CATEGORY
Page
A. INTRODUCTION
1. The reason for choosing the topic

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2

2. The purpose of the research

2

3. Objects - research methods:

2

4. Theme launched a new solution:

3

5. Scope of application

3

B. CONTENTS

4

1. Justification:

4

2. Content matters:

4

2.1. Reality:

4

2.2. General orientation of the topic:

5

3. The process of implementation

5

3.1. Principles

5

3.2. Techniques to teach the meaning of words:
7
4. Steps for teaching vocabulary
5. Ways to check words

9
9

6. Implementation results:

17
C CONCLUSIONS AND RECOMMENDATIONS
18
1. Conclusion:
18
2. Recommendations:
18
1


REFERENCES

19

A. INTRODUCTION
1. The reason for choosing the topic
Words are a good place to begin a course in language teaching
methodology. Vocabulary words are simple enough to begin learning on the first
day of a class and there are powerful enough to encourage communication from
the very beginning. Words are small pieces of language which carry bits of
meaning. Knowing many words does not guarantee a person to be able to speak
a language, but not knowing enough words can prevent a person from
effective speaking or understanding a language. As a language teacher who
has been in this teaching post for a great many years, I have put much thought
on these problems and have observed how students can remember and use
exactly the words they learnt. What I found after my observation made me pay
more attention to them and I have found how effectively they work. The purpose
of this present study is to investigate some effective ways to help my students
find it easier to remember and use vocabulary which are of great help in their
writing, listening and speaking as well as doing well in their test papers. My

main focus is on vocabulary that students meet in their lessons at school. Here
are some of my experiences gained after my teaching practice hoping to get
much more correspondence from you all. With the serious importance of
teaching words in teaching a language, I decide to investigate this topic.
Hopefully that it is useful to you and me in teaching English.
2. The purpose of the research
- English is considered as one of the most important means of communication in
the world nowadays. It requires us to have a number of vocabularies, so it is
necessary that we should learn vocabulary efficiently and use them in the
situations most correctly - But most of the students do not understand the
importance of words. They are lazy in learning vocabulary or just learn
passively and these words can’t be used significantly, especially for the English
course in grade 6 with the amount of new knowledge that it differs from their
native language, so they are afraid of accessing it. They usually misspell,
misunderstand the question and did not translate. Therefore the teacher finds the
ways to make vocabulary no longer a "tough stand" of the students, which urged
2


me to implement the project “Experience of teaching English vocabulary for
class 6C in Nguyen Chich secondary school”
3. Objects - research methods:
- Students in class 6C in Nguyen Chich Secondary School
- Research Methodology document, expected time colleague, inspection and
make comparison between the results of students
4. Theme launched a new solution:
- Before going into specific issues, we agree that main methods of teaching
foreign languages in our cage transplantation, meaning that new words should
be taught in context which can be a reading, a conversation or a course,
however, it comes with the foreign language teaching and learning is still

teaching new words like?, teaching structure
How does the new sentence to the students know how to use new words and
new structures to communicate in foreign language. From the beginning, the
teacher should consider the different tips for each lexical processing step in a
new context: inspire, teach, test and reinforce vocabulary.
- Should they teach all the new words and teach how many words in a lesson?
- Use available sample sentences learned or will learn to introduce new words
- Use pictures, visual aids to introduce new words.
- Make sure the students understand the structure, vocabulary applied to
structures to fulfill communication functions. Establish the relationship between
structures and new vocabulary.
- Engraving how to use the words in the minds of students through the sample
sentences and through practical exercises.
5. Scope of application:
I have explored the research material, combining class observation,
experimentation, examine and compare the academic performance of students,
to draw the best teaching method for the children.
- Can be applied to students in secondary schools and especially in grade 6 in
Dong Son district

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B. CONTENTS
1. Justification:
Education Law - 2005 (Article 5) regulation "approach to education promote a
positive, self-discipline, initiative, creative thinking of students, training support
for learners to be autonomous, practice ability, passion for learning episode and
the will to rise. " With the goal of universal education is "Helping students
develop comprehensive moral, intellectual, physical, aesthetic and basic skills,

develop personal power, dynamism and creativity, personality formation
Vietnam South socialist construction and responsibilities as citizens, prepare
students further education or enter working life, take part in building and
protecting the country ". Educational programs issued together by Decision No.
16/2006 / QD - BGDDT of Ministers 05/05/2006 Ministry of Education and
Training also stated: "To promote a positive, self-discipline, initiative and
creativity of students, consistent with the characteristics of subjects,
characteristics of students, each classroom conditions and fostering local
students self learning, collaborative capabilities, skills training into real use
knowledge economic, emotional impact, bring joy, excitement and learning
responsibility for students.
2. Content matters:
2.1. Reality:
- According to today's program distribution, there are 12 units in English 6 with
3 lessons per week, which almost always has more new words in lessons and
even in practice. However, to teach vocabulary lessons more vivid, teachers
must do pictures, maps used to illustrate, enabling them to easily remember
words and direct their attention on the central theme or lesson.
- Regarding the distribution of information during the week, sometimes in a day
children have to learn too much English words consecutively. This will certainly
cause psychological overload for some pupils.
- To the students, it is also very difficult to check or directly guide them to learn
at home because this is a foreign language, which is known by almost parents. It
is also very difficult problems in the management of the school in student's
home.
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- In addition, a student's vocabulary plays a central role, the students often learn
vocabulary by reading words in English and try to remember their meanings in

Vietnamese, has written in the writing as well as to deal with teachers, but has
no sense of self-check himself, to inculcate new words and vocabulary available.
Therefore, they are forgetful and easily confuse words with other words. Thus,
many students get bored and neglected. So teachers should pay attention to
students' psychology.
2.2. General orientation of the topic:
After analyzing the causes for fear of learning English of the students, teachers
do not often focus on teaching vocabulary items and high school yet highly
effective. Specifically in the early school years teaching English after receiving
Grade 6, after the first few lessons, I asked 6C class students to take tests to
check vocabulary, I asked them to match English words with appropriate means
from Vietnamese. Finally I obtained following results: 34 results, I decided to
try to apply some experience my vocabulary taught through classes and
throughout the year the next class I apply my experience is presented below,
compared to last school year compared with the initial results.
3. The process of implementation:
3.1. Principles:
There are many different ways to teach vocabulary, but some ways are more
effective than others. Here are several principles for teaching words. Firstly, we
should provide a context for new words. If we hear a new word in isolation, we
are likely to misunderstand its meaning. Hence, we should teach new words in
contexts. There are different kinds of contexts such as grammatical,
semantic, and discourse. Using and presenting words in context helps students to
guess their correct meaning and remember them better.
Secondly, we shouldn’t present too many words at once. Instead, we only teach
a few words and allow students to practice and use them more. Indeed,
presentation will help the students understand words and practice will help them
remember the words better. If the students forget what has been presented, it will
not be useful for them in the future.
Thirdly, practicing words in contexts is more important than memorizing

isolated words. We can learn many new words without being able to use them in
communication. Students may be required to learn the meanings of words but
they must also be given the opportunity to use them productively in speaking
and writing.
Fourthly, we should teach our students skill for guessing new words, especially
when reading. The meaning of words can be inferred from the
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different types of contexts and from looking at the affixes of the words. For
example, a photograph is a picture which is taken with a camera, what is a
photographer? A learner can guess from the suffix “-er” that a photographer is a
person who takes photographs.
Fifthly, we should avoid translation as much as possible. If the students are
always having words translated, they are really only communicating in their own
language, not in English. Also, students don’t usually remember vocabulary that
has been translated. We only use translation as a last resort, when it would
otherwise take too long to communicate in English.
Sixthly, we should avoid using dictionaries as much as possible. When reading
or listening, students should first try to guess or ignore new words so that they
can continue without stopping. Moreover, using a dictionary when speaking or
listening often slows down communication. However, using a
dictionary in writing can be beneficial since it helps students express themselves
more clearly. Seventhly, we must remember that not all words are
important. For instance, in the sentence, “The large, maroon sedan drove
away.” (“The large, red car drove away.”) The word “sedan” is important
because it is the subject of the sentence. But the word “maroon” is not
important to understanding the sentence. Eighthly, if a word is necessary for the
students to understand an activity or a passage, we should teach it to them
beforehand. On the contrary, if it is not necessary or important, let the students

first guess the meaning while they are reading or listening, then teach the
meaning later or not at all.
Choose words to teach:
*. Passive vocabulary:
Some teachers tend to make a distinction between passive and active vocabulary.
For them passive vocabulary is words which a student can recognize but not
necessarily use in speaking or writing. If a student sees a word in their passive
vocabulary, he or she can understand what it means. Passive words are
especially useful for the receptive skills such as reading and listening.
*. Active vocabulary:
Active vocabulary is words which students can both understand and use in
communication. Active words are especially useful for productive skills such as
speaking and writing.
*. What vocabulary to be taught?
In a given passage, the readers and teacher will find many new words.
Therefore, the teacher must decide which words to teach and how much time to

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spend on teaching them. There are four types of words categorized which are
presented with general guidelines for teaching below.
- For new words which are necessary for them to understand a text, the students
try to guess it meaning from the context or grammar first. If it is impossible, the
teacher should pre-teach the words.
- For new words that are not necessary for them to understand a text, the teacher
do one of two things. If it’s a common word which the students will likely use
later, the teacher should teach the word’s meaning later, after reading the
passage. But if the word is strange or unusual, it’s probably not necessary to
teach it at all.

- For the words the students have already known, certainly it is not necessary to
teach the meaning. If there are too many words the students don’t know, the text
is probably too difficult for their level of English.
- In some phrases, the students may understand all the individual words but
they still don’t understand the meaning. For instance, they may
understand the meaning of “stick”, “in”, “the”, “mud”. But they may not
understand that the idiom “stick in the\ mud” means “ a person who resists
change”. For this case, the teacher must decide whether they are important or
not. Especially at the lower level, explanation for idioms should be limited or
saved for later. If it is a common idiom the students probably see often, the
teacher should let them guess its meaning, then teach it. Otherwise, not much
time should be spent on idioms.
3.2. Techniques to teach the meaning of words:
In English teaching there are many techniques to teach the
meaning of words. Teachers can use the following ways:
REAL OBJECTS (Visual Syllabus):
Teachers can use objects in class or bring to class, use
pictures, tables, diagrams or can draw directly on the board,
teachers can use actions, gestures, gestures. Teachers and
students themselves are always a lively visual source that if
skillfully used, it will bring positive effects to the learners to
memorize words quickly and remember longer.
Ex: At Unit 3: My friends in grade 6 English program teachers
want to introduce human body parts. The teacher can draw on
the board or point at the parts of his face and read aloud in
English.

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VISUALS
Teach the students to look at the pictures or draw a picture for
them to look at, helping them to guess the meaning of the
words quickly.
Ex: Teachers teach students the following words: Look at the
pictures and say the meanings of the words "about school
things and furniture in Unit 1 and Unit 2 English 6...

MIME
Expressed by gesturing the face of the teacher
Ex: Teachers want to teach "cold, jump"
vd bored
Teacher looks at watch, Makes
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bored face, yawns
T. asks, "How Do l feel"
vd (To) jump
T. jumps
T. asks, "What am l doing?"
SITUATION / EXPLANATION (Situation / Explanation)
Use real-life situations in class or explain to students to
understand words
EXAMPLES (Example)
The teacher gives an example containing the word to teach to
help students guess the meaning of the word
SYNONYM - ANTONYM (Synonym / antonym)
Synonyms - left words mean that teachers use the meaning of
the learned word to explain the meaning of the learner.

Ex: Teachers want to teach words: occur, happy, tall, fat, short.
- tall # short
- thin # fat
- wide # narrow
* time words:
- morning # evening
- sunrise # sunset.
TRANSLATE INTO VIETNAMESE
Translation is the quickest and easiest teaching tactic but very
simple. Translate to help teachers when teaching many words at
a time or from abstraction to save time.
4. Steps for teaching vocabulary
The most important thing when introducing new words is to
follow the listening - speaking - reading - writing sequence. In
the process of teaching and through training on innovation of
teaching methods, we must teach words according to the
following steps:
STEP 1: Read samples for students to listen about 3 times
(listening).
STEP 2: Ask students to repeat their homosexuality and
personality. (to speak)
STEP 3: You write the word on the board and ask students to
read the bar and individual. (read)
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STEP 4: Ask students to write the words in their notebooks.
(write)
STEP5: Ask students to give the meaning of the word with word
teaching techniques so that they can draw the meaning of the

word and write it on the board.
STEP 6: Mark the stress of the stressed sound
STEP 7: Give the sample sentence and ask students to identify
the word of the new word.
5. Ways to check words
We know that when teaching words to students as well as
teaching listening - speaking - reading - writing skills, the
teaching process always includes 3 steps:
STEP 1: Introduce the word
STEP 2: Practice / practice words.
STEP 3: Check and try also words
In this third step, teachers can help students remember words
effectively, create interest in learning words and make classes
more exciting by the following tips:
5.1. Rub out and remember
Teaching aim: to help the students memorize new vocabulary.
- Present or elicit the new vocabulary and build up a list on the board.
- After each word, put the Vietnamese translation.
- Get the students to copy into their notebooks and then ask them to close their
notebooks.
- Rub out the new words one at each time
- Each time you rub out a word in English language, point to the
Vietnamese and ask, “what is this in English?”
- When all the English words are rubbed out, go through the Vietnamese list and
get the student to call out the English words.
5.2. Slap the board:
Teaching aim: - to get the students to recognize new vocabulary through
listening.
- to check the students’ understanding of the new words .
- Divide the class into two teams.

- Put the new words (in Vietnamese or in English) all over the board – not in a
list.
- Call two students of two teams to go to the front of the class.
- Asks them to stand at an equal distance from the board.
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- Call out one of the new words in a loud voice.
- The two students must run forward and slap the word on the board.
- The one who slaps the correct words first is the winner.
- if you are playing in teams, the winning team gets one mark.
- Then ask two or more students to come forward.
5.3. What and where:
Teaching aims: to help students memorize new vocabulary or to revise
vocabulary.
- Follow the same procedure as for “Rub and remember” and “slap the board”;
choose observers.
- Elicit words to do with the classroom from the students.
- As the students give you the word, write it on the board inside a circle.
- Don’t write the words in a list.
- When all the words are on the board, rub out one of the words but do not rub
out the circle.
- Get the students to repeat the words including the rubbed-out word by pointing
at the empty circle.
- Rub out another word but leave the circle.
- Point to the words or the empty circles.
- Continue until all the circles are empty.
- The students now have to remember all the words.
- Ask the students to come to the board and fill in the circles with the correct
words.

5.4. Matching:
Teaching aim: + to get students to match the new vocabulary with definitions,
translations, or picture.
+ to save time pre-teaching.
- Write the new words in a list on the left hand side on the board.
- Write definitions, translations, or draw pictures on the right hand side on the
board.
- Get students to come to the board and match items in the left hand list with
items in the right list by drawing the line between them.
- Four or five students can work at the same time.
5.5. Ordering:
Teaching aim: to get students to recognize the pronunciation of new words and
give them listening practice.
- Teach new words and write them on the board in the wrong order.
- Get the students to copy the words in their books.
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- Read or tell a story with the new words in it.
- Get students to put the words in the correct order by numbering them.
5.6. Bingo:
Teaching aim: To get students to practice listening to the new words in order to
match sounds with spellings.
- The teacher gets the class to brainstorm a list of 10 or 15 words and put them
on the board.
- The students choose any five of them and copy them into their notebooks.
- The teacher reads out the words in any order.
- Each time the students has one of the words that the teacher reads, he/she put a
tick next to that word.
- The first student who has all five words shouts “bingo” and wins the game.

5.7. Noughts and crosses:
Teaching aim: to get students to put new vocabulary into sentences.
- The teacher put a grid on the board with nine new words in it.
- The students work in pairs. One of the student copy the grid in his/her book.
- One student choose “0” and the other choose “X”.
- One student choose a word and make a sentence with it. If the sentence is
correct, he/she puts his/her mark “0” or “X” in that square.
- The first student who gets 3 marks in a row wins the game.
5.8. Jumbled words:
Teaching aim: to get the students to practice spelling new words.
- Teacher writes 5 or 6 words with jumbled letters on the board and tells the
students what the topic is.
- Students write the words correctly in their books.
- Call some students to write the correct words on the board.
5.9. Network:
Teaching aim: + to get the students to revise lexical sets.
+ to put words from different lessons into one context so the students can
remember the words better.
- Write the network like the below example on the board and put some more
words below it.
- Get the students to put the given words in the appropriate circles.
- Students fill in the remaining empty circles with their own words.
5.10.Word square:
Teaching aim: To get students to recognize the spelling of new words.
- The teacher writes the word square on the board or makes a poster of it.

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- The teacher tells the students what topic is and how many hidden words there

are.
- The student come to the board and circle any words they can see.
Bài dạy minh họa – Tiếng Anh 6 SGK thí điểm:
Date of teaching:……………………
Unit 4: MY NEIGHBORHOOD
Lesson 2: A CLOSER LOOK 1
I/ Objectives
By the end of the lesson, students can:
- Use words to describe a neighbourhood.
- Pronounce correctly the sound /i/ and /i:/ in isolation and in context.
II/ Language contents
1/ Grammar: Adjectives – sound /I/ and /i:/
2/ Vocabulary: (a) polluted, (in) convenient
III/ Techniques

- Role-play
- Games

- Questions & Answers
- Matching

IV/ Teaching aids : CD player, Flash Cards, Pictures, Power point.
V/ Time

45 minutes

VI/ Teaching procedure
Sts’ and T’s activities

Contents


Activity1:Warm up
play
games:
competition”

Word - Play games: Word competition”
- T writes “NEIGHBOURHOOD” on the board and
in two minutes, each member in one group lists all
the adjectives beginning with one of the letters in
the word “NEIGHBOURHOOD”. The members of
each team, in 2 minutes, take turns to write on the
board as many adjectives as you can. The team with
more correct answers will be the winner.
- Possible answers:
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•
•
•
•
•
•
•
•
•

Noisy, narrow, new, near, nice, natural,…..
Expensive, exciting, excellent, empty, evil,

easy, eager, early,…..
Intelligent, interesting, important, ideal, idle,
……
Good, green, glad, grey, golden, generous,
gentle, giant,……
Hot, high, happy, heavy, helpful, huge, hilly,
horrible,…..
Bad, boring, better, big, black blue, blonde,
bully,……
Old, oval, open, own, outgoing, obvious,
optimistic,….
Right, rainy, regular, relaxed, red, ready,……
Dark, dirty, dry, dangerous,……

I. Vocabulary used to describe a neighbourhood
1. narrow (adj): chật hẹp
2. historic(adj): cổ kính
3. fantastic(adj): tuyệt vời
4. convenient (adj): thuận tiện
Activity 2: Vocabulary used 5. boring (adj): nhàm chán
to describe a neighbourhood
6. Noisy (adj): ồn ào
1. Teach new words: Exercise
7. Polluted(adj): ô nhiễm
1, p40, Student’s Book
1. Fill in each blank with one word from the
box. Listen, check and repeat the words
narrow

Historic


Convenient Boring

Fantastic
Noisy

Polluted

1. Cua Lo is a fantastic beach!
2. I love it here – everything I want is only five
- Checking technique: Gap- minutes away. It’s so………...
filling
3. Life in the countryside is………. . There aren’t
- Ask Ss to write the correct many things to do there.
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adjective in the blanks

4. The air in the area is……….with smoke from
factories.

- Sts do the exercise
individually, then compare the 5. Hoi An is a……….city with a lot of old houses,
answers in pairs.
shops, buildings and theatres, etc.

- T play the recording to check 6. The street is very………with a lot of traffic so
answers.
we can’t move fast.

7. Now, there are many new shops near here so the
streets are busy and ……during the day.
Key:
2. Convenient

3. Boring

4. Polluted

5. historic

6. narrow

7. noisy

2. Now match the adjectives from the box in 1
with their opposites below.
2. Practice: Exercise
P.40, Student’s Book

2&3, exciting

Peaceful

Modern

terrible

Inconvenient Wide
quiet

Explain the contents in watch
out carefully to the Ss; Take Example: narrow – wide
some more example to Key:
illustrate.
Boring – exciting
Ss do individually.
Noisy – quiet/ peaceful
Check with the whole class
Historic – modern
- Do exercise 2.
Convenient – inconvenient
Fantastic-terrible

3- First, model this activity

3. Work in pairs. Ask and answer questions
about your neighbourhood. Use the words in 1
and 2 to help you.

Then practice in pair

Example:

Call some pair to practise in A: Is our neighbourhood polluted?
front of the class.
B: No, it isn’t.
A: Is it peaceful?
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B: Yes, it is.
- Remind Ss the position of
adjectives (after verb BE and
before noun)

III. Pronunciation:
- Give moral lesson: Ss should
help their parents do the 4. Listen and repeat the words. Pay attention to
housework to keep their house the sounds /i:/ and /i/.
clean, then they can do the
same
thing
to
their
Exciting Cheap
Historic Sleepy
Expensive
neighborhood.
Conveni Peaceful Police
Noisy
Friendly
ent

/i:/

/i/

Example: cheap

historic


Key:
/i/ cheap- sleepy- peaceful- convenient- police
Activity 3- Pronunciation the /i:/ historic- exciting-expensive- noisy- friendly
sounds /i/, /i:/
5. Listen to the sentences and circle the words
- Let sts watch video
you hear:
- Then do exercise 4, 5, 6.
1. Tommy is living/ leaving there.
Ask Ss to identify which 2. Shall we hit/ heat the oil first?
sound is longer and which one
3. This airplane sits/ seats 100 people.
is shorter.
Play the recording- Ask Ss to 4. There’s a ship/ sheep over there.
listen
5. Jimmy is finding some tins/teens now.
Ss circle the words they hear

6. Peter bought a mill/ meal last week.

Check their answers.

7. Some Tims/ teams are coming in.
8. It is a fish and chip/ cheap shop.
Key:
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Further- Practice


1. living 2. heat

3. seats

4. sheep

5. tins

7. teams

8. chip

6. mill

6. Listen and practice the chant. Notice the
sounds /i:/ and /i/.

Ask Ss to listen while you play
the recording. Play the MY NEIGHBOURHOOD
recording again and ask Ss to My city is very busy.
chant along.
There are lots of buildings growing.
- Have groups sing alternate
The people here are funny.
lines.
It’s a lovely place to live in.
My village is very pretty.
5. Homework


There are lots of places to see.

1. Learn the vocabulary by The people here are friendly.
heart.
It’s a fantastic place to be.
2. Do exercise A1, 2 – B1
(p.26, 27 – Workbook)
3. Prepare for the next lesson.
6. Implementation results:
With the above method, although it has not achieved absolute
results, it has partly helped them to be more excited and active
in learning vocabulary in class as well as at home. That shows
that "The method and technique of teaching English vocabulary
in junior high school" that I am studying is more or less effective
in the teaching process. Based on the results, I realized that
creating excitement for students in learning English vocabulary
is very necessary, after applying them, they engraved what I
conveyed, bending. Leveling goes into order, bringing about
significant efficiency changes.
THE POSSIBLE RESULTS.
To have the results of the research mentioned, I have made a survey from class
6C in my school that I am teaching. There is no denial that almost all of those in
class 6C are not totally excellent but quite good at English vocabulary and they
can use them smartly.
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I gave them a same vocabulary test at the beginning of the school year andnthe
other same test at the end of the semester and here are the statistics.
At the beginning of the school year.

Numbers of Marked over 8
students

Marked from
6.5 to under 8

Marked from
5 to under 6.5

43

23.3%

34.9%

Numbers of Marked over 8
students

Marked from
6.5 to under 8

Marked from
5 to under 6.5

43

34.9%

39.5%


7%

Marked under 5
37.2%

At the end of the school year.

4.6%

Marked under 5
18.6%

C CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion:
Through the study of guiding students to learn English
vocabulary, I found that applying this experience helps students
with disabilities to absorb lessons more easily, have more
progress, and good students also promote his creative ability.
Therefore, it is necessary to innovate methods and have flexible
teaching methods to suit each subject. In addition, teachers
also need to know how to apply the experience to practice in a
lesson to promote the activeness and initiative of students,
improve the quality of teaching.
Therefore, teachers must teach enthusiastically, love the
profession and love their students to have a lot of enthusiasm,
experience to always be innovative, creative, rich and highly
effective.
As a teacher, I look forward to contributing my experiences to
teachers and colleagues to improve the path of "growing my
people" on a growing and highly effective.

2. Recommendations:
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Though seemingly difficult at first sight, vocabulary will be soon not a burden
for students to study English if teacher give them effective ways to learn. I thus
suggest that we apply these kinds of techniques not merely to beginners but also
to all students at higher levels as in high schools so that they can make full use
of the new words they have learnt in their productive skills as speaking and
writing as well as in their listening and reading. For language teachers, if we
habitually use these useful techniques in our teaching, we will certainly find it
much easier to get our students to understand the lessons as well as other parts
of language.
Nguyen Chich principal’s confirmation

Thanh Hoa, 12/03/2019
I assure that the work is completely
written by me, not copied.

Nguyen Thi Ngoc Lan

REFERENCES
1. The general issue of renewing Secondary School Education courses
English - Ministry of Education and Training. Education publisher.
2. Document regular training for teachers of junior cycle III period (2004-2007).
Education publisher.
3.M. A Le Thuy Linh (2006) Lesson Planning Classroom Assessment & Testing
+ Jeremy Harmer (2004) The Practice of English Language Teaching
+ English Language Teacher Training Project (2000) The Methodology
Course/ Book one & two.

+ A. J. Thomson & A. V. Martinet (1997) A Practical English Grammar/
Nhà xuất bản Trẻ.
- I would like to thank the authors of the following books for permission
to use as my material in my tests:
+ Tiếng Anh 6, Bài tập Tiếng Anh 6, Sách giáo viên Tiếng Anh 6 – Nhà
xuất bản giáo dục Việt Nam 2014.
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+ Bài tập bổ trợ, nâng cao Tiếng Anh 6 – Nguyễn Thị Chi, Nguyễn Hữu
Cương (2013)
+ Vở bài tập Tiếng Anh 6 – Nguyễn Thị Hiền, Nguyễn Thị Chi… (2014)

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