I. Content
Page
----------------------------------------------------------------------- -----------------1
A . Introduction
1
I. The reason why choosing this topic
1
1.Theory background
1
2.Practice facility
2
II. The aim , object and scope of the research study
2
1.Purpose of the study – for students
2
2.Research objects
2
3. Scope of research
2
B: Sollution to the problem
2
I.Current status of the problem :
3
1.Advantages
3
2.Disadvantages
3
II.Some solutions to the students practice writing simple
3
pie chart by effectively writing samples
3

1.Steps to write a general lesson
3
a.Before writing ( pre-writing )
3
b.While writing ( while writing)
3
c.After writing ( post writing)
4
2.Steps to conduct a writing lesson about single pie chart
4
a.Before writing
5
b.Body post
6
c.Conclusion
6
3.Introduction to analyze a sample article ( a parallel)
6
Unit 7 – Part D – in the Enlish text book 11 – page
86 – World population
6,7,8,9,10,11
4.Model writings
12,13,14
5.The results of application and lessons learned
15
a.result
15
b.lesson learned
15
C. Conclusion

15
I.Conclusion
15
II.Suggest
15
1.Students
16
2.Teachers
16
3.School
16

I. Content

18


A. INTRODUCTION
I. Why choosing this topic
1. Theory background
Currently teaching English in secondary schools is to train the students
ability to communicate through the four skills such as listening, speaking ,
reading, writing and language skills , help students with the ability to identify
and resolve scientific issues in academic as well as applications to life in a
reasonable way .
In it , writing is one of the difficult skills . Because through writing skills
students must reconstruct their knowledge capital as system relevant
vocabulary , language skills to use properly, how to present a clear writing style
so precise , scientific and easy to understand , express feelings , emotions not
only profound but also to impress and make communication better achieve high

efficiency .
2. Practice Facility
Through practice teaching in high schools, in To Hien Thanh school, I
notice :
The teaching of writing skills is one of the hardest skills in the skill . Students
often make mistakes , such as using vocabularies related to the theme articles,
grammatical errors , or people known as language skills . In addition, the
students affected by the mother tongue and culture of Vietnam ingrained in the
soul of students makes them stylistic mistakes while practicing an article in
English .
2008 and 2009 I spent a lot of time and effort to prepare the mind for his writing
and teaching part especially prepared for the teaching section Writing in English
Unit 7 of 11. But class standard program However , the effectiveness of such
training is not high .
It requires students to have a vocabulary , understand the grammatical structure ,
the idea to outline when writing . Writing skills to students to help reconstruct
what has been learned , help them practice using the language effectivelyresults
and also practice writing them . Writing skills to promote creative abilities of
students, it reflects the results of the process of listening, speaking , reading ,
grammar , vocabulary of students, demonstrate strengths and weaknesses , and it
also helps easy teacher noticed a student's mistakes rather than speaking. Write
operation is a very important part of the process of teaching and learning
English .
When studying, learning from the experiences of the initiative now, and the
experience initiative was sent on the Internet about my writing skills find the
status of teaching and learning in the writing skills of junior and senior high
school also similar to the real state of our schools.
Many of the initiatives launched real experience massive, caliber of teaching and
learning writing skills, but generally not effectively solve the problems of
teaching and learning writing skills. Because these initiatives are very broad,

18


very reasoning that they forget to apply practice for each particular unit of study,
meticulous. Therefore, the application to a specific unit of study without
feasible.
From the condition that I recognize the need to shrink the scope of the topic into
the topics really small, and rich detail.
Many years of teaching English textbooks 11 standard programs I noticed at
Unit 7 : The world population / Part D : Writing , method of teaching writing
simple pie chart with all samples ( parallel ) I personally own very successful so
that I chose this topic as experience initiatives to contribute his experience to the
cause of teaching and learning English .
Project title : Methods of teaching and learning to write simple pie chart in Unit7
: The world population - Part D : Writing English class 11 standard programs in
all
samples
(
parallel
)
.
II. The aim, object and scope of the research study .
1.Purpose of the study - For students:
Through this topic I wish students good writing simple pie chart and
apply good writing in Unit 7 section 11 and overcome the fear of learning
English writing skills in particular and ancient motivation to learn English in
general upper secondary students. Through it you have a look and a better way
of thinking in analyzing single pie chart in geography. - For teachers: I would
like to contribute a part of experience to consult colleagues, applied and
achieved good effect in teaching English. - For subjects are studied in English at

higher level: I hope this is a useful reference for contributing significantly to
learning and their research.
2. Research objects
The theme revolves around research on teaching and learning how to write a
simple pie chart by writing samples ( parallel ) of teachers and high school
students .
3. Scope of research
Study material : Textbook of English 11 , the document on the Internet at
forums , lectures on electronic libraries .
For colleagues : Teachers in professional groups , teachers of geography ,
friends and colleagues .
For students : the successes and errors that students often make when writing
this exercise form by checking notebooks , exercise books , exercises samples.
Provision for hours , visiting fellow class .
To colleagues teaching evaluation form , suggestions .

B. Sollution to the problem
I. Current status of the problem
1. Advantages

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In terms of background : This article has a lot to comment theoretical pie chart
geography they learned it very easy for students to develop thinking apply good
practice.
Psychologically : The desire of the children also wanted to improve writing
skills in particular and in general learning English .
On the subject collaborators : There are many opportunities to consult the
geography teacher .

In terms of facilities : the school's facilities adequate to perform all good
teaching .
About references : Internet development documents and exercises to apply
diversity .
2. Disadvantages
Students in Quang Thanh, Quang Hung and others of general and high school
students To Hien Thanh, Thanh Hoa City in particular are rural students, during
the learning process have no many conditions for developing learning in
English. Meager vocabularies, sentence structures and language skills are very
poor so they are often faced with difficulties in learning English, leading to
discouragement, deal.
II. Some solutions to the students practice writing simple pie chart by
effectively writing samples.
Writing simple pie chart is a theme in writing skills. In which writing is
one of the important skills in learning English. Therefore, when conducting
teaching writing skills, teachers should be conducted in three stages: before
entering the post (pre-writing), while performing all (while-writing) and after
done all (Post- writing).
1. Steps to write a general lesson :
Teaching writing skills consists of 3 parts :
Before writing (pre - writing ) , while writing ( while - writing ) and after
writing (post - writing ) . Each section was conducted with different purposes
and also taught various tricks .
a- Before writing (pre - writing ) :
- This is an indispensable part of the process of teaching writing skills because
students will encounter difficulties when making a particular writing exercise
free articles .
- Teachers can give students say , the exchange of information necessary for
writing assignments , preparation ideas , words, sentence structure , verb tenses ,
and most importantly .. outline . The discussion forms might be the answer to

the provocative questions of the teacher or the student in the form of written
notes.
The activities of teachers should be held:
- Preparation of ideas, information, article structure.
- Teach ago grammatical structure and vocabulary necessary.
- Outline with creative writings.
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b- While writing (while-writing)
The tips that teachers often use while writing (while-writing) is:
- Instructor-level student wrote: Question - From / number - passage.
- The message is usually done after listening, reading, after learning the
grammatical structures and especially after speaking.
- These exercises can be done in class, or go home after the instructor level.
- These exercises are made in various forms by individuals or in pairs or groups.
c- After writing (post-writing)
After writing many activities such as: Read or tell the story content, repeat the
process of writing or the required information in an article, the most popular
activity is the cure for all students. However, there are many tips that teachers
can apply such as:
- Students then exchange and compare with each article.
- Displaying the results written, students comment.
- Displaying the results written, the teacher commented.
The way more communicative but teachers must be more active because they
have the following advantages:
- Students can edit articles from other students.
- Students can comment on each other repairs.
- Students are comfortable, pleasant absorb another when you fix yourself.
So teachers must be flexible depending on the use of students as well as content

unit.
How to fix the student:
- Teachers collect books for marking, repair the errors on notebooks, or cure the
basic errors that students make.
- Teachers error detection, marking and ask students to self-edit, teachers check.
- The teacher asks students to exchange for another article to cure all.
- The teacher writes on the board answers (or side table), student self-correct.
2. The steps to conduct a lesson written single pie chart :
a- Before writing (pre - writing ) :
- Introduction of single circle is shown the clear specific data .
- Introduce a topic or asked to write ( topic ) clear .
Example : Describe the graph chart of the distribution of the world population
by region ( pie chart Describe a population of the world by vùng )
- Lessons from new and relevant structures .
Distribute ( v ) : allocation
Be the distributed unevently = not the distributed unevenly distributed
evently
distribution ( n ) : the distribution
Some words used to express the percentage ( % )
• making up + %
• accounts for + %
• at / with / about + %
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• making up ( less / more ) Coal + % of + N
• Further + % • percentage of + % • total of + % - Outline ( Make an outline ) *
The showdown ( Introduction ) Ask students to focus on what the chart shows ,
the data and the location and all the trends they recognize from the chart . We
can use one of the following statements to the opening sentence .

Method 1
The pie chart shows + + description: Ex : The pie chart shows the distribution
of the world population by region . Also teachers can be replaced from the
shows in one of the following words . Illustrates : illustrations Describles :
description Presents : express Reflects : reflection Reveals : expression ,
reflection Indicates : shown
Method 2
We can lead in their own words to the article more vivid . We can use one of the
following statements to the opening sentence .
It can be seen from + the pie chart có + S + V.
It is clear from the pie chart có + S + V.
Looking at the pie chart + WE CAN see ... ( Looking at the chart we can see )
Also we can instead choose other words to describe the alternative to "see " in
sentences Looking at the pie chart WE CAN see ... such as :
Know : understand , know , see
Realize : recognize
It can be seen + the pie chart is well / carefully tả
" describe " can be replaced with words like :
Illustrated : illustrated
Showed : described
b. The body post
Hint, ask students to consider include how much chart. What part containing the
most important information.
Describe the most important trends. Do not describe the details of all the
information on the chart if the chart represents too much of, but should not give
up no matter what information because if they get rid of information away will
lack the authenticity of the article for the dirty.
Should choose the important information and then sort it for a reasonable, or
comparable measures or collate information.
Case 1

For these charts, we should have more parts written in the form of comparison:
The teacher should give students some structure as follows:
- Comparison of the most
+ The largest: S + has / have the largest .... with +%:
Ex: South Asia has the largest population with 32%.
+ The second largest: S + has / have the second largest ...., Making up +%
Ex: East Asia has the second largest population, making up 26%.
- Comparison with / close / in several times
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S1 + is about twice / three times as much as của + S2
Ex: The population of Europe is about twice as much as Latin America của.
S1 + has (Nearly) half as much as + S2.
Ex: With 15% of Europe has as much as half Nearly South Asia
This area has (Nearly) half of the population of this area this.
Ex: Europe has half of the population of Nearly South Asia.
- Comparative
S1 + has double the population of more coal + S2
Ex: Our company has more carbon double the contribution of Thanh Nam's
company
Case 2:
- Rank and class
S + ranks the first / second / third + at%
S + is coming next, account for%
S + is nhất + N, account for%
Case 3:
Various combinations of case 1 and case 2 (for gifted students, aspiring or
presentation style)
C:Conclusion

Conclusion inclusive, broader, higher assessment of data and compare them if
possible. Teachers can give students the following structure in order to conclude
the article.
As can be seen, the greatest concentration of the ...... .is ....
Ex: As can be seen, the greatest concentration of the world's population is in
Asia
3. Introduction to analyze a sample article (a parallel)
a.Before writing :
In this section asks students to turn to the English textbooks 11 Page 86 Unit 7:
World population / Part D: Writing to look closely at the pie chart and data
applications are described on the chart. Then I usually along with students
analyze the article and underlines the specific part of the subject article. Then
ask students to a similar theme and replace the words of other topics so
reasonable.
Topic: Describe a pie chart of the distribution of world population.

18


The chart shows the distribution of the world population by region . It is
seen from the chart có Clearly the word is the distributed unevently population .
Area has the largest population south , making up 32 % . The second
largest area is East Asia with 26 % . Europe ranks the third with 15 % . Africa is
coming next with 11 % . Latin America and North America account for 14 % .
Finally , is the least populated region Ocean with only 2 % .
To sum up , most of the world 's population lives in South Asia .
b- While writing ( while - writing )
I request a similar new topic and ask students to practice writing
Topic: Describe a pie chart of the distribution of the Viet nam population.


For this period, I often ask students to work in pairs so they have the
opportunity to discuss, collaborate with each other to find relevant vocabulary
and writing.
During the writing process I used to go around them to offer help if needed.
Ask them to compare, test, compare, compare your article with your article to
find out mistakes before being asked to read or copy or slide sample.

18


For example, a sample article with some errors as follows (These errors are
italicized words.
The chart presented the dictribution of the Vietnam population by region. It is
seen from the chart clearly distribution unevently Vietnam population.
The Mekong Delta has the largest population, making up 20%. The second
largest is the Red River Delta area, with 19%. Middle lands of Nothern rankedt
the third with 18%. Southeast is coming next with 16%. North Central Coast and
South Central Coast account for 19%. Finalw, Central Highlands is the least
populated region with only 5%.
To sum up, most of the world's population in The Mekong Delta is living.
Some abbreviations:
t: tense
wf: word formation
w: word
sp: spelling
c- After writing (post-writing)
After writing many activities such as: Read or tell the story content, repeat the
process of writing or the required information in an article, the most popular
activity is the cure for all students. However, there are many tips that teachers
can apply to have the post in section 1. Steps to write a general lesson:

Example: A correction has been completed.
The chart presents the distribution of the population by region Vietnam. It is
seen from the chart Clearly là Vietnam population is the distributed unevently.
The Mekong Delta has the largest population, making up 20%. The second
largest is the Red River Delta area, with 19%. Middle lands of Nothern ranks the
third with 18%. Southeast is coming next with 16%. North Central Coast and
South Central Coast account for 19%. Finally, Central Highlands is the least
populated region with only 5%.
To sum up , most of the world 's population lives in Mekong Delta The .
4. Two typical lesson plan template has been applied
Kindergarten Option 1 : Taught by table
Kindergarten Option 2 : Teaching machines Projector ( Lecture by Powerpoint
files attached to this subject )
Here is a sample lesson plans 1
Preparing date: 11/15/2012
Period 41 : unit 7 : World population
Part D : Writing Time : 45 minutes
I. Aims : By the end of this lesson sts can :
- Write descriptions of pie charts , using the appropriate language .
II . Teaching aids : handouts , textbook , pictures ( graphics )
III . Methods : mainly Communicative
IV . Classes : 11T7 , 11T8
IV . Procedures
18


Teacher’s activities
A. Warm up (2 mins): A
Guessing words
- T gives Ss a picture of a pie and

asks them some questions.
1. Do can you know Pie and
Slices?
2. What do they like to be?

Contents’ activities
A. Warm up (2 mins): A Guessing words
Ss think and guess.
Expected answer
1. Pie: cái bánh and Slice: lát, miếng bánh
2. Pie is like a pie chart and slices are the
parts of the pie.

Lead in:
- T Introduces Ss a picture of a
piechart of distributed population
of the world.

- Ss think and give the answer.
Expected answer
1. Asia has the most people.
2. Oceania has the least people.
3. The world population distributed
unevenly.
- T asks them to answer the
following
questions:
1. What continent has the
most
people?

2. What continent has the
least
people?
3. Is the world population
distributed evenly?
In this period, we will study and
practice writing a pie chart.
B. New lesson
I. Pre- writing (15mins)
1. Topic: writing a pie chart of
world population.
2. Pre- teach vocabulary

B. New lesson
I. Pre- writing (15mins)
1. Topic: writing a pie chart of
population..
2. Pre- teach vocabulary

18

world


- T elicits Ss to give the meanings
of the new words by giving the
pictures related to, synonyms,
situations,.....
- T gives feed back.
- T reads first one or two.

- T asks Ss to listen and repeat.
- T calls some Ss to read again
and correct.

- distribute (v) phân bổ: distribution (n): sự
phân bổ
distritbuted unevently = not distributed
unevently: được phân bổ không đồng đều
- region (n) = area (n): vùng
- account for = make up: chiếm
- double = twice : gấp đôi
- After copying the new word in the
notebooks, Ss look at the board and listen to
the teacher read first. Then read follow their
teacher.
Some of the Ss are asked to read again
Checking: Speak the words Checking
taught above in Vietnamese ask Ss have to interaction to their teacher to say
Ss to speak them in English.
Vietnamese or English
3. Make an outline
3. Disciption a chart:
- Ss pay attention to the teacher’s words and
- T tells Ss to remember some of copy the useful information as an outline
skills to describe a pie chart.
Remember:
Introduction
Introduction
- The chart shows/ presents + description:
- say what chart is about, its date Ex: The chart shows the distribution of the

and location and what overall population by region
trends you see.
- The pie chart shows/ presents +
Body
description
- know how many parts on the - It can be seen from the chart that + S + V
charts. what is the most important - It is clear from the chart that + S + V
information
Body
- describe the most important Some structures of comparision
trents
Areas:
- shouldn't describe details but + The largest area: has the largest …..with +
shouldn't throw away any %
imformation.
Ex: South Asia has the larges population
should select important with 32 %
information, orgnize it, compare + The second largest area: has the second
or constrast
largest ……+, making up + %
Conclusion
Ex: East Asia has the second largest
sum up the global trends shown population, making up 26%
on the figure and compare them if + The population area is about twice/ three
possible
times as much as that of area
Ex: The population of Europe is about twice
as much as that of Latin America
18



+ This area has more than double the
population of that area
+ This area has (nearly) half as much as that
area.
+ This area has (nearly) half of the
population of this this area.
Ex: Europe has nearly half of the
population of South Asia.
Rank
+ Area ranks the first/ second/ third + at %
+ Area is next coming, account for %
+ Area is least + N, account for %
Conclusion
+To sum up/ in conclusion most of the
population of the world live in + area.
+ As can be seen, the greatest
concentration of the world's population is in
+ area
Ex: As can be seen, the greatest
concentration of the world's population is
in Asia.
- Ss copy some useful language in their
- T gives Ss some useful language notebooks Useful language
Useful language
making up + %
making up + %
account for + %
account for + %
at/ with/ about +%

at/ with/ about +%
making up (less/more) than + % of + N
making up (less/more) than + % further + %
of + N
+ percentage of + %
further + %
+ total of + %
+ percentage of + %
+ total of + %
- Ss work with the T
(look at the following model writing)
- T encourages Ss to elicit and
analysis a model writing
A model writing
The chart shows/ presents the distribution of the world population by region.
It is clearly seen from the chart that the word population is distributed
unevently.

18


South Area has the largest population, making up 32 %. The second largest
area is East Asia with 26 %. Europe ranks the third with 15%. Africa is coming
next with 11%. Latin America and North America account for 14%. Finally,
Ocean is the least populated region with only 2%.
To sum up, most of the world's population lives in South Asia.
II. Practice(8 mins) Write it self II. Practice(8 mins) Write it self
- T gives Ss a pictures of a pia - Ss look at and copy the topic in their
chart of the distribution of notebooks and work in pair
Vietnam population.

Topic: Write about the distribution of
T asks Ss to work in pair on the Vietnam population by region
following topic.
- Compare their work with their partners.
Topic:
Write
about
the
distribution
of
Vietnam
population by region

- T goes around and helps if
necessary.
III. Production (4 mins)
- T tells Ss to exchange their
writing with their partners' to
check first.
- T calls on one or two Ss of the
class to write their writing on the
board.
- T tells the class together and
corrects the mistakes
- T gives feedback and makes
comments
An example writing

III. Production (4 mins)
- Ss exchange their writing with their

partners' to check first.
- Two Ss of the class to write their writing
on the board.
- Whole class correct
- Pay attention to the teacher’s comments
(Look at an example writing below)

18


The chart shows the distribution of the Vietnam popuation by region. It is
clearly seen from the chart that the Vietnam population is distributed unevently.
The Mekong Delta has the largest population, making up 20 %. The second
largest area is The Red River Delta with 19%.

Middle lands of Nothern

ranks the third with 18%. Southeast is coming next with 16%. North Central
Coast and South Central Coast account for 19% . Finally, Central Highlands is
the least populated region with only 5%.
To sum up, most of the world's population lives in The Mekong Delta.
C. Wrapping up (1min)
1. T summerises some main 1. Pay attention to the teacher when she/ he
points of the lesson.
is summerising some main points of the
2. Homework: T asks Ss to lesson.
complete the writing at home
2. Complete the writing at home.
3. Prepare for Unit 7/ Part E: 3. Prepare for Unit 7/ Part E: Language
Language focus

focus
Kindergarten Option 2 : Taught by Powerpoint ( Lecture by Powerpoint files
attached to this subject ) . Also here are prints is attached.
Some articles refer
In addition to the typical 2 sample lesson plans have recently introduced above ,
I offer some samples following article makes reference forward .
Topic 1 : The distribution of population in Thanh Hoa ( Describe a pie chart of
the Tsinghua population ) .
Ethnicity Number Percentage ( % )
Beijing 2698.311 82.77
Muong 328 744 10.08
Turkish 9.80 0.03
Khomu 607 0.02
Thai 210 908 6.47
15 325 0.47 Mongolia
Knives 5.077 0.16
(Source: Vietnam General Statistics Office 1999 )

18


A model writing
The chart reflects the distribution of the Thanh hoa population by nations.
It is clearly seen from the chart that the Thanh hoa population is distributed
unevently.
Kinh has the largest population, making up 82,77 %. The second largest
is Muong ethnic with 10,08 %. Thai ranks the third with 6,47%. Mong is
coming next with 0,47%. With 0,16%. Dao has more than one-third of the
population of Mong ethnic. Tho and Khomu making up 0,05%. However, At 0,03
% Tho ethinic has more population than Khomu. So Khomu has the least

populated region with only 0,02%.
As can be seen, the greatest concentration of Thanh Hoa population is the
Kinh nation.
Areas
Phần trăm (%)
The Red River Delta
6,42 (%)
The Middle lands of North
5,50 (%)
The South Central Coast
5,36 (%)
Tay Nguyen
2,38 (%)
The Southeast
5,47 (%)
The Cuu Long Delta
4,52 (%)
The Northeast
4,32 (%)
The Northwest
3,89 (%)
(Source: Bureau of Statistics 2007 total )

18


The chart reveals the distribution of the unemployed in Viet Nam by
region. It can be seen from the pie chart that the unemployed in Viet Nam is
unevenly.
The Red River Delta has the largest unemployed, account for 6,42 %. The

second largest area is the Middle land of North, making up 5,50 %. The
Southeast ranks the third with 5,47 %. The South Central Coast is coming next
about 5,36 %. At 4,52 % the Cuu Long Delta has more than 0,20 % of the
unemployed of the Northeast. However, with the percentage of 3,89% The
Northwest has less the unemployed than The Northeast . Finally, Tay Nguyen is
the least unemployed region with only 2,38 % .
To sum up, the greatest unemployed in Vietnam lives in The Red River Delta
5. The results of applications and lessons learned:
a- result.
- Classroom lively, student confidence in yourself, overcoming psychological
reluctant to write about a certain topic.
- Students understand the types single pie chart written in many different love,
practice good writing skills.
Năm 2010 - 2011 two layers 11B2, 11B4, 90% of students write the scores down
quite older. Final results 60% of students with writing skills scores and 90%
good or excellent academic student scores in English and above average
Năm 2010 - 2011 three layers 11B1, 11B2 with 93% of students write the scores
down quite older. Final results 65% of students with writing skills scores and
93% good or excellent academic student scores in English and above average

18


2012-2013 school year 11 B2 and 11B4 two classes have 95 students wrote the
chart scores quite older. In the first semester, 70% of students with writing skills
scores quite older.
b- Lesson learned.
- For the current period we are making English textbooks at an early stage so
inevitably not a reasonable requirement for students to rural and mountainous
areas difficult. So teachers have really dedicated person assigned to the task, and

hard to learn, so thoughtful preparation, mentoring students in small steps for
children to avoid discouragement. Especially in the written text requires all
teachers to student samples to acquire knowledge and practice more efficiently
easy - Covers good grades, remind or instruct the children in the process of
implementation of the post. - Use extra table records the suggested words or
sentences suggested to help students better understand and avoid the loss of
classroom time. - Fix the errors in time as vocabulary, sentence structure,
semantics help students understand and remember. - Praising the article or to
inspire creativity, thinking while writing. - Teachers need to strengthen
inspection of student notebooks to remind measures, promptly correct rating
specific comment posts.
C. Conclusion
I. Conclusion
Above are some tips on teaching experience writing skills pie chart single in
English for high school students that I have to learn, research and teaching
applications in Unit 7: World population Part D. Writing. I found that students
acquire all easier, the results of student learning better, promote positive,
initiative and creativity of students, to comply with the innovation of teaching
methods and high school English courses by Ministry of Education and
Training. But this is just a business on small tasks in the process of teaching
writing skills are looking leadership at all levels, and co-workers to contribute
sincerely to do a better job of finishing writing skills taught in the program SGK
high school English courses .
II. Suggest
1. Students
- Should prepare carefully before class, while learning to really listen carefully
lectures given positive remarks ideas, situations, or to apply to the article.
- Avoid timid, timid to be confident in yourself.
2. Teachers
- Prepare a sophisticated unit, meticulous, clear instructions, the system simple

questions, the kind of exercise suitable for all pupils.
- Need to examine and evaluate the results of the student entries scientifically
accurate.
- Create an atmosphere of openness, sincerity in class helps students spellbound,
favorite subjects.
- Introduction of the book or reference for students.
18


- Teachers should take the initiative more rewarding experience, avoid rough,
rambling. Should focus on a post, a program, a form, a specific part of the lesson
should be taken carefully to the scientific contributions that truly feasible.
3. About the school
- Invest in equipment for teaching, such as pictures, side tables, reference books,
projectors in ....
- Create a useful playground for learning English.
Thanh Hoa City , April 2nd , 2016
The writer

Validation,evaluation and
classification of the unit
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UNIT HEADS
( Signed and sealed )


Tong Thi Ngoc Lam

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REFERENCE
1.English textbook 11- page 86 – Unit 7
2.Vietnam General Statistics Office – 1999
3.Bureau of Statistics – 2007

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