2: He Went to the library St3: What book did he read? St4: He read an English book St5: How Long did he read? Then ask students to answer lumped into one short paragraph: "Nam went to the library yesterday afternoon, he Went there to read an English book, he read " Thus, after the completion of this exercise, which identified student (language vocabulary, grammar, sentence structure, ) will be used in lessons + Dictation (Copy spelling) is a very traditional kind of training in foreign language teaching, as well as a form of effective copy At the same time students will be trained two skills: Listening-Writing, consolidate grammar structures and vocabulary Teachers can use this exercise to Warm-up or Wrapping-up Particularly in this series we still can apply for the remaining skills Example: After finishing part of Unit Listening, teachers ask students to close the book, listening to teacher read a few sentences about Mr Lam and documented + Constructing dialogue (Construction dialogue guided): There are three main types we often see in textbooks English 10, that is: - Students provided a sample, after reading the post form, students will use the suggestions to complete similar sample Type Writing this article in part of Unit 1, 3, 6, 8, 9, 14 10 students work, the teacher should go around the class to help them promptly if necessary - Instruct students to self correct, or correct for you in the symbol of the kind of errors that have - Do not necessarily implement all the steps of the process of teaching writing in class if the lesson too long Some steps teachers can ask students to at home or in the next item Example: The teacher asks students to prepare topics to write at home, thinking ahead to the topic written outline (especially the preparation of vocabulary, sentence structure), or students can write drafts once in home, work in class as final production Or teachers can guide students to some Task start at home to be prepared for the information and data necessary for the main lesson - giaovien should let students learn about is of all knowledge, social knowledge related to their lessons in order to get a necessary source of information in the process of expression, but teachers should not give all the attention to students - Should the exchange, share questions, or plan their lessons with colleagues, to work together to solve difficult to find an effective method - We should use the hint, suggest, encourage students to overcome the shortage of words, ideas or language - Teachers should explain, motivate students to learn English is not simply to test or exam that English also serves practical in everyday life, work and their careers in the future especially during international economic integration 2.2.2.2 As for the difficulties came from the students - The pre-writing stage is a very important step for students can reinforce vocabulary, structure, and it also helps students initially the standard content of the article at this stage, teachers should provide students with the structure and vocabulary needed around the theme of the article for students to express their ideas - Teachers should lead students step into the article carefully and guide students with simple tasks, namely matching ability cuahoc born - Use a suggestion not only by language but also by photographs, visual aids and sample articles - Set chohoc born sense of thinking in English to be able to minimize the influence of the mother tongue in the process of writing - Make the students familiar with the writing process with the use of different stages to suggest students bring these practical articles - Helping students find exactly Audience and aim of each writing task If the requirements of each task in the teacher unclear textbook need specific interpretations different forms (these explanations should aim to promote the initiative and creative thinking of students) to learn Audience and students in search of the aim of the article 13 - Help students use simplifications in the standard connection in question / article to shortened the sentences or passages whose meaning is still clear and coherent - Try to use the information, practical knowledge of nature, close to the communication in everyday life as in all types: letters, form filling, - Organize students write rich activities such as games, designing posters, creative writing, poems, to cause lively atmosphere and creative fun in class - Do not often write about home assignments mandatory for students, and if so inadvertently increases for student passivity and deal only mode Should guide students to develop reading skills at home instead of writing assignments 2.3 The experience innovative experience or suggestions used to solve problems For an hour teaching writing really bring certain efficiencies, the determination of the specific tasks and find the highlights of knowledge to students in a teaching hour in general and in particular hours of teaching writing is very important Let's find out specific tasks and objectives to be achieved by some textbook Writing lesson in English 10 Writing lesson of Unit 1: Writing a narrative Task Students must perform two tasks at once: - Find the verbs in the past tense: khởi, Arrived - Time connectors: on honestly, at first, For this form teachers should guide students to use reading skills to perform surfing the tasks Task In this note students identify the content that they have to make: - The Event (events): this is the actions / activities that occur before the climax of the story: got on plane, plane took off, - Climax (climax): the climax of the story (also called a node) is the correct details of note: We thought We had only minutes to live - Ending (Conclusion): Note to students epilogue of the story is often given at the end of the story, can be happy or unhappy, and often referred to the feelings of the narrator: pilot announced mà everything was right, chúng Safely landed Task Before students conduct this exercise, teachers noted the students divided the appropriate verb to time use storytelling as well as shops, prepositions correctly Writing lesson of Unit 7: Advantages and Disadvantages of writng about the mass media 14 Task Students read statements about the benefits and disadvantages of the use of television and underline or write down the sentence structure is used in the table for convenience when doing the following exercises VD: - help / Encourage SO to so sth: help us to learn, Encourage us to buy - Make SO / sth + adjective: make things memorable, make us aware of, make us passive / Violent Teacher asks students to say the benefits and disadvantages of the use of television, using the learning structure Task Based on Task 1, you think more information about the benefits and disadvantages of different types of public information and fill in the corresponding table Note to the HS are each media type has two sides, good and bad at the various levels Example: Television is a source of entertainment and provide useful information for humans but could be damaged if the viewing audience constantly Radio helps retrofitted knowledge to the listener, but sometimes the information transmitted via the sound may not be clear Task Students will use information in Task loose to write a short paragraph 1.Note to students just writing about the benefits and disadvantages of a media type and outlined some concrete evidence to illustrate Articles can follow interpretations (the previous suggested) or inductive (after stating the new standard general gist) - The first part: Summarize the main advantages of the mass media and the deployment, for example to illustrate - The body moved reviews, summarizes the disadvantages of the use of mass media and the deployment, for example to illustrate - Epilogue: get off the main idea of the passage Teachers can provide students with the necessary structure built in the article: - to neglect (v): nhãng, bỏ mặc - to broaden (v): mở rộng (hiểu biết, kiến thức) - negative (adj): tiêu cực - understanding (n): hiểu biết - to harm (v): làm hại, gây hại - access to sth (n): tiếp cận - to have influence on sth (v): có ảnh hưởng đến - to chat to S.O (v): nói chuyện/ tán gẫu với Writing lesson of Unit 13: Describing a film After performing the reading pattern depicted on the film Titanic, students will perform answer questions about the film Answering questions from 15 instructors to students draw the structure of each question Paying attention we will see each question will be a field of film For this format, we need to ensure the following: -Tên phim (the name of the film) + The name of the film is Titanic + The film’s name is Titanic Thể loại phim (kind of the film) + It’s a romantic / detective / horror film… Nội dung phim (the content of the film) + It’s about… + The film is a story of…… + The film tells us a story about… Bối cảnh phim (the setting of the film): địa điểm, thời gian diễn kiện phim + The film is set in……(a small village in 1998) + The story takes place in… Bộ phim dựa vào tác phẩm, kiện (nếu có) + The film is based on a true story in 1990 + The film is based on a novel of Nam Cao + The film is made based on the event of… Các nhân vật phim (the main characters) + The two main characters of the film are Leonardo and Vivien + The main actor / actress of the fil is…… Hiểu biết em nhân vật phim (your knowledge about the characters) + Leonardo is very famous actor + Nicole Kidman has won some Oscar prizes Kết thuc phim (vui hay buồn) (the ending of the film) + The film has a sad / happy / tragic ending Cảm nghĩ em phim (your feeling of the film) + I think the film is very interesting / boring / frightening/… Em học từ phim (the lesson you can learn from the film) 16 + The film makes me realize that I must appreciate the life and what we have + The film strengthens my belief in human ability + Thanks to the film, I realize that if we are strongly determined, we can make our wishes come true despite the difficultiesin life After doing this work, then the rest is relatively easy for students to use these structures to describe own favorite movie each child personally 2.4 The effectiveness of innovative experience in teaching activities, colleagues, school and author (Unit 6: Writing a confirmation letter) .We can say that the application of modern methods in teaching favorable conditions were very much in the process of training for teachers, and also help students become familiar with the strong development of the information technology and engineering science As for language, the application of modern facilities in the teaching process is necessary more than ever But is not easy and simple to use modern means to teach effectively After a short time applied the means to teach English, I boldly presented the lessons (I did not use the word "experience" can -Because this is not the experience) that I've learned from the use of modern media in teaching English: Use Overhead Power Point and Motorcycles in hours teaching writing (Unit 6: Writing a confirmation letter) According to my view, the use of modern media in teaching hours writing highly effective: - The startup operations for lessons write very fast, shorten the time to post - Students have more time to discuss in class before writing - Improve their work group (the struggle between members of the group, between this group and other groups), giving the class atmosphere lively and positive - Teachers have time correct many mistakes for students, from which students have the opportunity to overcome their own shortcomings Part Writing lesson of Unit 6: Writing a confirmation letter In this post I conduct these steps as follows: - Preparation: + Create Post by Power point + Paper in (8 sheets) and bust written in (8 pieces) - Furniture building and teaching facilities:           + Versatile projector (for PowerPoint presentations)           + Overhead (for projector transparencies): used for the correction of all the students - Duration: 45 minutes - The process of teaching hours take place as follows: Step 1: (5 minutes) 17 • Teacher asks students to list the type of letter that they wrote or said (particularly by Vietnamese or English) • Lighting Slide in the Warm-up (as shown below, no part hyphen): Students form Matching exercises, students perform as fast in minutes: Kinds of letters and columns, the column is Characterized sentence of the letter students must grasp the characteristics of each letter Teachers can write on the board of each column marks respectively in this column are 1,2,3,4,5 and the other column is a, b, c, d, e to edit all the student facilities Then ask students to draw 3-4 answers, teacher shooting to check the results • Thus, after completing step students visualize what is today's lesson? SLIDE War m-up • Matching Kinds of letters Characterized sentence of the letter Invitation Can you go shopping with me to buy something for the party? Thanking Would you like to join the party with us? Requests Of course, I’ I’ll help you to prepare everything for the party Complaint I am writing to complain about the poor quality of… of… confirmation Thanks for your inviting me to the party Step (7 minutes) • From the things that made in step 1, the teacher introduced to new posts Slide teachers (As the illustration) • The teacher asks students to read and grasp task in Task will ask students to open books page 69 SLIDE 18 Un it Lesson a n ex c u r s i o n w r it in g w riting a letter of confi rmation I - Presentation • Task Read two letters below and find the requests in Nga’s letter and the confirmation in Hoa’s Teachers shows Slide (Slide3a) (No Requests and Confirmation section below), ask students to read two letters (of Russia and the US) then find requests in the letter of Russia and Confirmation in leaf US letter (5 minutes) • Teacher asks students to give answers, Teachers record students' answers on the board, then the teacher shooting (Slide 3b) for student test results SLIDE Slide3a 19 Dear Hoa, My class is going to have a picnic at Ao Vua this weekend This is the first time I go for a picnic Can you go shopping with me to buy the things we need for the picnic? I will pick you up at 2:30 p.m tomorrow Is the time convenient for you? Please let me know as soon as possible Yours, Nga Dear Nga, I’m glad to hear that you are going to have your first picnic with your classmates Certainly, I will help you to prepare everything you need for the trip Fortunately, I’m having a day off tomorrow So, I’m free in the afternoon I will be waiting for you at 2:30 p.m tomorrow Love, Hoa Requests: Can you go shopping with me to buy the thing we need for the trip? Confirmation: Certainly, I will helpyouto prepareeverything youneedfor thetrip Slide3b STEP (5 minutes) • The teacher asks students to read the first two letters again and find and underline words and new structures (the students can anticipate that) • Teachers shows Slide (as shown): • Require high school student listening and repeated several times, the teacher explained further if necessary and then asks students to take notes quickly on your notebook SLIDE 4: 20 Wor ds and phr ases • Pickup(pickS.Oup)(v): • Convenie dj): Convenient(a adj • As soona s possible(ph): as • Beglad(=behappy)(adj): • Ce rtainly (=Of course Certa course)) (adv) • Fortuna tely(=Luckily) (ad ately (adv): đón(ai) phù hợ p càngsớ mcàngtốt vui mừng chắ c chắ n, tấtnhiên th thậtmay Step (12 min) Task • Teachers Slide (Slide 5a), ask students to read a duty to perform, and then ask students to define the requirements of each situation focus, teacher called students to read a few sentences Answer • Teachers shooting to Slide 5b • Students observe and compare the results with previous answers • Teacher ask members emphasized the focus of each situation again and ask the students divided into groups (usually each layer with groups, each group is divided into two small groups) in part of this article I wrote for the student organization activity group: The group of organizations and will write scenario 1, the group in groups and will write scenarios All teams are performing post write on paper (prepared before) in 10 minutes • Teachers mingle and observe the working group and help if necessary 21 SLIDE Slide5a I I – Pr actice Writing a confirmation • Task 2: Read the situations and write a confirmation letter responding to each of them Lan is going to have a birthday party at 8:0 8:00 p.m on Saturday She asks you to buy her two bunches of bananas, three kilos of oranges, ten mangoes, and bring themto her house an hour before the party Youagreetohelpher Minhwants toborrowabookaboutwildlife Heis comingfor thebook at 9:00a.m this Saturday You accept his request but suggest a later time Lanasks youto buy some fruits and bringto her house anhour beforethe party Minhwants to borrow you book about wildlife Slide 5b Step 5: (10 minutes) • Ask each group to change the article, look, underlined and fix the next to assume that such writing is wrong (2 minutes) • Teachers collect all of the group and used to turn Overhead edit all students: a comment on the meaning (content) and grammar, grading each article • Teachers make general comments and draw general conclusions about the errors that students often face: the sentence structure, word usage right / wrong, word order, by no means obvious question, and offering solutions, learn from experience for the next article Step (5 minutes) • Slide teachers: (As illustration) • Provide writing samples for each situation, ask students to refer copy and collate more at home • Teachers can based on the situation of each classroom for additional training in a similar format to drill more at home (not mandatory) 22 Bài viết mẫu Tình SLIDE Suggest ed answ er s Suggested Dear Lan, I’mveryhappy to joinyour birthday party Certainly, I will helpyouto prepareeverythingyouneedfor the party I will helpyouwiththeshoppingthis Saturday AndI will bringthemto your houseanhour beforetheparty I wantto help youpreparefor theparty, too SeeyouonSaturday Love, Minh Dear Minh, I’mhappy to tell youthat thebookyou want to borrow is available Youcanuseit for thenext two weeks However, I will not beat homethis Saturday Canyou comeonSunday? I will bewaitingfor youa day Seeyoulater Yours Nam Bài viết mẫu Tình With this lesson, students are excited to learn, learning atmosphere very lively class, most of them work very hard, bringing high academic performance I also use modern teaching facilities in relatively many lessons in all skills, from which I draw something that the proper use of utensils and teaching facilities to conform with each type of post, each skill, each subject students is not easy But not so that we not dare use them, but it is important that after every use we learned something for next time use, and we also need to coordinate the development map and means that a clever and rational Through a detailed presentation on teaching writing and Overhead Power Point is, I hope to get the comments of the teachers that we use things up and modern teaching facilities increasingly widespread and more effective 23 III RESULTS 3.1 General comments With these solutions and the methods that I have applied (as in the presentation content), combined with the attention and guidance of school administrators, the exchange between the members of the organization expertise in applying the appropriate method for each object in the school students After a year on the practical application of teaching, I have obtained encouraging results Most students have been steadily improving their academic quality, and they also gradually fill the lack of knowledge, thus developing more skills, skill in the use of language in general and English in particular Also during teaching hours, I always inspire learning for children with stories short but witty, fun puzzles, fun games suitable for all types, high educational value Through one year, that they regained confidence, enhance creative thinking in learning Specific results:                                             THE FIRST SEMESTER Checkpoints skills (Writing) Clas s 10C Sĩ số 0-2 3-4 5-6 7-8 - 10 S % L SL % SL % SL % SL % 45 12 28,6 18 40 12 25,7 5,7 0 46 13 30,6 18 38,9 12 25 5,5 0 10C THE SECOND SEMESTER class 10C Sĩ số Checkpoints skills (Writing) 0-2 3-4 5-6 7-8 SL % SL % SL % SL 45 14,4 11 25,7 21 48,6 46 13,9 10 19,4 24 61,1 6 10C – 10 % 11, SL % 0 5,6 0 24 CHAPTER III CONCLUSION Thus, we see the one thing that all these seemingly simple lesson but in reality is very complex, requiring each of us should have sweeping views, the rational method This is the first year we implemented the program to replace textbooks at the high school level, so we have encountered many difficulties in the teaching process These difficulties come from many different causes: from the facilities, furniture and equipment have not met or are not consistent with the contents of textbooks - renewal program; to the extent of weakness or lack of background knowledge of students in secondary education establishments On the other hand, we are only just at the level acquainted with new books, there are all / part has not controlled all the content and teaching methods to overcome the difficulties in the longer term teaching process processing Thematic studies instead of in a short time can not meet all the need to exchange experiences and methods as well as the entire contents of the book Therefore, we can say experience writing annual initiative of the teachers are also good conditions for teachers and records, recognize, assess and express the method and teaching experience myself; and exchange information in order to draw the lessons and valuable experience to enhance the effectiveness and quality of teaching 25 CHAPTER IV : SUGGESTIONS The richness of the topics taught in textbooks in English 10, 11 new teachers have difficulty teaching process Example: Subject Sports, there are many new sports that teachers are also hard to imagine that's what sport? Or in part of Unit 15 Writing - English textbook class 10, in the Task 2, students will not have the data to be used for articles such as: year established, area of the city in Vietnam male, Besides teachers will very hard to gather sufficient information and data related to different topics in the textbooks and teacher books are not there An English teacher must play a role in different fields: Music, Sports, Geography, History, Communications, Technology, and many other social knowledge In the teaching process, students will be asked more about the information that they not know, this is not what the teacher can also provide fully for HS So I have a proposal are: The Ministry of Education should be compiled by book supports teachers with materials on the theme in English textbook 10, 11, 12 to the teacher, the teacher has more the information and data provided to the students in the teaching process Sincere thanks I hereby declare that this is due to my experience innovation to write, not copy other people's I sincerely thank you! Thanh Hoa,May 2017 Browse by head of unit WRITER LE THỊ HAI 26 REFERENCES [1] Academic writing - Oxford Press [2] Prepare technical knowledge and skills in English 10, 11, 12 – (First Edition) - The Vietnam Education Publishing House, 2010 [3] Oxford Advanced Learner's Dictionary (7th edition) [4] Design lectures English 10 Hanoi Publisher 2009 [5] Design active learning and teaching English 10, volume II, Hanoi Education Publishing House [6] Tu Anh - Phan Ha - May Vi Phuong - Ho Tan, who teaches English Handbook, Education Publishing House, 2004 [7] http://www.teachingenglish.edu.vn [8] http://www.violet.vn 27 ... Revising replanning redrafting 2.2 The problems before applying the innovation experience 2.2.1 The meaning of some common writing activity In each hour of teaching writing or a certain kind of... textbooks in Grade 10 II RESEARCH PURPOSES - In order to find out different ways to harness the initiative and creativity of the students during the skills training in teaching English - Train and... used in lessons + Dictation (Copy spelling) is a very traditional kind of training in foreign language teaching, as well as a form of effective copy At the same time students will be trained