INDEX
1. INTRODUCTION
1.1. Reason for choosing the topic: ……………………………………………. .3
1.2. Purpose of the study:……………………………………………………... . .3
1.3. Study subjects ……………………………………………………………....4
1.4. Research Methodology…………………………………………………… ..4
2. EXPERIENCE CONTENT
2.1. THE BASIS OF INTELLIGENCE IN EXCELLENT EXPERIENCE. 4
-Method of teaching ………………………………………………………….. . .4
-Teaching Techniques………………………………………………………. .....4
2.2. THE SITUATION OF THE PROBLEM BEFORE APPLYING
EXCELLENT EXPERIENCE ……………………………………………….. 5
2.3. SOLUTIONS AND ORGANIZATION IMPLEMENTATION………. ..6
1. Piece technique: ……………………………………………………….........6
1.1 Concept: ……………………………………………………………………..6
1.2 How to proceed …………………………………………………………….. 7
1.3 Applying technique "piece graft" in English teaching 7 ………………........8
1.4 Reviews …………………………………………………………………….. 8
2. "Tablecloth" technique…………………………………………………….. 9
2.1 Concept ……………………………………………………………………...9
2.2 How to proceed …………………………………………………………….. 9
2.3 Applying the "tablecloth" technique to the English program 7……… . …...9
2.4 Comments: ………………………………………………………………....10
3. Mind Mapping …………………………………………………… .
11
3.1 Concept
…………………………………………………………………….11
3.2 How to proceed
…………………………………………………………….11
3.3 Utilizing Mind Mapping in English Teaching
7…………………………... 11



There are many different teaching techniques that teachers can use in their
instruction to promote student activeness. And in this topic, only some of the
active teaching techniques used in teaching English are included. 7. Include
techniques: questioning techniques, tablecloth technique, piece technique
Grafting, technical thinking diagram ......
2.2. REAL ISSUES BEFORE APPLYING EXCELLENT EXPERIENCE
According to the program of the Ministry of Education, starting from 2015 has
made a new textbook. Therefore, the application of active teaching methods and
techniques in teaching is very necessary. However, the application of these
teaching techniques in order to promote students' creativeness and activeness is
still limited and many places are formal. The kind of teaching that is so popular
in many subjects today is still the teacher who transmits the content presented in
the textbook, students hear and memorably passively.
At present, the application of active teaching techniques to teaching is limited.
The reason is that some teachers still have the view that positive teaching
techniques are very difficult to apply to teaching in 45 minutes in class so very
few use these techniques. There are also limited facilities for teaching. Life of a
part of teachers is still difficult, so we have not invested adequately in
renovating technical teaching methods.
For students, most do not pay attention to lectures, lack of concentration to
answer questions asked by teachers. They are always worried that they are
mispronouncing or misleading, leading to their lack of initiative and lack of cooperation while working in pairs or groups with you.
Through the tests for 7th grade, I used teaching aids and applied some common
teaching techniques, mainly students who are good at studying, the number of
students with weak learning opportunities is low. Active activities. Therefore,
learning is often less exciting, monotonous, less interested in the development of
personal capacity.
At the beginning of the 2018-2019 school year, I conducted a survey of seventhgraders attending the following results:

the habit of cooperation in learning has a very negative impact on student
learning. There are many causes for these limitations but the main reason is still
the education method.
2.3. SOLUTIONS USED TO SOLVE THE PROBLEM
During English teaching 7 I have actively used the most active teaching
techniques in the teaching process to improve the quality of teaching. The
teaching techniques are mainly applied are: tablecloth technique, grafting
technique, mind mapping technique ............
2.3.1. Piece technique [2]
1. Concept:
Technique piece is a technique for organizing collaborative learning activities
between individuals, groups, and groups between the groups to:
- Solve a complex task
- Stimulate active participation of students in group activities
- Enhance the role of the individual in the collaborative process (not only to
realize completion of Round 1 tasks but also to communicate results and
accomplish tasks in Round 2)
- Strengthening the independence and responsibility of each individual
2. How to proceed
Technique piece is conducted through two stages:
- Stage 1: "Intensive Team": Classes are divided into groups, each tasked with
one problem. After a certain time of discussion, each member of the group has a
firm grasp of the results of the group.
- Stage 2: "Piece group": After completion of the task in the first stage, each
student in different special teams grouped together into a new group of pieces.
And the group "piece graft" received a new task, this task is generalized,
synthesizing the whole content was learned from the "deep" group.
- Each group is separated and grouped according to the new scheme.

5

6


students are engaged in different tasks and different levels of requirements. In
grafting technique, students are required to actively engage in and engage in
activities to fulfill the roles and responsibilities of each individual. Through this
activity, students develop an active, active, flexible, creative and responsible
sense of learning. At the same time, students develop communication,
presentation, cooperation, problem solving skills.
However, in order to work effectively, teachers need to develop students'
cooperative learning habits and social skills, initiative and sense of
responsibility in learning. Need to select the appropriate content / topic. It then
defines a complex task to be solved in the second round based on the results of
the various tasks that were done in the first round. At the same time, the teacher
should monitor the progress of the groups to ensure that all Every student in the
group understands the task and accomplishes the task assigned
2.3.2 "Tablecloth"
1. Concept
It is a collaborative learning organization that combines individual and team
activities to:
- Stimulate, promote active participation
- Strengthening the independence, responsibility of the individual student
- Develop a model that interacts with students
2. How to proceed
- Divide the students into groups and give each group a paper A0
- On the A0 paper divided into parts of the middle and surrounding parts. The
surrounding area is divided by the number of members of the group. Each
person seated in the position corresponding to the surrounding part.
- Each individual works independently for a few minutes, concentrating on
answering the question in the personal understanding of each individual and

not high academic efficiency.
In the "tablecloth" technique requires all members to work individually, think
and write their opinions before group discussions. So there is a combination of
individual and group activities. Since then, discussions often involve all
members and members who have the opportunity to share their ideas,
experiences, self-assessments and adjust their perceptions in a positive way. As a
result, improving the learning efficiency and developing life skills for students.
However, this technique also has the disadvantage that if the teacher does not
pay attention to urge students to actively work in personal and group activities, it
will take a lot of time in school.
This technique is best suited to functional classrooms that have a large
enough table to cover the A0 paper for the members to write their own personal
ideas. For the junior high school in the conditions of facilities are still limited,
lack of functional rooms, tables of small students can hardly enough to cover the
A0 paper on the table to the members of the group Can write at the same time
personal opinion. This limitation can be overcome by giving students small
pieces of paper for students to write their own ideas and then attaching them
around the "tablecloths".
2.3.3. Mind map
1. Concept
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Mind Map is a teaching technique that organizes and develops thinking, helping
learners to convey information to the brain and to move information out of the
brain easily. At the same time, it is a very creative and effective means of
recording.
Mind Mapping is a form of recording that can use colors and images to expand
and deepen ideas. Thanks to the connection between the branches, the ideas are
linked together so that the thinking diagram can cover the ideas on a wide range.

9


Here are some examples of diagrams of thinking that students have drawn in the
English program. 7.
+ Language focus 1: prepositions

+ Review of adverbs

10


+ Tenses

+ Comparasion

11


+ Review preparation for the second semester examination

+ Map of students to use vocabulary review: Unit 12
12


+ The student thinking diagram is used to review the sentence structure with
"should".

13


thinking and also help them understand and remember knowledge in the brain
rather than memorizing rote learning.
In short, through the teaching, I find myself interested in this technique to help
students develop their confidence, logic, creativity and development of thinking
ability. In addition, teaching with a thinking diagram helps students to deal with
problems in the classroom, remember quickly, remember deeply and accurately
the contents of their lessons. In particular, this method also helps students are
14


not boring but always excited and excited in the class, which creates conditions
for students to focus on discussion and find the core problem in the content of
lesson. With this method forces students to be proactive in their learning, from
which the efficiency in learning is constantly improving.
2.4. EFFECTIVENESS OF EXPERIENCE IN EDUCATION,
EDUCATION, COMMUNITY AND SCHOOL
In the course of teaching English 7 at Quang Hop lower secondary
school, I myself tried to use as many positive teaching methods and techniques
as possible on some possible lessons.
The results show that students are familiar with the operation of teaching
techniques, more attention during class time, the number of students
participating in more activities makes the course exciting, exciting, open And
achieve higher results.
At the end of the first semester of the 2018-2019 school year, the teacher
conducts a controlled test and attains the following results:
Grade: 7
Quantity : 36 students
Content
Frequent
Sometimes

Percentage
100
22,2
38,9
38,9
0
(%)
At the same time, when applying positive teaching techniques to teaching, I
found that the students liked the subject better, the number of students who
registered for the better English language exam and the district's excellent
student examinations. Achieved more prizes than in previous years.
3. CONCLUSION, RECOMMENDATIONS
- Conclusion:
Through the process of research, investigation, testing, field survey, the topic has
been implemented and achieved some results:
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- Identify some of the active teaching techniques that can be used in teaching
English 7 to improve the quality of students.
- Provide a number of specific lessons that can be applied in each teaching
technique and provide practical examples for the lessons.
- There are some practical measures to be taken in the context of limited
facilities.
- Suggest some ways to proceed, some stages of teaching techniques are
effective during class time
However, there are still drawbacks: only set out some key techniques, not yet go
into all the techniques. The subject area is only in the English program 7 due to
limited time.
Therefore, the direction of further development of the topic will be: Applying


Confirm of the Principal

Ngoan
REFERENCES

[1] "Some general issues on innovating teaching methods in
upper secondary schools" - Nguyen Van Cuong
[2] "Innovative teaching methods of upper secondary
education"
[3]Text book: English 7, Teacher’s book
[4] Dictionary : Vietnamese- English, English- English
[5]Internet source

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Mẫu 1 (2)

DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Ngoan .
Chức vụ và đơn vị công tác: Trường THCS Quảng Hợp

TT
1.

Cấp đánh giá

đánh giá
xếp loại
(A, B, hoặc C)

C

Năm học
đánh giá
xếp loại
2004-2005

2014-2015
C