TABLE OF CONTENTS

Page

1. INTRODUCTION.
1.1. Reasons for the study
1.2. Aims of the study
1.3. Object of the study
1.4. Study method
1.5. The new points of the initiative

2
2
2
3
3
3

2. STUDY CONTENT
2.1. Theoretical rationale of the study
2.2. Status of the study problem
2.3. Measures for implementation
2.3.1. Brainstormming.
2.3.2. Interrupting stories
2.3.3. Interview/ Role play
2.3.4. Find someone who....
2.3.5. Given dialogue frame
2.3.6. Asing questions
2.3.7. Discussions and reporting presentation
2.3.8. Questionaire
2.3.9. Games

2.3.10. Using teaching aids
2.3.11. Outdoor activities
2.4. Study effects

4
4
5
5
7
7
8
8
9
10
11
12
14
15
17

3. CONCLUSION, PROPOSALS
3.1. Conclusion
3.2. Propossals

18
18

REFERENCES

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1. INTRODUCTION
1.1. Reasons for the study
The innovation of teaching foreign languages in general and teaching
English in particular has been emphasized since 1980s, together with the trends
in educational innovation of the country; in which people not only pay attention
to the writing skill practising, but the other skills are also interested in: listening,
reading and speaking, especially listening and speaking. However, in fact, in the
last few years the listening and speaking skills of the students and even of the
teachers of English were also limited. Therefore, in the renewal of the current
reform programs, to meet the practising requirements of the skills, we have to
overcome many difficulties, which require the efforts of teachers and students in
a long time.
It is a fact for students at Thach Thanh I High School that most of the
students have limited English language skills. They feel uninterested in learning
English and are not confident in their ability to learn English. They are very
cautious in using English to communicate with teachers and friends during
English lessons, especially speaking lessons. Because of this, many students feel
bored and passive, making the class atmosphere very tense and boring. They
seem to be timid and scared at every mistake and lack of positive proactive in
speaking English.
As a teacher assigned by the school to teach English to students in
grades 10, 11, and 12 over the years, I have always wondered about how to
stimulate students' speaking English in the classroom, how to make students
more active, especially during speaking lesson in practicing communication
skills in English between students and teachers and other class members.
After many years of experience and successful application, I boldly write the

initiative with the topic: “Helping Students Raise The Sense Of Initiative In
Using The Target Language During English Speaking Lessons”
1.2. Aims of the study
The subject defines the theoretical foundation and offers some methods of
designing speaking activities in the English upper secondary program aimed at:
+ Improve the quality of teaching and learning English in the school.
+ Increases the student's speaking time during class time and exams for the
students.
+ Students find the practical meaning of communication, can remember and talk
about these issues logically.
+ Improve students' communication skills.
+ Promote the learner-centered role.
+ Develop students' language skills not only in learning English but also in
learning activities and other activities of life.
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1.3. Object of the study
+ Teaching methods help to promote the positiveness and the ability to use the
spoken language of students in the high school English program.
+ English speaking and communication activities.
+ Students in grades 10, 11, 12 of Thach Thanh I High School.
1.4. Study method
+ Observation Method.
+ Research and Practice Method.
+ Synthesis method.
1.5. The new points of the initiative
In this information technology era, in addition to the activities and types
of textbook exercises, reference books, wed sites, I have designed and
implemented activities which are not in the textbook so that they are suitable

with my students to promote the students’positiveness, creation, to develop
thinking and ability to use English in communication but still meet the need of
the entrance examination.

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2. STUDY CONTENT
2.1. Theoretical Rationale of the study
The ultimate goal of language learning is communication. Grammar and
other skills are also very important, but the aim is to support this goal. The overemphasis on grammar, comprehension and writing in general is an obstacle to
teaching and learning skills, leading to teaching and learning passively.
Teachers organize classes in speaking class for the following basic reasons:
- Ask the students to practice the skills and apply the knowledge they have
learned in the classroom.
- Help students to deepen their knowledge.
- Get students familiar with big work, pair-work, teamwork, highly interactive
personal ideas, time-consuming activities and the need to search for external
sources of information (such as information on the library, on the Internet, or
information from students themselves).
Communication is an important part of everyday life. Communicating is
the new language that develops thinking. It can improve memory and
understanding. It also engages directly in activities that improve students’
learning skills and students’ attitudes toward the subject, and show students that
learning can take place anywhere, not just in the classroom (when Assign similar
tasks for students to continue to practice at home but at a higher level.)
2.2. Status of the study problem
According to what I observe, the way of teaching the speeches of most
teachers now has some limitations:
Firstly, most teachers often cling to the textbook's tasks. With these

types of requests, students do passively, have not developed linguistic thinking,
are good at textbook abuse, or are using older, answerable books, even teachers
do those tasks for their students.
Secondly, sometimes the teacher organizes some supportive activities
but does not check, not score, or test but has not attracted all the students.
Thirdly, teachers do not fully apply the method of communication when
teaching, teachers also talk a lot, control the classroom (many teachers), less
promote the sense of iniative of the students. Teachers organize pairwork,
groupwork ineffectively so their students cannot support one another. We are
afraid that the weak children will be passive and do nothing and students will
use their mother tongue when practicing. This can be remedied by calling the
weak student up to the team and scoring points for the group, so they will have
to help each other accomplish the tasks the teacher presents.
Depending on the content of the topics and exercises designed in the
textbook or the appropriate tasks designed by the teacher, the teacher must
develop some of the competencies in each lesson. It is necessary to develop the
students in the system of nine competencies set by the Ministry of Education
and Training, namely:
1- Self-learning ability
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2- Ability to learn how to learn
3- Personal competence
4- Creative ability
5- Cooperative capacity
6- Capacity of communication
7- Capacity of thinking
8- Capacity to solve problems
9- Capacity of using information technology and mass media.

Finally, one of the contents of the entrance exams that make students
anxious is communication. To do well in this type of exercise, they need to
have broad knowledge, but the most important thing is through the specific
situations they have been experiencing. A communication situation is not
easy to memorize but when communicating many times, it is self-absorbed
in the subconscious mind.
2.3.

Measures for implementation
Below I would like to give some experience on the design and
organization of some teaching activities to promote the positiveness in using the
English by students in speaking Classes:
2.3.1. Brainstorming (Development Ideas):
Brainstorming is a technique that uses the support of the thinking
diagram to find solutions to a problem, and it is really effective when working in
teams. Group work has been a new form of activities for innovating a method in
which teachers play a central role in orientation, organization, and counseling,
while students are actively involved actively seeking direction,resolved and
solved the problem. Brainstorming will promote teamwork and groupwork in
English lesson. This cooperation is indispensable if you want to achieve the
purpose of communication in the process of teaching - learning English in
particular and foreign languages in general. Brainstorming can be applied in
many stages of the warm-up process, to the process of addressing the main
requirements of the task. It can be used in Reading, Speaking, Listening,
Writing or Language Focus. At each stage, each section, Brainstorming brings
about certain effects and stimulates, involving all students.
Brainstorming can be conducted in the classroom as follows:
Step 1: Teachers divide students into groups. In the process of grouping,
attention should be paid to distribute students equally to the same group for
mutual support. Avoid the too big differences between this group and the other

in English learning capacity. Because if that happens there will be a group of
students who can not carry out the desired Brainstorming activity. Teams select
their leader and secretary.
Step 2: Deliver Brainstorming to groups. At this stage, the teacher needs to
make the students understand the requirements and tasks they have to
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accomplish. It is possible to assign a topic to all groups in order to finally have a
general synthesis and to compare the performance of each group or group of
issues that need to be solved independently.
Step 3: Carry out Brainstorming. The leader will direct the members of the
Brainstorming team, which requires all members to have ideas or opinions on
the issue and the secretary is responsible for recording all (except for duplicate
ideas). ).
In the case where the teacher holds two roles at the same time: both the
facilitator and the secretary may call the student to raise their opinion, the
teacher randomly writes the student's answer on the board. Arrange in a specific
order, or ask the students to write their ideas on paper and then put them on the
board. To attract and impress can use the sticker paper and colorful pens.

Step 4: Analyze the answers and find a solution to the problem. In this step, all
members of the group review the answers, do not comment or criticize any of
them, simply decide on the most appropriate answer.
Example: English Textbook 10: Unit 8: The story of my villge, Speaking.
Students work in groups to discuss and develop ideas for improving their
village
build a medical centre
grow cash crops
build a football ground

Plans to improve
life of the village
build a football ground
build a new school
widen the roads

6


2.3.2. Interrupting stories:
This is a fun activity for students to practice speaking, listening and other
skills. In this way, the teacher (possibly the student) will tell a story that the
student knows clearly containing some false information. While hearing the
story, if the students hear the wrong information, they will stop the story and
correct that information.
Example: English Textbook 10, Unit 1: Speaking.
Step 1: Students work in groups, looking at the pictures and depicting the
activities of Quân. .

Step 2: Choose a good / good student to stand up and repeat the sentences in
front of the class. Ask students to deliberately give false information under the
teacher's secret instruction. Ask other students to hear and interrupt the student
if the information is wrong, while correcting and giving the right information.
Example:
Quan often gets up at 2 p.m. At 2.15 p.m., he watches T.V ( wrong )
 correct. At 5 p.m., Quan goes to the stadium by bus ( wrong ) 
correct. After that he plays football with his friends. At 6.30 p.m., he goes
home....
2.3.3. Interviews, Role play:
Students work in pairs where one of the students who plays the

interviewer will ask questions and answers based on the specific content stated
in the request and under the guidance of the teacher.
Example: English textbook 10, Unit 1: A day in the life of ...- Speaking

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The teacher invites a student to the board and other students ask questions
about what the student usually does every day. Some suggested questions are as
follows:
- What time do you have a physics lesson on Monday ?
- What lesson do you have at …… on …… ?
- What do you often do at 8 p.m every night ?
- What time do you often watch T.V ?
- How often do you go swimming ?
………………………………………
2.3.4. Find someone who …
Students will give information or ask information from friends and then
report to the class. Then the teacher (probably the student) will ask "Who?" And
the other students will answer who he/ she is. This activity is interesting because
it helps students to develop reflexes and improve their skills.
Example : English textbook 10, Unit 1: A day in the life of ...- Speaking
Step 1: Students prepare the following table:
Nam
Hoa
Mai
……
likes English
x
has a history lesson on

x
x
watches T.V every night
x
x
helps mother with housework x
x
Step 2: Students go around the class, ask and collect information about their
friends and fill out the form
Step 3: The teacher calls some students to present to the class.
Example:
- Nam likes English.
- Hoa often has a history lesson on Friday.
- Nam often watches T.V every night.
- Hoa often has a history lesson on Friday.
- He often helps his mother with the housework.
Step 4: The teacher asks students:
T : Find someone who likes English.
S : Nam likes English.
T : Find someone who has a history lesson on Friday.
S : Hoa and Mai often have a history lesson on Friday.
T : Find someone who often watches T.V every night.
S : Nam and Hoa watch T.V every night.
T : Find someone who helps mother with the housework.
S : Nam and Mai often help mother with the housework.
…………………………………
2.3.5. Given dialogue frame
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Thanks to the teacher's guidance, students can create their own
dialogues and then practice and practice. This activity is easy and familiar so
students will be interested in learning.
Example : It’s a hot day. Plan the day with your friend, follow the frame
below.
You
Your friend
Comment on the
Express agreement
weather
with the comment

Suggest something
to do

Agree. Suggest a
time and place to
meet

Disagree. Make
another suggestion

Agree. Say goodbye

Say goodbye
Example:

A: Today’s really hot.
B: Yes. It’s much hotter than yesterday.
A: Shall we have some beer after work?

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

2.3.6. Asking questions:
This activity is usually conducted in the Warm-up section
For example, English Textbooks 10, Unit 15: Cities- Speaking
-Step 1: Teacher selects a famous city name and a featured image of the city.
NEW YORK

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- Step 2: In groups, students will in turn ask Yes/No questions to find out the
name of the city
Suggested questions:
* Is the city big?
YES
* Is it located in Asia?
NO
* Is its population big?
MAYBE
* Is it famous for high buildings ?
YES
2.3.7. Discussions and Reporting a presentation
Example:
English Textbooks 11, Unit 11: Sources of Energy-Speaking: Task 3
The teacher asked the students to discuss the group, then to report on the types
of energy, their strengths and weaknesses, and how to utilize and develop
alternative sources of energy.
- Dicussion: Students discuss in groups, brainstorm about the four aspects of the
topic.


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- Reporting a presentation (Báo cáo, thuyết trình):
Teachers ask students in each group to take turns giving lectures on the topic.
Example:
Student 1: As we know, human race has the greatest influence on the
environment. They change the environment by building cities and villages...
They affect water supply by using it for industry and argriculture...
Student 2: These things lead to many serious consequences. The habitat
of plants and animals is seriously destroyed. ....
2.3.8. Questionaire:
- The teacher will prepare the student a poll. Students read information, mark,
complete content as required and report.
Example 1: English textbook 10, Unit 7: The Mass Media-Speaking
- The teacher sends students a questionnaire and asks students to complete.
QUESTIONNAIRE
Name : ……………………………
Sex : …………
Class : …………
Age : …………
1. How are the mass media important to our life ?
a. very important
b. not very
c. not at all
2. The mass media are widely used for ………
a. entertaining b. getting knowledge c. Other purposes
3. What kinds of media do you like best?
a. Television

b. Newspaper
c. the Internet
4. How often do you use the Internet ?
a. once a week b. twice a week c. more than twice
5. What kind of newspaper do you like to read ?
a. Nhan Dan
b. Tuoi Tre
c. The Thao
6. Your opinions / suggestions ?
………………………………………………………………………
………………………………………………………………………

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- The teacher collects the answers of student A's assignment to student B
and asks student B to revise the content that student A answered. After
the presentation of B, the teacher may ask a number of related questions
to check the level of attention, comprehension and reaction of other
students.
Example: Nam is a boy of 16 years old from class 10A3. He thinks that
the mass media is very important to our lives and he also thinks that the
mass media are widely used for entertaining and getting knowledge. He often
watches television more than two hours a day. He also uses the Internet
service quite often. ....
Questions: 1. What does Nam think about the mass media?
2. How often does Nam use the Internet?
...........
2.3.9. Games:
Games are popular activities that teachers often use. Any activity is

considered a game when we want students to make and want to find the winner.
Obviously Games are very active and highly motivated. Teachers can design
games that are tailored to specific classes and specific subjects in order to
involve more students.
a- Lucky number
Example: English Language School 10, Unit 11: National Parks- Speaking
Task 2 and Task 3 can be considered as a difficult part because students are
unacquainted and do not have much knowledge of the conditional type 3. The
teacher designed this game to create a cheerful practice atmosphere in the
classroom.
- In this section, the teacher will give the students a few cards with the numbers
attached to them, which may be a note of a gift, a request or a sentence in the
task to complete.

1. You are lucky. Your present is a pen.
2. Complete the sentences:
a. If they hadn’t gone by coach, …………………
b. If ………………………, they wouldn’t have got lost.
3. Smile and laugh.
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4. You are lucky if you are a girl.
5. Complete the sentence.

If / bring / food / drinks / not / spend / money / expensive
restaurant.
6. Sing an English song with the word “Love”. .....
b- Describe and draw
Student A has a drawing, student B does not see. Student B must draw the

same picture in “content" by listening to his / her friend depicting the drawing
and requesting further explanation as needed. Then A, B can interchange.
c- Who am I/ What am I ?
Example: English Literature 10, Unit 14: The World Cup-Speaking
In the "Free-practice" section, teachers can help students play the game.
Some suggested questions:
1. Which World Cup is it?
a. This World Cup was held in Europe.
b. There were 32 teams taking part in this World Cup.
c. France was the champion then.
 The 1998 World Cup.
2. Who is he ?
a. He is a French football player.
b. He used to play for Juventus football club.
c. He was the best player of the 2006 World Cup.
Z. Zidane.
2.3.10. Using teaching aids
There are a lot of teaching materials that we can use in English teaching
lessons and we can temporarily split into groups of teaching materials:
• Allocated group of photos
• Tape, disc, casstte
• Group of illustrations, rods
• Group of modern technical means: Projector, Computer and Projector
multipurpose projector
• Self-made teaching equipment.
a. Allocated group of photos
When teaching classes 11 and 12 I often use these pictures to enter lessons or
introduce lesson topics.
Example: English Textbook 11, Unit 1: Friendship-Speaking
The teachers use pictures in textbook, hang them on the board and ask some

questions for students to answer as follows:
“Look at the people below and describe their physical characteristics”.
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Useful language:
- height: tall, medium, short…
- face: square, large, oval…
- forehead: broad, high…
- nose: straight, crooked…
- hair: black, grey…
- appearance: handsome, beautiful, good-looking…
First, I ask a good student in the class to make a model with the teacher:
T: Can you describe the man in the picture?
St: The man in tall. Ha has got a square face, a crooked nose, a broad
forehead. He is good-looking.
St1: What does the girl in the picture look like?
St2: - She’s of medium height
b. Modern technical equipment:
Projectors, computers and projectors multipurpose Projector:
We can not deny the effect of applying information technology on teaching in
current conditions. When we use information technology, computers and
projectors in English teaching hours we will see the advantages of it:
- Exciting learning for students
- To thoroughly exploit the content to be transmitted to students
- Teachers can fulfill all their ideas for lessons taught by traditional
teaching methods
- Teachers can exploit a lot of images, sound, even video clips on the
Internet to serve the lessons.
- Reduce the cumbersome amount of teaching aids we often use in

teaching like paintings, pictures, real objects ...
- Increase the dynamics to students
- Modern facilities will create the possibility for teachers to present
lectures more vivid, easier to update and adapt to the rapid changes of
modern science.
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- Students are not passive in the acquisition of lessons, have more time to
deepen their thinking.
c. Supplementary table:
Tabular format for students to practice:
- Put the board on ½ sheet of A0 paper and give simple, basic suggestions
for students to practice.
Example: Textbook 12, Unit 6: Future Jobs- B: Speaking- Task 2
Discuss which of the jobs in column A you would/ would not like to do .
Explain why/ why not? You can use the cues in column B

A
Pilot
Waiter
Taxi driver
Electrician
Policeman
Journalist
Hotel receptionist
Computer programmer

B
Boring

Rewarding
Difficult
Interesting
Fascinating
Dangerous
Challenging
Fantastic

Example:
I would like to work as a doctor. Working as a doctor would be
fascinating job because. I would have a chance to take care of people.
Thanks to the teaching materials I use, students are interested in learning,
easy to remember, easy to grasp and deeply grasp the knowledge they learn.
Especially during Speaking lessons, teaching materials provided them with the
vocabulary needed for their speaking practice. Therefore, they can perform more
confident, fluent speech tasks.
2.3.11. Outdoor Activities
Extracurricular activities are activities outside of the mainstream
curriculum, but it plays an important role in supplementing the skills and
experience of living for students, helping them to become more inclusive and
interesting people
Types of extracurricular activities:
* Type 1: Game activity:
* Type 2: Performing arts:
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Performing arts is often rich and it contributes to the student's self-confidence.
There are several ways to do this:
The teacher gives the student handouts in which the lyrics need be filled

in. Then, the teacher gives the students a few times to listen to the song, asks
them to fill in the missing words and sing along. After helping students complete
the lyrics, the teacher may call some students in the groups to re-present the
song. The group that sang the right words and melody will be rewarded. This
activity helps to develop students' ability to recognize the correct pronunciation.
Example: - The teacher gives students the handouts with the following lyrics:

I Swear
I …………. by the moon and the stars in the sky
And I swear like the shadow that's by your side.
I see the questions in your …………..
I know what's weighing on your mind.
You ………. be sure I know my part.
'Cause I'll stand beside you throught the years.
You'll only……………those happy tears.
And though I make mistakes.
I'll never break your heart.
* And I swear by the …………. and the stars in the sky.
I'll be there.
I swear like the shadow that's by your side.
( I'll be there ).
For better or worse, till death do us apart.
I'll love you with every beat of my ……………
And I swear.
I give you ………………I can.
I'll build your dream with these two hands.
We'll ………….. some memories on the walls
And when just the two of us are there.
You won't have to ask if I'll still ………….
'Cause as the time turns the page my ………… won't age at all

( Repeat * twice)
* Type 3: Talent:
Before the extra-curricular week, teachers can assign topics to groups of
students (eg: Environment protection, Your hometown, ...). Students choose to
present their talents to the topic through the design, drawing, music, and so on.
During the extracurricular session, teachers conduct competitions for groups
demonstrating the talents and presentations of each group. Teachers can invite
some other English teachers to judge the competition to create atmosphere and
seriousness for the competition.
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* Type 4: English Speaking Club:
This is an activity that aims to create a practice environment for language
and communication opportunities for teachers and students in the school and
possible off-campus. Each month, the club organizers can organize a one-time
activity with the design of a number of singing, acting, and language games in
English.

2.4. Study effects
After a year to implement innovative methods of using those ways, I feel
happy because of the better results. I have found that students are interested in
the subject, and especially when they practise speaking English. Most students
learn self-discipline, self-awareness and discuss the positive implementation of
activities that teachers require. After a period of teaching, students understand
the lessons better and better. The rate of weak and lazy students has decreased
remarkably. Above all, students have made progress in English speaking skills,
resulting in being better at the rest skills. They are no longer timid and afraid of
making mistakes as the first time at school. They are much more confident in
communicating in English. At the beginning of the first semester I had an oral

test for the students of 10C4. The result was very low.
Total students tested: 35
Class

Total
students

10C4 35

pretty good rather good average
total %
0
0

bad

very bad

total %
total %
total %
total %
5
14,2 18
51,6 10
28,5 2
5,7

The result after implementing new method
Total students tested: 35

Class Total students
10C4 35

pretty good rather good average
total %
03
8,6

bad

very bad

total %
total % total % total %
17
48,6 14
40 1
2,8 0
0

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It can be seen from the 2 above tables that the application of the method
of teaching speaking skills as I have mentioned above in actual teaching has
been effective. And it is more important that students become interested in
speaking skills, which can help students develop their ability to communicate in
English. I believe I have made the right choice when using the new method to
impart knowledge to students.


3. CONCLUSION
3.1. Conclusion
"Language is the most important means of human communication"
(Lenin). This saying is not merely asserting language as the medium of
communication but the most important means of communication. This saying is
more appropriated for teaching and learning the language.
In summary, the flexible application of different methods of teaching and
learning, combined with the design of supplementary teaching activities, in
addition to the types of textbook exercises, is essential to develop students'
thinking and language skills, promote the sense of initiative in communication
and meet the requirements of examinations. Teachers are always the ones who
create and give students the opportunity to express themselves, be creative, let
them be the center of teaching and learning.
I'm looking forward to receiving comments from friends and colleagues. I
sincerely thank you.
3.2. Proposals
As we all know, to organize a foreign language class is not simple.
Because each method only offers high efficiency when teachers know to choose
and use the activities in a reasonable way. Therefore it requires each teacher to
choose the practical and appropriate forms of teaching English speaking skills so
that students will be more active.
For students, wanting to have good results in this form of learning, they must
have serious learning attitude, ability of understanding and ability to contact
with real life. Only can students make their speaking skills better. In addition to
classroom training they need to be aware of studying at home. Be persistent to
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achieve this target language. Let yourself be always in English atmosphere so
that your English will improve more and more.

CONFIRMATION OF THE HEAD Thanh Hoa, May 20th, 2017
MASTER
I swear this is my experiential
initiative, not the copy of the others.
Author,

Trinh Thi Mai

REFERENCES
1. ELTTP, the Methodology Course book One.
2. Ur, P1996: A Course in Language Teaching Cambridge, Cambridge
University Press CUP.
3. Website: Teachingideas.co.uk
4. “Những vấn đề cơ bản của phương pháp giao tiếp”
[Bài viết của Mr Trần Văn Cơ- chuyên viên Tiếng Anh Sở GD-đT
Bình định giới thiệu và xuấn bản năm 2001]
5. Bộ Giáo dục và Đào tạo, 2003 English Language Teaching
Methodology.
6. Bộ Giáo dục và Đào tạo, 2006 Tiếng Anh 10 Cơ bản, NXB Giáo dục
7. Bộ Giáo dục và Đào tạo, 2006 Bài tập Tiếng Anh 10 Cơ bản, NXB Giáo
dục
8. Bộ Giáo dục và Đào tạo, 2006 Tiếng Anh 11 Cơ bản, NXB Giáo dục
9. Bộ Giáo dục và Đào tạo, 2006 Bài tập Tiếng Anh 11 Cơ bản, NXB Giáo
dục
10. Bộ Giáo dục và Đào tạo, 2006 Tiếng Anh 12 Cơ bản, NXB Giáo dục
11. Bộ Giáo dục và Đào tạo, 2006 Bài tập Tiếng Anh 12 Cơ bản, NXB Giáo
dục
12. Tony Buzan, “How to mind map”, NXB Lao động Hà Nội, Phạm Thế
Anh dịch.
13. “Trái tim người Thầy”, NXB Trẻ, Trần Tiển Cao Đăng dịch.

14. “Sử dụng Bản đồ tư duy (Mind Map) trong công tác, giảng dạy và học
tập”
(Bài viết của thầy Trần Văn Cơ- chuyên viên Tiếng Anh Sở GDĐT Bình Định giới thiệu trong diễn đàn SREM)
(http//binhdinhteacher.com)
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15. Một số tài liệu qua dự giờ trao đổi kinh nghiệm với đồng nghiệp.
16. Http://www.teachingenglish.edu.vn

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