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SOCIALIST REPUBLIC OF VIET NAM
Independence- Freedom- Happiness
APPLICATION FOR RECOGNITION OF INITIATIVE
To: Science council of ……………….. Education and Training
No.

Full name

Date of

Working

birth

unit

Position

Qualification

Percentage
contribution
of creating

1

Teacher Bachelor

the initiative
100%


I. The author : ………………….. proposes to recognize the initiative:
APPLY TEACHING METHODS TOWARD ORIENTED DEVELOPMENT OF
STUDENTS CAPACITY IN TEACHING READING PERIODS AT HIGH
SCHOOL.
II. The investor creates the initiative:
Full name: ………………..
III. Field of application of the initiative:
Reading is considered as one of the most important skills in teaching and
learning English. Proficiency in reading comprehension helps students develop their
thinking, creativity, self-reliance and independence. In order to access the reading
lessons in high school English program more easily, scientifically and positively, I
would like to present some ideas on methodological innovations in teaching of reading
lessons. This initiative is applied in during teaching reading periods of three blocks at
my high school.
IV. Initiative dates are applied for the first time:
During school year: 2017-2018
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V. Describe the nature of the initiative:
1. Situation before applying the initiative
1.1. The initial situation
In fact, the reading comprehension classes are often quite heavy and boring for
both teachers and students. Students passively approach the lesson and mainly listen
to the teacher explain the answers. As a result, after the lesson, most of my students
understand dullness and language skills are not improved.
In the English program, a reading period often has a lot of new words and
structures that students have not been approached or forgotten. Therefore, developing
reading skill is an essential task for them to not only read and understand the texts, but
also know how to read at home as well as develop their knowledge. However, my

students are afraid of practicing at class because English is completely different from
the mother tongue, difficult to learn and hard to remember. They are always afraid of
false speech, which greatly affects the results of the study.
1.2. The used solution
Historically, we have taught English reading lessons in the traditional way: the
teacher is the center of the class and only reads, writes or explains and students
passively acquire knowledge. Moreover, most of my students are lazy so knowledge
is quickly forgotten and not to mention its application in everyday life.
The results of the classes at my high school are not high and the proportion of underaverage students is quite large. Therefore, the topic of "Apply teaching methods
toward oriented development of students capacity in teaching reading periods at Na
Giang High School" has provided effective teaching solutions which are suitable for
each lesson as well as students’ level. I mainly focus on the synthetic methods, skills
and experiences in teaching reading - an important criteria in learning a foreign
language.
2. Novelty, creativity and efficiency
2.1. Novelty
2


Reading is a basic skill that is emphasized in the teaching and English learning
process. However, the actual teaching reading skill has not really achieved optimal
results due to many different reasons. This subject, I would like to offer a number of
solutions so as to assist the teachers to design activities that are tailored to individual
student, not only stimulate the student's interest but also solve language problems.
There are some teaching methods toward oriented development of students’ capacity
in teaching reading periods.
Steps in teaching a reading period
Teaching
methods toward
oriented

development of
students
capacity

Using positive teaching techniques
Topic- based teaching
Interdisciplinary integration teaching

2.1.1. Steps in teaching a reading comprehension lesson.
In reading lesson, teacher’s role is only the person who gives instructions and the
student is the one who actively grasps the content. Reading period is conducted in
three stages:
Stages
1. Pre – reading

Activities
Opening activity lesson is very important because it can help
students visualize the content of the topic or the context of the
situation.
To perform the activity before reading the teacher should
introduce the topic of the lesson by using one of the following
tips:
- Use videos, pictures related to the topic of the reading.
- Predict what you are going to learn by answering the
guessing questions about the content or through the questions
ahead.
- Discuss and collect ideas and knowledge about the topic
before they read about it through brainstorming or discussion
activities. .
3



2. While –
reading

3. Post –
reading

- Re-arrange the given statements in the correct order of the
content of the lesson. (Ordering statements or pictures)
- Make some statements by doing the right thing based on the
given knowledge. (T / F statements)
Reading tasks are designed to help students understand the
content of the text and check the guesswork they have just
done before reading by some activities such as:
- Complete sentences.
- Order the statement in order of a story or pictures
- True or false statements.
- Comprehension questions
- Fill in the chart
- Matching
Activities and tasks after reading are exercises that require a
general understanding of each reading lesson, the actual
contact, the transformation of information content and
knowledge gained from the reading.
- Discuss the questions about the topic.
- Rewrite content using suggested words.
- Summarize the text
- Retell the story.
- Arange the events in order


2.1.2. Using positive teaching techniques
There are many positive teaching techniques that educational researchers have
developed to teach students not only to acquire good knowledge but also to develop
their abilities. It is important for teacher to choose the appropriate technique and
effectively apply in each lesson. Through actual teaching, I often use “piece technique”,
“lightening technique” and “in other word technique”.
Positive teaching
techniques
1. Piece technique

Purpose, how to proceed and example
* Purpose: Each student has his or her own task and must
work hard to fulfill the roles and responsibilities of each
individual. Students learn and develop communication skills,
presentation, cooperation, problem solving ...
* How to proceed:
Example: Unit 14: THE WORLD CUP
A- Reading – II. While you read – Task 1
Stage 1: Intensive group:
- Divide students into 4 groups
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2. Lightening
technique

3. Technique “ in
other words”


+ Group 1: Determine the nouns and meanings of the
provided words.
+ Group 2: Determine the verb and meaning of the given
words.
+ Group 3: Determine adjectives and meaning of the
provided words.
+ Group 4: Provide some structures and location of the
words and analysis
Stage 2: Group "piece":
- Each student from different "depths" groups merge into
new groups.
- Students in group 4 present knowledge in the paper sheet.
Students apply to do the task, discuss, match type of words
and complete the exercise.
- Teacher requires a representative group to present and
complete the task.
- Teacher calls other groups to give comment and
concludes.
* Purpose: Quickly check the student's ability to capture
student information and apply to respond
* How to proceed:
- Teacher asks students read the passage in three minutes
- Teacher gives the number and quickly nominates student to
answer. Students can express a brief but meaningful phrase
Example: Unit 13: FILMS AND CINEMA
A-Reading – III. Post reading
- 19th century: Cinema began in the early 19th century.
- 1905: Films were about five or ten minutes long.
- 1910s: Audiences were able to enjoy the first long film.
- 1915: Cinema really became an industry in 1915.

- 1920s: Sound was introduced.
* Purpose: Students develop comparability, general
vocabulary and remember and enlarge vocabulary
* How to proceed:
- The teacher lists a number of words, suggesting a number of
other words that are equivalent to the meaning of the listed
words.
- The teacher asks students to match the meanings of the
words that are equivalent.
Example: Unit 11: HOBBIES
A- Reading – II. While you read – Task 1
A
B
1. accomplished
a. keep me busy
5


2. modest
b. thrown away
3. avid
c. well- trained
4. discarded
d. eager, lazy
5. indulge in
e. fascinate
6. keep me occupied
f. not very big
Key: 1- c, 2- f, 3- d, 4- b, 5- e, 6- a


2.1.3. Topic- based teaching:
Topic- based teaching is a method of exploring the concepts, ideas, units of
knowledge, the content of the lessons and the topics. The interactions and mutual
relations based on the relationship between theoretical and practical issues that are
mentioned in the subjects. It is the path of integrating content from several units,
lessons, and subject areas into content more meaningful and practical so that students
can work more to find out and apply knowledge in practice.
Knowledge is not taught individually but is reorganized into a well-connected
network. After the lesson, students’ level is not only understanding, knowing, applying
but also analysing, synthesizing and evaluating. They know how to use their
knowledge and flexibly apply for different fields in daily life.
2.1.4. Interdisciplinary integration teaching:
Interdisciplinary integration teaching has brought interest and promoted the
positive and creative for students. Integrations in teaching is understood to be a
combination of knowledge content from different disciplines and learning areas into one
lesson.
Integrating interdisciplinary knowledge makes the learning process meaningful by
linking learning with daily life, in relation to specific situations that students will
encounter later and integrate the academic world. Besides, it can help students to
establish a link between learned concepts and background knowledge in order to better
understand the content of reading comprehension. In high school English program,
there are many topics that can be integrated with many subjects such as biology,
6


geography, history, civic education and physical education. Using interdisciplinary
knowledge makes the lesson become lively, attracts to students, motivates them to
create and think in their own way.
Integrative teaching is the orientation of content and teaching methods, in which
teachers organize and instruct students to mobilize knowledge and skills in various

fields to solve tasks. Students can form new knowledge and skills, develop the
necessary skills, especially the ability to solve problems in learning as well as in real
life.
2.2. Creativity
In the process of teaching, I have used positive teaching techniques and methods
to develop students' abilities according to new requirements and in accordance with the
change of society. In addition, I prepare and organize learning activities for effective
reading skills that inspire students to learn English, from which students actively
participate in self-learning activities. They learn better, memorize the lessons , improve
self-learning, enrich their knowledge, and become confident in social communication.
Depending on the student’s level, I have designed appropriate instructional activities
and used different teaching methods toward oriented development of student
competencies in teaching reading lessons.
Some lessons have been taken when teaching reading periods to my students at Na
Giang high school.
2.2.1. UNIT 6: FUTURE JOBS ( English 12, pages 62-65)- Topic- based teaching
* Objectives: By the end of the lesson, students will be able to get the vocabulary
about some popular jobs and know about preparing for a job interview.
* Skills: Guessing words’ meanings in contexts, reading for details of information
about job interview, using their knowledge of future jobs in English lesson and
summarizing the passage.
* ACTIVITY 1: WARM – UP (7mins)
a. Aims: Students know the English name of the different kinds of job and can guess
the topic of the lesson.
b. Activity: Teachers use the Kim's game to help students remember the name of
different jobs.
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c. General steps: The teacher divides the class into two groups, showing the students

seven pictures of jobs within 20 seconds. (Ask students not to write but to memorize).
Then the teacher takes pictures and the students write up about the occupation just
watch. The group with the most words will be the winner.
Kim’s game

Policeman

Doctor

Dentist

Singer

Farmer

Teacher

Football player

* ACTIVITY 2: PRE- READING:
(1)Aims: Discuss the process of finding a job and know the factors that help people
succeed in a job interview.
(2) Method: Communicating, watching and discussing.
(3) Way to organize studying activities:
Teacher’s activities
Students’ activities
1. Chatting:(5mins)
a. Where can you get information
about job?
b. After having information about job,

what will you do next?
c. If your application form is
8


accepted, what will you have to take
part in?
- Ask ss to discuss the questions in
pairs.
- Go around offering help.
- Call on some ss to answer the
questions in front of the class.

- Listen and give feedback.
2. Discussin: (5mins)
- Ask Ss to work in groups of four to
discuss the factors that they think
would help them succeed in a job
interview.
- Call on some ss to give their
answers.

- Listen and give comment.
3. Vocabulary:(12mins)
- Introduce some new words.
+ interview (v) phỏng vấn
+ interviewee (n) người được phỏng
vấn
+ interviewer (n) người phỏng vấn
+ certificate (n) chứng chỉ, bằng cấp

+ résumé (n) sơ yếu lý lịch
+ dress neatly and formally: ăn mặc
trang trọng, gọn gàng.
+ to create a good impression on sb:
tạo ấn tượng tốt với ai
+ shortcoming (n) khuyết điểm
+ vacancy(n) chỗ khuyết, vị trí còn
trống.
- Ask ss to listen and repeat.
- Call on some ss to read aloud these
words.
- Listen to check ss’ pronunciation
and correct if any.

- Work in pairs.
- Give the answers in front of the class.
* Suggested answer:
1. On the Internet, on the radio, on TV, in
the newspapers, from a job center or an
employment agency.
2. Write an application form/ a letter of
application.
3. An interview.
- Discuss in groups.

- Give the answers:
I think the factors that would help me
succeed in a job interview are giving
clear, honest answers, feeling selfconfident and having a good sense of
humor.

- Listen to the T and take notes.

- Listen and repeat.
- Read aloud in front of the class.

9


4. Checking vocabulary: (6mins)
Rub out and remember:
1. vacancy
2. certificate
3. interview
4. résumé
5. shortcoming
6. neatly
7. create a good impression
8. interviewer
- Call on some ss to read aloud the
words that rub out.
- Listen and give feedback.

- Read aloud the words in chorus.

*ACTIVITY 3: WHILE - READING:
(1)Aims: Use their knowledge to understand the reading passage and get the vocabulary
to guess the meaning of words form the passage.
(2) Method: Guessing meaning from context, reading for specific information and
summarizing.
(3) Way to organize studying activities:

Teacher’s activities

Students’activities

1. Task 1: (10mins)
- Introduce the task: These words are from - Listen to the T.
the passage. Look back to the text and
circle the best meanings A, B or C.
- Ask Ss to circle the best meanings A, B
- Pair work
or C in pairs.
- Go around class and help Ss if they need.
- Call on Ss to give their answers.
- Present the answers
* Suggested answers:
1. B
2. C
3. A
- Correct the answers and give remark.
4. B
2. Task 2: Game – Lucky number:
( 25mins)
- Divide class into 2 groups and ask
students to play the game: Lucky number.
- Explain the rule of the game: Each group
chooses a number and answers the
question by giving true or false statement.
If they give the correct answer, they get a
point. Other group continues to choose a
10



number and answers. Group gets the high
point will be the winner. Especially, the
student who chooses the lucky number
gets a gift.
- Check and give feedback each student’s
answer.

* Suggested answers:
1-F; 2-T; 3-F; 4-T; 5-T; 6-F; 7-F; 8-T

*ACTIVITY 4: POST- READING
(1)Aims: Summarizing the knowledge that they have learnt.
(2) Method: Summarizing
(3) Way to organize studying activities:
Teacher’s activities
Students’activities
Summarize the content by complete the
following network: (18mins)
A- Before the interview
- send a (1)…… …and a re’sume
showing that you enjoy the job
- know well about the job and the(2)…
- prepare your (3)……….. and your answers
- dress (4) …….and formally on the interview
B- During the interview
- feel self-confident
- having clear , polite, and (5)…… answers
- say (6)……… to the interviewer before

leaving
C- After the interview
- remember the interviewer’s (7)…. …. . and
take it as experience to do better next time
- be ready to start the job
- Divide class into 4 groups to do the
network.
- Go around offering help.
- Call on 4 groups to hang out their answers
on the board.
- Check and give feedback.

11

- Work in groups to do the
network.
- Show the answers in front of
the class.
* Suggested answers:
1. letter of application
2. vacancy
3. certificates
4. neatly
5. honest
6. goodbye


7. comments

2.2.2. UNIT 11: NATIONAL PARKS ( English 10, pages 112-114)

Interdisciplinary integration teaching: English and geography.
* Objectives: By the end of the lesson, Students will be able to use vocabulary items
related to national parks, guess the meaning of words based on contexts and scan for
specific information about national parks.
* Skills: Reading comprehension: better sts' reading skill through finding the word in
the passage that best suits each of the definitions and answering questions.
*ACTIVITY 1: WARM-UP: (4mins)
(1)Aims: Guess the topic of the lesson through pictures and questions.
(2) Method: Observing and discussing.
(3) Way to organize studying activities:

Teacher’s activities
- Ask Ss to work in pairs.
- Ask pairs to look at these pictures and
answer the questions.
1. Where can you see these images?
2. Can you guess the topic of our lesson
today?
- Feedback
- Lead in the new lesson.

Students’ activities
- Pair work
- Listen to the T
* Suggested answers:
1. In the forest or in the national parks.
2. National Parks
- Listen

*ACTIVITY 2: PRE- READING

12


(1)Aims: Prepare information and vocabularies for the topic, apply geography
knowledge to talks about some national parks in Vietnam basing on the map.
(2) Method: Communicating and discussing.
(3) Way to organize studying activities:
Teacher’s activities
Students’ activities
1. Discussing:(6mins)
- Ask sts to discuss the three questions in
- Pair works
pairs.
1. Have you ever been to a national park?
2. Can you name some national parks in
Vietnam and in the world?
3. What trees and animals can you see in a
national park?
- Ask some sts to answer the question.
- Give the answers.
- Go around offering help.
* Suggested answers:
- Call on some ss to give their answers in
1. Yes, I have/ No, I haven’t
front of the class.
2. In Vietnam: Cuc Phuong, Bach
- Listen and give feedback.
Ma, Tam Dao, Bach Long Vy, Tram
Chim...
In the world : Nairobi, Alaska,

Yellowstone…
3. Tigers, foxes, birds, monkeys,
herbal plants...
- Let ss work in groups, apply geography
- Work in groups and discuss.
knowledge that they have learnt to list
some National Parks in Vietnam with
places basing on the map.

13


- Speak aloud the anwers in front of
the class.
National Park
Place
Ba Be
Bac Kan
Cuc Phuong
Ninh Binh
Phong Nha- Ke
Quang Binh
Bang
Ba Vi
Ha Noi
Cat Ba
Hai Phong
Pu Mat
Nghe An
- Listen and then copy down


- Call on some ss to speak aloud their
answers in front of the class.
- Listen and give feedback

- Listen and repeat.
- Read silently to self-practise.
- Some sts read these words aloud and
2. Vocabulary: (10mins)
- Introduce the reading text and provide sts others listen.
- Self-correct.
with new words/phrases.
+ establish (v): thiết lập
+ contain (v) bao gồm
+ hike (v): leo
+ survival (n)sống sót, tồn tại
+ 'orphan(v): mồ côi
+ Sub-tropical (adj): cận nhiệt đới
+ toxic (adj): độc hại
+ contami'nation (n)sự ô nhiễm
- Read each word/phrase 3 times and ask
sts to repeat it.
- Leave sts 1 minute to self-practise
14


reading the words.
- Ask 4-5 sts to read all the word/phrases
aloud in front of the class
- Listen and help sts to read the

words/phrases correctly.
*ACTIVITY 3: WHILE - READING
(1)Aims: Use their knowledge to understand the reading passage and get the vocabulary
to guess the meaning of words form the passage.
(2) Method: Guessing meaning from context and reading for specific information
(3) Way to organize studying activities:
Teacher’s activities
- Let ss listen to the passage individually.
1. Task 1: Using positive teaching
technique “ in other words”: (8mins)
- Aims: Students develop general vocabulary
and remember and enlarge vocabulary
- The teacher lists a number of words,
suggesting a number of other words that are
equivalent to the meaning of the listed
words.
- The teacher asks students to match the
meanings of the words that are equivalent in
pairs.
A
B
1. set up
a. pollution
2. contain
b. exist
3. species
c. establish
4. survival
d. groups of plants or
animals

5. sub- tropical
e. near a tropical area
6. contamination
f. comprise

Students’activities
- Listen to the passage.

- Call on some ss to read aloud the words
- Listen and give feedback.

- Read aloud these words.
Key: 1- c, 2- f, 3- d, 4- b, 5- e, 6- a –

- Listen to the T

- Work in pairs to do activity.

2. Task 2: Completing the table.(12mins)
- Divide class into 4 groups and ask ss to find - Work in groups and complete the
table.
out the information from the passage and
complete the table in paper sheets.
Cuc
Nairobi Everglades
Phuong National National
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National Park

Park

Park

Location
Special
features
- Go around offering help.
- Call on 4 groups to hang out their answers
on the board.
- Check and give feedback.

- Hangout the answers on the board.

(* Suggested answers)

Location
Special features

Cuc Phuong
National Park
In southwest of
Hanoi, Vietnam
- butterflies, caves,
and 1,000-year-old
tree.
- over 200 square
km of rainforest.

Nairobi National

Park
In Kenya
- large variety of
animals and plants
- lots of orphaned
and abandoned
animals are taken
care of.

Everglades
National Park
In the southeastern
United States.
- plants and animals
from both tropical
and temperate zones.
- toxic levels of
chemicals in the
water.

*ACTIVITY 4: POST – READING
(1)Aims: Consolidate knowledge that they have learnt from reading passage and revise
and remember the main ideas of reading.
(2) Method: Reading for specific information to do the consolidated task.
(3) Way to organize studying activities:
Teacher’s activities
Students’ activities
- Sts are required to work in groups to do the - Work in groups.
task: TRUE OR FALSE.(5mins)
1. Cuc Phuong National park is located 160

kilometres north west of Hanoi.
2. The best time for tourists to visit Cuc
Phuong National Park is from October to
April.
3. Nairobi National Park in Kenya is very
large.
4. Everglades National Park is a tropical
wilderness in the Southeastern United States.
5. Everglades National Park has plants and
animals from both tropical and sub-tropical
16


zones.
- Call on some Ss to answer the questions.
- Listen and give feedback.

- Answer the questions:
* Suggested answers:
1. F(Cuc Phuong National Park is
located 160 kilometres south west of
Hanoi.)
2. T
3. F (Nairobi National Park is
Kenya’s smallest park.)
4. F (Everglades National Park is a
sub-tropical wilderness in the
Southeastern United States.)
5. F (It has plants and animals from
both tropical and temperate zones.)

2.2.3. UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
( English 12, pages 172-175) - Interdisciplinary integration teaching: English,
geography and history.
* Objectives: By the end of the lesson students will be able to:
- Know the association of Southeast Asian Nations
- Know how to guess the meaning of the words from the context.
- Know how to skim for the main ideas and scan for specific information.
- Apply geography and history knowledge to do tasks.
* Skills: Reading for general or specific information and guessing meaning from
context.
*ACTIVITY 1: WARM-UP: (5mins)
(1)Aims: Know the name of the organization by the given logo and countries belong to
this one.
(2) Method: Communicative method
(3 Way to organize studying activities:
Teacher’s activities
Students’ activities
- Give the logo of ASEAN and ask students to - Listen to the teacher and discuss
answer the questions basing the knowledge
in pairs.
they have learnt in geography and history
lessons.
1. Which organization does this logo belong to?

17


2. How many country members does it have?
- Call on some ss to answer the questions.


- Answer the questions:
1. The Association Of Southeast
Asian Nations
2. There are eleven country
members.
- Listen to the T.

- Listen and check ss’ answers.
- Lead in the new lesson.
*ACTIVITY 2: PRE- READING
(1)Aims: Know about members in the organization by applying the geography
knowledge to talk about Asian countries. (Integrating geography knowledge)
(2) Method: Communicating, watching and discussing.
(3) Way to organize studying activities:

Teacher’s activities
Students’ activities
1. Chatting: (8mins)
- Ask ss to look at the map, apply
- Look at the map and work in pairs.
geography to find out the Asian countries.
- Call on some ss to give their answers in
- Give the answers:
front of the class.
Laos, Thailand, Myanmar,
18


Cambodia, Vietnam, Malaysia,
Singapore, Brunei, Philippines,

Indonesia.

- Listen and give feedback.

2. Discussing: (5mins)
- Let ss discuss in pairs to answer the
- Discuss in pairs.
questions:
1. What does ASEAN stands for?
2. When did Vietnam join this association?
- Call on some ss to present their idea in
front of the class.
- Listen and give comment.
3. Vocabulary: (12mins)
- Introduce some new words.
+ accelerate (v): thúc đẩy
+ stability (n): ổn định
+ justice (n): công bằng
+ GDP- gross domestic product: tổng sản
phẩm xã hội
+ forge (v): tạo dựng
+ integration (n): hội nhập
+ enterprise (n) doanh nghiệp, công ty

- Give the answers in front of the
class:
1. ASEAN stands for the Association
of Southeast Asian Nations
2.In 1995
- Listen to the T and take notes.


- Ask ss to listen and repeat.
- Call on some ss to read aloud these
words.
- Listen to check ss’ pronunciation and
correct if any.
4. Checking vocabulary: (5mins)
- Ask ss to work in groups to discuss and
do matching activities.
A
B
1. Diverse
a. sự hội nhập
2. Integration
b. công bằng
3. Enterprise
c. thúc đẩy
4. Accelerate
d. đa dạng
5. Justice
e. doanh nghiệp

- Listen and repeat.
- Read aloud in front of the class.

- Call on some ss to speak out these words
and check ss’ pronunciation.

- Speak out the answers:
1- d, 2- a, 3- e, 4- c, 5- b


- Discuss in groups.

*ACTIVITY 3: WHILE - READING
19


(1)Aims: Use their knowledge to understand the reading passage and get the vocabulary
to guess the meaning of words form the passage.
(2) Method: Skim for the main ideas and scan for specific information.
(3) Way to organize studying activities:
Teacher’s activities
- Let ss listen to the passage individually.
1. Task 1: (10mins)
- Let students fill each blank with a
suitable work
-Ask students to work individually then in
pairs
- Walk around the class to help student
when necessary
- Corrects students’ pronunciation if
necessary
- Check and give suggestions.

Students’activities
- Listen to the passage.
- The whole class
-Work in pairs to discuss to fill with
suitable words
- Present the answers

- Correct the answers
* Suggested answers:
1,justice
2,GDP
3,diverse
4,integration
5,accelerate 6,enterprises

2. Task 2: Scan the passage, find and
correct the wrong information in the
following sentences.(15mins)
1. ASEAN was founded in 1976 in
Bangkok, Thailand.
2. The ASEAN region has a total area of
4.5 million sq. kilometres, with a
population of 575.5 billion.
3. It had a combined GDP of US$ 1282
billion, with a growth rate of around 6%
per year from 2000 to 2004.
4. The objective of the ASEAN Vision
2022 is to create economic integration
among the member countries.
5. The ASEAN Vision 2020 was adopted
in 1998.
6. ASEAN has actively contributed to
improving the socio-economic situations
and solving the problems in the world.
- Ask ss to work in pairs to find and - Work in pairs to do activity.
correct the wrong information.
- Go around offering help.

20


- Call on some ss to give the answers.

- Check and give feedback.
3. Task 3: Answer the questions.(15mins)
- Divide class into 4 groups to find out the
answers for these questions in the task 3 in
paper sheet.
- Walk around the class to help student
when necessary
- Call on representative of each group to
present their answers in front of the class.
- Check and give suggestions

- Give the answers in front of the class.
1. 1976 - 1967
2. 575.5 billion - 575.5 million
3. 2000 to 2004 – 2003 to 2007
4. 2022 - 2020
5. The ASEAN Vision 2020- The
Hanoi Plan of action
6. in the world - among its member
countries
- Groups work.
- Read quickly and find out the answers
- Present the answers in front of the
class.
* Suggested answers:

1. The five original countries, namely,
Indonesia, Malaysia, The Philippines,
Singapore and Thailand founded
ASEAN.
2. The two main goals of the
Association are to accelerate the
economic growth , social progress and
cultural development; and to promote
peace and stability through respect for
justice and the rule of law in the
relationship among countries in the
region.
3.It was about US$ 1405 billion
4. It was adopted in 1998
5. It includes trade, investment,
industry, services, finance, agriculture,
rural development, forestry, energy,
transportation and communication,
science and technology, small and
medium enterprises, and tourism.

*ACTIVITY 4: POST – READING: (10mins)
(1)Aims: Consolidate knowledge that they have learnt from reading passage, revise
and remember the main ideas of reading. (Integrating geography and history
knowledge)
21


(2) Method: Reading for specific information and summarising.
(3) Way to organize studying activities:

Teacher’s activities
Students’ activities
- Divide ss into groups of 4,
- Do the task in groups
distribute handout and get ss to
complete the table.
Time
1967
1984
1995
1997
1998
1999
2007
2020

Event

- Go around offering help.
- Call different groups to present
their answers.
- Listen and check ss’ answers.

- Present the answers:
Time
1967
1984
1995
1997
1998

1999
2007
2020

Event
ASEAN was founded
Brunei joined ASEAN
Vietnam became ASEAN’s
seventh member
Laos and Myanmar were
admitted to this
association
The Hanoi Plan of Action
was adopted
Cambodia joined in this
Association
ASEAN had a combined
GDP of about US$ 1282
billion
A free trade area would be
established in the region

2.3. Effiency
- The classes become more and more effective, vibrant, dynamic and promote the
students' intellectuals.
- Students have developed the qualities, skills and attitudes after each lesson.
22


- Students are eager to take part in activities and their ability to communicate in

English has dramatically increased.
- The weaker students are also more advanced than their abilities and become more
confident in the lessons.
- Thanks to the application of these tips, it not only creates academic atmosphere, but
also promotes positively of students and makes student- centered classroom.
- Using efficient methods in teaching process also contribute to make the better result of
my students in semester one, 2017 - 2018, specifically:
Class

Total students

From

From

From

From

4.5 to 4.9

5.0 to6.4

6.5 to 7.9

8.0 to 9.0

12 A

34


0

14

17

03

10 B

35

01

23

9

02

10 C

30

03

18

8


01

10 D

30

04

20

6

0

3. The information should be confidential: No
4. The needed conditions to apply the initiative:
* For the Management:
- Strengthening of materials, reference books and teaching aids to support teaching and
learning.
* Teacher:
- Spend a lot of time for planing lessons, finding documents or images related to the
topic, and learning from colleagues to improve their professional skills.
- Explore, learn and design a variety of activities throughout the lesson in orter to help
students find the interest in learning reading periods without feeling boring and tired.
- Actively applying information technology in teaching process.
* Students:
- Always practice skills, prepare for the lesson before coming to class and collect
materials or pictures related to lectures.
23



- Actively participate in activities at class and take control of the knowledge.
VI. Evaluataion of the obtained benefits or expected benefits from the application
of initiative according to the author's opinion.
1. Students:
With the innovation of positive teaching techniques and methods, most of my
students, including the weak ones pay more attention to practice reading skill and
actively participate in activities at class. They become more confident and excited
than before. As a result of the study of the subject has a clear transformation.
2. Teacher:
- The iniative has met the requirements of innovative teaching method, promoted the
active role of students, brough efficiency in teaching and improved the quality of
learning. In addition, it can be applied and developed extensively in all grades in the
curriculum.
- This is also a wonderful source of reference for teachers to use in teaching reading
periods.
VII. Evaluataion of the obtained benefits or expected benefits from the initiative
application by organizations or individuals that have participated in the
application of the initial initiative, including the trial application:
The initiative greatly contributes to innovating English teaching methods and
brings better learning results to the subject as well as school.
VIII. A list of persons who have participated in the trial application or the
initial application: No
I make sure that all information stated on the initiative is honest, truthful and fully
responsible before the law.
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……….., ngày …. tháng …. năm201…


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