A. INTRODUCTION
I. The reason of selecting the topic
Unlike other subjects, English is not only a subject but also a language.
Therefore, it has become a fairly big problem that most Vietnamese students in
general and local students in particular are facing. However, in this research, I
do not mention acquiring four basic skills of this language, but refuting the
grammar test of 12th grade students in the high school graduation exam.
Through high school graduation examinations, especially in the last five
years, I find that the average score of students in English still has been low and
there is not much shifting over the years.The students in my school tried their
best to review and prepare for the exams carefully, they still don't reach their
own goals. Moreover, the content of knowledge in the graduation exam is
suitable for the knowledge they have been studying and reviewing. Therefore, I
wonder what makes students often get low scores. This has inspired me to learn
and research for many years in 12th grade and today I am brave to share some
ways to help 12th graders overcome the subject's challenges and achieve their
goals. In this situation, I choose students in grade 12 and tests to make my
experience initiative “SOME TECHNIQUES TO HELP 12TH GRADERS IN
TRIEU SON 3 HIGH SCHOOL ACHIEVE GOOD RESULTS FOR THE
GENERAL CERTIFICATE OF SECONDARY EDUCATION” in order to
gain the best lesson, reduce their pressure and help students improve their score
in the national examination.
II. Objectives of research, research tasks, research methodology and scope
of research
1. Objectives of research
a. For the students
In this topic, I mainly focus on the actual subjects of basic class 12 and
introduce students know how to learn and gain good results for the general
certificate of secondary education, through some steps in learning procedure,
students not only get knowledge in each unit, but also gain futher purposes.
b. For the Teachers:

Find out the most effective methods to improve students’ goals and know
how to stimulate students to tests in effective ways. Besides, teachers also draw
out valuable experiments in making suitable lesson plans for different learners
in each period.
2. Research tasks
The purpose of research is to discover answer to questions through the
application of scientific procedures. The main aim of research is to find out the
truth which is hid and which has not been discovered as yet. Through this
research I mention to two main tasks:
- Find out the actual situation of students’ attention to lesson and help
students gain quality of knowledge in effective ways.

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- Apply my research to teaching procedure, then compare, contrast the
implementation of a topic. Finally, Teacher evaluates and concludes the
effectiveness of topic.
3. Research methodology
- It’s a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. In this I
study the behavior and instruments I use in performing research operations such
as making observations, recording data, techniques of processing data and
others. Research methods refer to the information used in selecting and
constructing research technique such as analysis of documents, questionaires,
focused and group interview, survey, comparison and evaluation. All those
methods which are used during the course of studying my research problem are
termed as research methods. Since the object of research, particularly the
applied research, a solution for a given problem, the available data and the
unknown aspects of the problem, I have decided to focus on:

+/ I concern with the collection of data which is available without being
sufficient to arrive at the required solution;
+/ I use statistical techniques which are used for establishing relationship
between the data and the unknown
+/ I also apply the methods which are used to compare and evaluate the
accuracy of the results obtained.
4. Scope of research
The scope of study for a research paper is usually one of the first sections
to the project. It sets out the scope of my work and limitations, so I mainly
focus on two aspects:
+/ It’s about effective methods to help students 12 get basic and advanced
knowledge and pass the exam effectively.
+ I apply my search to students in grade 12 such 12 C5 and 12 E3 in
Trieu Son 3 high school.
B. Content
I. The reasoning basis of the theme
According to experts such as MC Gee (1977), Thornis (1980), Havernson
& Haynes (1982)........English teachers need to focus on effective factors of
successful lessons such as: students’ attention to the lesson, ability of, acting on
a knowledge of grammar and vocabulary and ability of working individually, in
pairs or in group. However, fast or slow results depend on students’
understanding in mother tongue, health, and acumen in audiovisual capability.
Moreover, a number of impacts other elements come to learner’s unevened
apprehension leveling. Therefore, teachers need to find teaching methods that
are appropriate for their students. Avoid boring or overly lessons with their level
of awareness.
In short, to gain a high result in attracting students to each unit and
revising tests, teachers need flexibly not only classify students properly and find
out effective methods, but also make up different situations which help weak
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students and stimulate strong ones in each lesson. Teacher should combine other
skills or delete some unnecessary parts in each lesson in order to make lesson
become attractive, interesting and have good results in the final exams.
II. The real situation of the matter.
1. The real state
GCSEs were introduced in 1986 to reflect the comprehensive schooling
system to assess the entire ability range. In addition, coursework and practical
work of various kinds were introduced into the GCSE examinations at their
inception in an attempt to assess skills that went beyond the strictures what
could be assessed in an examination hall (Secondary Examinations Council,
1985, 1986). GCSE has been chosen as the case because virtually all pupils in
England sit these examinations and they are high-stakes assess-ments. Highstakes testing is defined as an assessment which has important conse-quences
(e.g. promotion, salary, job retention) for students, teachers, administrators or
schools.
Although English becomes one of the official subjects at school,
promoting its benefits has not been much interested, partly because the facilities
are not high and don’t attract students’ passion for learning increasingly. Some
teachers complain that most students do not concentrate on practising English
tests. That is the reason why students have not carefully revised their lessons
and they have done them in a coping format. The tests have a lot of knowledge
that are not in the textbook while the teacher does not integrate the other
combined knowledge. This leads to the truth that students are often shocked to
practice with a full English test if the teacher does not fully explain the test. In
addition, students do not understand the lesson and are bored with learning.
When having a difficult problem, students are afraid to think and choose
indifferently. The most favourite way student often do multiple choice test is
making a random cut and seeking luck.
Teachers play an important role in improving this status. They

can
follow some stages and strategies when teaching units because these strategies
are considered as the mental operations involved when teachers approach a text
effectively and make sense of what they read. However, some teachers have not
applied flexibly theory into practice; have not integrated properly skills together
in lesson, and innovative methods which are not suitable for the students. That’s
why the quality of the lesson is not effective and reduces.
During my teaching process in Trieu Son 3 high school, I must look at
actual issues in the average score of students in previous surveys and last
examinations were still low. Students aren’t interested in this subject. As you
can see in this convey in classes 12 such as 12C5, 12 D4 and 12 E3.
Disadvantaged factors
Percentage (? / 100%)
1. Textbook: - The topics are suitable 70 %
for students' age, but the knowledge in
the lesson is monotonous and the
knowledge is spread.
2. Tasks and activities: - They are 55%
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often
suitable
with
students’
knowledge. Some are too difficult and
strange, and others are shortage of
realistic.
3. Words and structures: - Students
are in trouble with a lot of new and 80 %

complex words or structures in one
text.
4. Students’ habit in practicing
skills: - Only answer questions in the 90%
task and be lazy in creation of the
communication skill.
- Students also try to write without
speaking
5. Students’ belief: - Most students 77 %
are lazy to think, passive, afraid of
new words and are still apathetic
subjects
6. Teaching aids: - Most classes lack
of teaching aids.
43 %
- Teachers aren’t interested in teaching
aids of each period.
Moreover, there are some disadvantages in applying unsuitable methods,
skills to each lesson. If it happens in a long time, it will affect to students’
ability in a language class and make them passive, lack flexibility, afraid to
make a conversation and make them unable to improve their average scores.
For example, in Unit 5 – Part A. Reading in Tiếng Anh 12;
Teacher and students’
Contents
limitations
activities
Teacher: - Ask students to 1. warm up
Most students
give their opinions?
Questions: 1. How do you used answers in

Students: - Give opinions
say in English the names of reference book.
these universities?
-These questions
2. What uiversity would
aren’t attractive to
you like to apply for and start a lesson.
why?
- TimeTeacher: Give answer
consuming.
Students: - Listen and copy 2. Before you read
-Students
are
down their notebook
a. Vocabulary
passive
Teacher: - Give some new - campus
- time-consuming
words in the passage
- fighting back tears
-It is only suitable
-Ask students to copy in
- challenging
for students in
your notebook.
- academically
below grades
Students: - Take notice.
- scary
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Teacher: - Ask students to
read cleared words on the
blackboard.
- Give comment
Students: - Listen
- Give answers and
questions
-Teacher: Ask students to
work individually.
- Give some instructions to
the lesson
- Ask students to give
answer
- give a comment
-Students: Raising their
hand to talk.
Teacher: Ask students to
work in pairs.
- Give some instructions to
the lesson
- Ask students to give
answer
- give a comment
-Students: Raising their
hand to talk

b. Checking vocabulary
- Rub out and remember


- Students feel
bored and lazy.

2. While you read
-Task only suits
1. Task 1: Complete the some students in
following sentences, using the class.
the right forms of the
words in the box.

- This task asks
2. Task 2: Find out who
students to
understand new
words and choose
correct word.
- Only stimulate
some
strong
students.
- Students use
answers
in
reference books to
cope with their
teacher.
Teacher: Ask students to
3. Task 3: Answer the - The atmosphere
following questions.

of the class is
work in group
serene.
- Give some instructions to
Only
gift
the lesson
students are eager
- Ask students to give
to speak English.
answer
- This task doesn’t
- give a comment
help
students
-Students: Go to the board
improve
their
and write down the answer 3. After you read
reading skill in
-Talk about something in a doing test.
Teacher: -Ask students to
university you have ever -It only helps
say something in a
heard or imagined.
students improve
university.
their speaking
skill.
-Compare with three

persons in the passage

-It isn’t useful for
GCSE.
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Through my votes in the invesigation and table of early year (2017 -2018) in
class 12C5 and school year (2018 -2019) in class 12 D4, the percentage of basic
students’ result in ending the reading lesson of unit 5 as follow:
Class 12 C5
Class sizes Good
Above
Average
weakness
poverty
average
44
0 = 0% 03 = 6,8 %
15 = 34,1% 20 = 45,5 % 06 = 6,8
%
- Class 12 D4
Class sizes Good
Above
Average
weakness
poverty
average
43
2= 4,7% 15 =34,9 %

18 = 41.9% 5 = 11.5 % 03 = 7%
2. From this consequence, we can see that:
From results of the current situation, I give some effective methods to
help students have gained good results in GCSE through lessons in Tiếng Anh
12. I also supply more exercises to help students familiarize with the types of
homework not covered in textbooks will not be under pressure of studying. And
I realized good results in basic classes I apply my new methods in school year
2017- 2018. Students gradually know how to solve tests, performing and
applying to other tests coming from diferents high schools. Each period,
students discover new things for them. In each period, students feel confident
and comfortable in giving ideas, creation and apply it to practical situations in
the life.
III. Measure implementation
1. Adjust the content in the textbook so that it is appropriate for the student
and the knowledge in the test.
I adapt the content of lesson in the textbook to fit for different students in a class
and help students know how to apply to the final examination
a. Way to perform:
Each unit, I adapt four basic skills and adjust the format found in the high
school graduation exam for students to have knowledge and apply it to practice.
This method both encourages students to take part in the lesson and provides
them with central knowledge, avoiding ambiguity about the content and
confusion in testing.
a1. Part A- READING
As we know, in the high school graduation exam, the reading section
consists of three parts with a total of eighteen sentences. This indicates that
practicing reading comprehension skills is very important to students. They
must try their best to cope with the difference between tasks in the textbook and
reading questions in the test. There are many new words in the textbook and the
practice sections are not aligned with the test, which often leads to students

being afraid of reading skills and losing a lot of points in this part. Therefore, I
decide to adjust the context of part A in the textbook to make it more
reasonable.
For example, I apply this method to unit 2: Cultural diversity in Tieng Anh 12.
6


Firstly, I adjust the first lesson – A. reading in order to be suitable for readings
in the final test students in grade 12 must overcome at the end of school year.
I merged Task 1 and Task 2 into a complete exercise shaped like the one on the
graduation exam.
Task 1 and task 2 in textbook (Tieng anh12)- page 22

I change these two tasks into one multiple choice task
Task1: Read the following pasage and mark the letter A, B, C or D to indicate
the correct answer to each of the questions.
Question 1: What does the passage mainly discuss?
A. The different ideas of Americans and Asians about love and marriage.
B. The different ideas of Americans and Asians about four key values.
C. The different ideas of Americans and Asians about keeping happiness.
D. A comparison of different ideas between Amaricans and Asians in the life.
Question 2: The word “obliged” in the passage is closest in meaning to ____.
A. determine
B. sacrifice
C. compel
D. liberalize
Question 3: According to the passage, Many Indian students agree that a
woman has to ______.
A. maintain her beauty and appearance after marriage.
B. sacrifice more in a marriage than a man.

C. trust her husband to do the right thing.
D. confide in their husband
Question 4: What are the Indian students’ attitudes on physical attractiveness?
A. They pay attention to their wives’ appearance.
B. They ignore their wives’ appearance after marriage.
C. I don’t put a strong idea on maintaining wive’s beauty and appearance after
marriage.
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D. They ask their wives not to concern about the appearnce because it is
unnecessary.
Question 5: It can be inferred from the main finding of the survey that _______.
A. Young Asians are more romantic than their American counterparts.
B. Young Asians are as romantic as their American counterparts.
C. Young Asians are not as romantic as their American counterparts.
D. Young Asians are as prosaic as their American counterparts.
 Key: 1A
2C
3B
4C
5C
a2. Part B- SPEAKING
Speaking is the second skill in the process of the textbook. This skill
helps students practise situations and use words and phrase words to
communicate fluently and naturally. Speaking skill helps children express their
ideas and thoughts in themselves. However, in the high school graduation exam,
students only need to solve two questions of communication function.
Therefore, I dare adjust the content of this speaking part in the textbook so that
students can both have practical communication situations and do well in two

questions of communication skill in the exam.
For example, I apply this method to unit 12: WATER SPORTS in Tieng
Anh 12. I adjust the second lesson – B. speaking so as to be suitable for
questions of communication skill in the high school graduation exam and help
students practise practical situations in their daily lives.
- In task 1, I changed this task to make it suitable for the test by giving a
situation and complete a short talk.

1. Task 1: Mark A, B, C or D to indicate the sentence that best completes
each of the following exchanges.
Question: Nam and Hung are talking about water sports
- Nam: “Learning how to play water sports is not difficult.”
- Hung: “______________________________________”
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A. You must be kidding. It’s not easy.
B. I couldn’t agree more. It is not easy at all.
C. But I don’t. I failed it last year.
D. I do, too. I learned it last year.
Key: A
2. Task 2: (textbook 131)

I realised that this task didn’t encourage studentents to the lesson and it made
students passive in thinking because students can make a sentense basing on a
below example. That’s why I adapt it as follow:
Task 2: Work in work of five. One leader asks members in the group for
preferences about water sports, and writes down on his/her paper. Then he/she
report this before class.
Leader: Which sports would you prefer playing or participating in?

A member of group: I prefer Scuba-diving.
Leader: Can you let me know the reason?
A member of group: oh, simply, because I want to overcome challenge of
depth and discover something under sea thanks to some equipment such as: air
tank, regulator, masks, wet suit and fins.

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*** After finishing interview members of his/her group, the leader reported
members’ opinions before class
Leader: Firstly, I mention to Mr Nam . He prefers scuba-diving because he
wants to overcome challenges of the depth and discover something under sea
thanks to some equipment such as: air tank, regulator, masks, wet suit and fins.
(APPENDIX 1).
a3. Part C- LISTENING
Listening is the third skill in the process of the textbook. This skill helps
students accurately receive and interpret messages in the communication
process. However, it doesn’t exist in the high school graduation exam. It is also
unneccesary for students to focus on in this period. Therefore, I dare adjust the
content of this listening part in the textbook so that students can both practise
this skill and have time to review some knowledge which may be in the final
test.
For example, I apply this method to unit 15: WOMEN IN SOCIETY in
Tieng Anh 12. I adjust the third lesson – C. Listening so as to be suitable for
questions in the high school graduation exam and help students improve
listening skill.
1. Task 1 and task 2(textbook 167,168)

- I changed these two tasks to make them suitable for the test by asking students

to arrange paragraphs in a full passage, and using this paragraph to answer
questions. This will help students both practice listening and reading skill.
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Task 1: Arrange below paragraphs in a full passage, and then choose the
best answer basing on it
1. In parts of Africa, this is a typical day for a village woman. At 4.45 am. She
gets up, washes, and eats. It lakes her half an hour to walk to the fields, and she
works there until 3.00 pm. She collects firewood until 4.00 pm then comes back
home. She spends the next hour and a half preparing food to cook. Then she
collects water for another hour. From 6.30 to 8.30 she cooks. Alter dinner, she
spends an hour washing the dishes. She goes to bed at 9.30 pm.
2. Women hold up half the sky. This is an old Chinese saying. However,
research shows that perhaps women do more than the share of “holding up the
sky.”
3. Fifty percent of the world’s population is women, but in nearly two-thirds of
all working hours, the work is done by women. They do most of the domestic
work, for example, cooking and washing clothes. Millions also work outside the
home. Women hold forty percent of the world’s jobs. For this work, they earn
only 40 to 60 percent as much as men, and of course they earn nothing for their
domestic work.
4. In developing countries, where three-fourths of the world’s population lives,
women produce more than half of the food. In Africa, 80 percent of all
agricultural work is done by Women.
Key: A full paragraph: 2 – 3 – 4 – 1
Task 2: Read the passage and choose the best answer.
Women hold up half the sky. This is an old Chinese saying. However, research
shows that perhaps women do more than the share of “holding up the sky.”
Fifty percent of the world’s population is women, but in nearly two-thirds of all

working hours, the work is done by women. They do most of the domestic
work, for example, cooking and washing clothes. Millions also work outside the
home. Women hold forty percent of the world’s jobs. For this work, they earn
only 40 to 60 percent as much as men, and of course they earn nothing for their
domestic work.
In developing countries, where three-fourths of the world’s population lives,
women produce more than half of the food. In Africa, 80 percent of all
agricultural work is done by Women.
In parts of Africa, this is a typical day for a village woman. At 4.45 am. She gets
up, washes, and eats. It lakes her half an hour to walk to the fields, and she
works there until 3.00 pm. She collects firewood until 4.00 pm then comes back
home. She spends the next hour and a half preparing food to cook. Then she
collects water for another hour. From 6.30 to 8.30 she cooks. After dinner, she
spends an hour washing the dishes. She goes to bed at 9.30 pm.
1. According to the passage, what percentage of all the world's jobs do women
hold?
A. It’s 30 percent B. It’s 40 percent C. It’s 50 percent D. It’s 60 percent
2. What do they earn for doing their domestic work?
A. They earn nothing for their domestic work
B. They earn a lot of money from their domestic work.
11


C. They only earn a little money from their domestic work.
D. They earn less than man do in a day.
3. Which of the following is TRUE about a typical woman in a developing
country?
A. She doesn’t spend time doing most of the domestic work.
B. She spends an hour collecting firewood daily.
C. She spends two hours walking to the fields.

D. She often goes to bed after midnight.
4. The word “domestic” in the passage is closest in meaning to_______.
A. industrial
B. public
C. outdoor
D. household
5. Which of the following is NOT mentioned to women in a developing
country?
A. They came to the market to buy firewood.
B. Nearly two –thirds of all working hours, the work is done by women.
C. They produce more than half of the food D. They do 80 percent of farm work
Key: 1 B
2A
3B
4.D
5.A
a4. Part D- WRITING
Writing is the fourth skill in the process of the textbook. This skill helps
students express own thoughts and share information with reader. However, the
high school graduation exam doesn’t focus on writing topics, but rewrite
sentences without changing the original meaning. This made me adjust the
content of this writing part in the textbook so that students can appply real
theory to the final test.
For example, I apply this method to unit 10: ENDANGERED SPECIES in
Tieng Anh 12. I adjust the fourth lesson – D. Writing so as to be suitable for five
questions in the high school graduation exam and help students improve writing
skill.
1. Task 1 and task 2(textbook 113)

I changed these two tasks to make them suitable for the test by asking students

to rewrite sentence as long as it doesn’t change original meaning. This will help
students get one mark from 5 writing sentences in the test.
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Task1: Mark the letter A, B, C, or D on your answer sheet to indicate the
sentence that is closest in meaning to each of the following questions.
1. “I agree that I am narrow–minded,” said the manager.
A. The manager denied being narrow–minded.
B. The manager admitted being narrow–minded.
C. The manager refused to be narrow–minded.
D. The manager promised to be narrow–minded.
2: A supermarket is more convenient than a shopping centre.
A. A shopping centre is not as convenient as a supermarket.
B. A shopping centre is more convenient than a supermarket.
C. A supermarket is not as convenient as a shopping centre.
D. A supermarket is as inconvenient as a shopping centre.
3. It was a mistake for Tony to buy that house.
A. Tony couldn’t have bought that house.
B. Tony can’t have bought that house.
C. Tony needn’t have bought that house.
D.Tony shouldn’t have bought that house.
Key: 1B – 2C – 3D
Task 2: Mark the letter A, B, C, or D on your answer sheet to indicate the
sentence that best combines each pair of sentences in the following questions.
1. She helped us a lot with our project. We couldn’t continue without her.
A. Unless we had her contribution, we could continue with the project.
B. But for her contribution, we could have continued with the project.
C. If she hadn’t contributed positively, we couldn’t have continued with the
project.

D. Provided her contribution wouldn’t come, we couldn’t continue with the
project.
2. Her mother was sick. She stayed at home.
A. Despite her sick mother, she stayed at home.
B. Because of her sick mother, she stayed at home.
C. In spite of her sick mother, she stayed at home.
D. Despite of her sick mother, she stayed at home.
Key: 1C – 2 B
b. The effect of this formation
- For the Teachers: I realised that this adjustment had helped students both
understand the content of the lesson and apply this skill to the reading tests.This
method also stimulates students to the lesson. In addition, it is easy to
comprehend the lesson without following a rigid model.
- For the Students: They will have to prepare lesson carefully, raise their hand
to answer questions from the teacher, take part in the activities sympathetically
and pay attention to the lesson if they want to be added good marks. Of course,
they will feel more confident in communication and giving their own ideas or
answers. They do not depend on reference books to copy answers. They can
find information by themselves on their own, so they will understand and be
13


interested in the lesson. Especially, through this adaptation, students can see the
closest connection between textbook and the high school graduation exam.
2. Choose exercises relating to the topic of lesson for students to revise and
supplement their knowledge.
a. Way to perform:
If students only study things in textbooks, they will be poor in vocabulary and
not rubbing much with equivalent exercises.
To provide new sources of vocabulary and to help them familiarize themselves

with the types of exercises that are included in the high school graduation exam,
I collected and created some exercises relating to each unit of the textbook and
containing an extension of what students have learned in class. I realised that
they could gradually familiarize themselves with the way to take the test and
they could sumary amount of knowledge in each unit.
For instance, After teaching the first lesson of unit 2 –CULTURAL
DIVERSITY Tieng Anh 12, I will give my students extra passages relating to
the topic.
Read the following passage and mark the letter A, B, C or D on your answer
sheet to indicate the correct answer to each of the questions from 44 to 50.
When people plan to marry, they expect to find in their partner not only a lover
but a friend also. They find a person with whom they can share their opinions,
their emotions, thoughts and fears. In marriage we are looking for a partner who
will be able to understand our values, our likes and dislikes.
If a man and a woman are born and raised in the same country, most likely they
are familiar with the same songs, movies, jokes, books and life in general. They
basically have the same roots. In the case of a western man and foreign woman
family everything is more complicated and requires much more patience and
understanding from both spouses. On one hand each of the partners has an
opportunity to learn a great deal about the other's country, culture, traditions and
life styles which can be very interesting. On the other hand it can be very
disappointing if there is the inability to understand your partner's excitements
and frustrations. For example, you are watching the television and suddenly you
see a famous actor or singer, or other type of an artist whose name you have
grown up with. Maybe this artist was an idol for your parents and the music of
this artist was often played in your house when you were a child. Unfortunately
you realize that your wife is unable to understand your feelings because she has
no idea who this artist is. Her eyes are absolutely empty because she has never
even heard the song before. You feel rather disappointed! Remember that your
wife has the same situation with you. You do not know her country's songs, her

country's famous actors, her books. She has her own memories and in actuality,
for her, everything is much more difficult than it is for you. At least, you live in
your own country where everybody can understand you. She lives in completely
strange surroundings, where she has nobody to share her feelings with, except
you.
Do some research and learn about your wife's country, culture and lifestyles.
Talk with her, ask her questions, get to know what songs she likes, what movies
14


and books are of interest to her. The Internet will give you a great opportunity to
find anything! Tell her about your country's culture, let her listen to the music
that you like, rent a movie for her that left you with great impression. Let her
understand you better through the things that you like. Patience and time will
help you to fight cultural differences.
(Source: vetranslation)
Question 1: When people plan to marry, what do they expected?
A. They expect to find in their partner not only a lover but a friend also.
B. In marriage we are looking for a partner who will be able to understand our
values, our likes and dislikes.
C. They find a person with whom they can share their opinions, their emotions,
thoughts and fears.
D. All are correct.
Question 2: If a man and a woman are born and raised in the same country,
most likely they are ______with the same songs, movies, jokes, books and life
in general.
A. unfamiliar
B. regular
C. habitual
D. unusual

Question 3: According to the passage, __________
A. Spouses who are from different cultures can never share anything together.
B. Spouses who have the same nationality need more patience and
understanding in their marriage than those who are from different cultures.
C. Spouses who are from different cultures need more patience and
understanding in their marriage than those who have the same roots.
D. Spouses who have the same roots go not share anything together.
Question4: If there is the inability to understand a spouse's excitements and
frustrations the marriage, he or she may feel__________.
A. happy
B. disappointed
C. hopeless
D. faithful
Question 5: The passage is ___________.
A. advisory
B. convincing
C. apologetic
D. critical
Key: 1A
2C 3C 4B
5A
b. The effect of this formation
- For the Teachers: I realised that this adjustment had helped students both
understand the content of the lesson and enrich with a large number of new
words from practising passages coming from other sources.
- For the Students: They will have to prepare lesson carefully, raise their hand
to answer questions from the teacher, take part in the activities sympathetically
and pay attention to the lesson if they want to be added good marks. Of course,
they will feel more confident in doing excercises refering to reading skills and
vocbulary (choose synonyms and antonyms). Gradually, Students are not under

pressure when facing reading comprehension exercises.
3. Accompanying the students in online learning through media such
facebook and room meeting.
a. Way to perform:
15


This way of learning will help teachers always learn with their students, get to
control students’ learning environment, which ultimately helps students develop
a deeper understanding of lesson more , provide them with varied opportunities
to fashion their education into something that fits them, not the other way
round, ready to help and timely complement the needs of students. This will
help students feel motivated to study and train. In addition, they will neglect
addictive activities such as playing video games and participating in social
groups.
**For example: Unit 15: Women in soceity- Tieng Anh12
(APPENDIX 2)

The teacher set up a facebook group for the class, then the teacher gave them
homework to do. A day later, Students send their answers to the teacher. The
teacher checked and gave detailed explainations back to them.
In case, Students can’t understand what teachers explained, they can diarise
things they can’t undersatnd, then teachers will have a room meeting to give
comments and expalinations.
(APPENDIX3)
b. The result of this method:
They have more lessons to practice and the teacher is always there to help
and explain. This will attract students to actively review and practice at home.
The amount of knowledge in the unit of study is still vague, then through
chrome they will be taught online by teachers and directed to them. This will

help students pay attention to the teacher’s lecture.
IV. THE RESULT OF RESEARCHING
Through the survey and empirical comparisons conducted, comparing the
results of applying new methods to speaking lessons in classes in the 20172018, 2019 -2020 school year 12 C5 và 12 E3, shows that:
1. About the theory:
1.1 For the teachers:

16


Building the teaching methods in the spirit of innovation and appropriate
for the requirements of students. Applying flexible methods and skills or tips to
practical teaching practice, thereby enhancing the quality of teaching subjects.
1.2 For the students:
Understand and know how to use proficiency skills, fast and efficient
methods in making a conversation which can be applied to the fact. They are
confident, more interested in finding out information and solving situations in
the daily life. They also no longer have to worry about facing the high school
graduation exam
2. About the fact:
The result of tasks, homework, tests after the application of the subject
shows that the spirit of learning and doing all the results of the students
improved a lot compared with applying traditional methods to basic skills such
as: reading, speaking, listening and writing.
To have a correct conclusion for the research process, I have examined
and collated survey results make all students before and after the application of
subject to the 2 classes: 12 C5 in 2017-2018 school year and 12E3 in 2019-2020
school year. (Time to do all 60 minutes)
- Class 12 C5 (The basic class of block 12) has not been applied on topic.
- Class 12 E3 (the basic class of block 12) was applied on the subject.

? TEST: I implemented two tests for 12 C5 (2017 -2018) and 12 E3 (20192020)
(APPENDIX4)
This test was given to 12 C5 students who had not been applied this teaching
method. Therefore, the result of this examination was not good. High marks
were fewer than I hoped.
The test result of 12 C5 class achieved as follows:
Class size: Mark 0-4 Mark 5-6
Mark 7-8
Mark 9-10
44
SL %
SL
%
SL
%
SL
%
HOPE
4
9,1 16
36,3
20
45,5
4
9,1
RESULT
10
22,7 26
59,1
8

18,2
0
0
(APPENDIX5)
This test was given to 12 E3 students who had been applied this teaching
method. Therefore, the result of this examination was quite good. High marks
were more than I hoped.
The test result of 12 E3 class achieved as follows:
Class size: Mark 0-4 Mark 5-6
Mark 7-8
Mark 9-10
41
SL %
SL
%
SL
%
SL
%
HOPE
10
24,4 18
43,9
12
29,3
1
2,4
RESULT
4
9,8 12

29,2
20
48,7
5
12,
3
=> The test results of the two classes achieved as follows:
17


Class

Class Mark 0-4 Mark 5-6
Mark 7-8
Mark 9-10
sizes SL %
SL
%
SL
%
SL
%
12 C5 44
10
22,7 26
59,1 8
18,2 0
0
12 E3 41
4

9,8
12
29,2 20
48,7 5
12,3
And I also give two types of students’ common answers from two classes 12 C5
and 12 E3 to show the effect of applying new methods in teaching lessons to
gain good results in GCSE and students’ understanding to the lesson as well as
ways in which students to have a comparable basis and come up with the
correct conclusions
C. Conclusion and proposal
I. CONCLUSION
- High school graduation exam is an extremely important and extremely
meaningful exam for students. This test is to confirm the ability and skills of
students and is also an opportunity for students to choose their favorite
university.
- In order to get a good result for the high school graduation exam for 12
students, teachers need to adjust the textbooks so that they can take full
advantage of the knowledge available in the exam, followed by assigning more
exercises. but it must be related to the new topic so that they can remember and
apply it correctly. And one more thing is to accompany them to study at home.
When there are epidemics or droughts, children do not miss schooling due to
direct software or online group teaching.. Therefore, we must use the attractive,
appropriate procedure to assist in teaching for students in basic classes 12 to
achieve good results. Moreover, I use all units in Tieng Anh 12 to apply some
effective methods for skill lessons and I also hope that teachers should apply
different methods flexibly to help students cope with challenges in GCSE.
Classrooms should be places where students can ask and answer
meaningful questions and in which the teacher and students are co- Learns,
collaborating with one another to communicate ideas and information. Different

group sizes (pairs, small groups, and large groups) provide opportunities for
students to practise the different thinking and oral skills unique each
configuration.
II. PROPOSAL
The methods applied in teaching speaking have obtained positive results.
However, there are restrictions in my topic I don’t realize. Therefore, I look
forward to hearing the comments from colleagues, especially the teachers who
teaches English to make my topic more complete and more widely applied
XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 5 tháng 6 năm 2020
Tôi xin cam đoan đây là SKKN của mình
viết, không sao chép
Người viết
Nguyễn Thị Mỹ Lệ
18


REFERENCE
1. “The Oxford English-Vietnamese Dictionary” (Đặng Ngọc Viễn)
2. TIẾNG ANH 12
3. Http/ speaking method.com
4. “ENGLISH LANGUAGE TEACHING METHODOLOGY” (Dr. Than
Trong Lien Nhan, Hue University of Foreign Languages
5. Http/ The role of speaking skill in the life
6. Milada Broukal, (2002) – Introduced and annotated by Le Huy Lam.
TOEFL speaking flash. Ho Chi Minh publisher.
7. vetranslation
8. Http/ writing method.com

9. Http/ reading method.com

19


APPENDIX
1. APPENDIX 1

2. APPENDIX 2

3. APPENDIX 3
20


4. APPENDIX 4

5. APPENDIX 5
21


DANH MỤC
22


CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ
CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Mỹ Lệ
Chức vụ và đơn vị công tác: Trường THPT Triệu Sơn 3


TT

1.

2.

Tên đề tài SKKN

Some effective methods to
encourage the students in
basic classes in basic
classes 10 to reading
lesson through lesson one
of unit 16 in Tieng Anh 10
Some effective techniques
to encourage the students
in basic classes 11 to
speaking lesson through
lesson two of Unit 6 in
Tieng Anh 11

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)
Sở GD
ĐT

&


Sở GD
ĐT

&

Kết quả
đánh
giá xếp
loại (A,
B, hoặc
C)
C

C

Năm
học
đánh
giá
xếp loại
2014

2017

23