Skkn developing communicative skills through speaking lessonsenglish textbook 12 towards the national examination

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DONG SON 1 HIGH SCHOOL

EXPERIENCE INITIATIVE

DEVELOPING COMMUNICATIVE SKILL
THROUGH SPEAKING LESSONS IN ENGLISH
TEXTBOOK 12 TOWARDS THE NATIONAL
EXAMINATION

Implementer: Lê Thị Hải Thiều
Position:
Teacher
Experience initiative in the subject: English

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THANH HOA, 2022

TABLE OF CONTENT

Page

PART I. INTRODUCTION
1.1 Rationale of the study

1

1.2 Aim of the study

1

1.3 Scope of the study

1

1.4 Method of the study

1

1.5 Contribution of the study

1

1.6 Time of the study

1

PART II. CONTENT
2.1. Theoretical background

2

2.2 Practical background

2

2.3 Findings and solutions

2

2.3.1 Findings

2

2.3.2 Solutions

3

2.4. Results of the research

17

PART III. CONCLUSION
3.1 Conclusion

19

3.2 Effectiveness of the research

19

3.3 Limitations of the research

19

3.4 Suggestions for further study

19

REFERENCES

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PART I: INTRODUCTION
1.1. Rationale of the study
In order to enhance English language teaching and learning in Vietnam in
all school levels, Prime Minister has announced Decision No. 1400/QĐ-TTg
“Teaching and Learning Foreign Languages in the National Education System,
Period 2008 to 2020”. The general goal of this project is that “most Vietnamese
youth whoever graduate from vocational schools, colleges and universities gain
the capacity to use a foreign language independently. This will enable them to be
more confident in communication, further their chance to study and work in an
integrated and multi-cultural environment with variety of languages. This goal
also makes language as an advantage for Vietnamese people, serving the cause
of industrialization and modernization for the country” However, there is a
shortage of the updated curriculum and materials, so it seems difficult for the
learners to turn this into reality. During the process of learning foreign
languages, speaking is one of the skills needed to be paid attention to;
meanwhile, examinations still focus too much on written tests, especially the
national examination.
To deploy teaching basing on learner’s capacity development and
stimulating students’ interest in learning English, the researcher has chosen the
topic: “Developing Communicative skills through Speaking lessons in
English Texbook 12 towards the National Examination” as a study with the
hope of bettering the quality of teaching and learning English in Upper
Secondary school currently as well as building a reference source for teachers in
teaching students how to deal with communicative situations kind of test in the

national examination.
1.2. The aims of the study
This study aims at designing activities for Speaking lessons in English
textbook 12 to stimulate students’ interest in speaking lessons and help students
practise doing this part of the test “Mark the letter A, B, C, or D on your
answer sheet to indicate the most suitable to complete each of the following
exchanges”
1.3. Scope of the study:
Some activities of teaching speaking skill make students involve in the lessons.
1.4. Method of the study
+ Observation: Observe the classes.
+ Discussion: Discuss the lessons after class observation.
+ Teaching: Teach some Speaking lessons in English textbooks
+ Testing: Test students’ ability of speaking and doing kinds of test
1.5. Contribution of the study
The study provides some activities for further practice communicative
situations in the Speaking lessons. The study encourages students to participate
in the speaking activity and develop their speaking skill. The study is also a
suggestion for teachers in supplementing their lesson plan towards the national
examination.
1.6. Time of the study: Academic year: 2010-2021, 2021-2022
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PART II: CONTENT
2.1: THEORETICAL BACKGROUND
As we all see, at the globalization age, English is an important
communication tool for integrating regional and international community,

getting accessed to information world of technology, science, culture, society as
well as politics. Therefore, the teaching and learning foreign languages in
general and English in particular is highly appreciated and English is considered
as the main official subject in the curriculum of the national education.
The methodology of teaching and learning English has had some basic
changes since the learner-centred tendency was targeted. Teachers are not the
only ones who have knowledge and convey it to students, they are just
instructors, supporters, consultants and examiners. The learners are no longer
passive in getting knowledge, but active and centered in learning and applying
communicative situations in real life.
2.2. PRACTICAL BACKGROUND
To achieve the results in learning English, firstly it depends on the
learners’ needs, then on the learning environment. However, in the school
learning environment, the need of communicating in English and the
environment of learning English is still limited. Though knowing how important
learning English is, students learn it as if they are forced to.
This requires teachers to be creative and flexible in conveying knowledge
to the learners.
From the facts above, in order to help learners use English naturally
through real situations in life, practise them for a test question and use them in
test, teachers need to diversify lesson and activity designs so that they can help
improve learners’ speaking skills as well as ensure that students have sufficient
knowledge in sitting the National Examination (their final target).
2.3. FINDINGS AND SOLUTIONS
2.3.1. FINDINGS:
From the speaking tests presented in written form, the
researcher sees that most of these students are not good at
knowledge as well as skills. It is presented in the table below:
Levels Choose correct
Class

answers

Choose some
correct answers

Can not do the
test

12A1
10/ 43 = 23.2%
13/ 43 =30.2%
20/ 43 = 46.6%
12A6
8/ 47 = 17.0%
8/ 47 = 17.0%
31/ 47 = 66%
12A8
8/ 46 = 17.3%
7/ 46 = 15.2%
31/ 46 = 67.5%
Some of the mistakes that students make when they do the speaking tests in the
written form:
+ Lack of vocabulary
+ Not being able to grasp the structures and communicative styles in the
written form to do the test.
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2.3.2. SOLUTIONS:
Since the format of test was multiple choice questions, the researcher has
designed lessons for skill lessons, especially speaking skills in the form of
multiple choice questions to meet the needs of the learners and the requirements
of the National Examination. As a result, the pressure of lessons is reduced,
students are interested in practising communicative situations and excited about
choosing the correct reply in each communicative question.
In particular, Speaking lessons of English Textbook 12 have been
redesigned as following:
Sample 1.
UNIT 1: HOME LIFE ( page 15)
A. Aims : By the end of the lesson, students will be able to know how to greet
someone and respond to greetings.
B. Procedure
Task 1. The expressions are commonly used when people are chatting. Place
them under the appropriate heading. Then practice with a partner.
- How is everything going?
- Catch up with you later.
- Not too bad. How about yourself?
- Talk to you later.
- Hi. How are things?
- Fine. And you?
- O.K. How about you?
- Pretty good. How about you?
- O.K. Can’t complain. (very informal)
- Take care!
Start a conversation
....................................................
...................................................
Closing a conversation

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

Response
....................................................
....................................................
Response
....................................................
....................................................

Task 2. Work in pairs to make new dialogues.
Model: A: Hello, __________.
B: ________________.
A: May I ask you some questions?
B: Yes, please!
A: Could you tell me how many people there are in your family?
B: There are ______.
A: What do your parents do?
B: ________________.
A: Who does the household chores?
B: ________________.
A: So what’s your responsibility in your family?
B: My responsibility is ______.
A: I think you have a happy family.
B: Yes, of course. Thank you so much!
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A: Talk to you later.
B: Bye! See you later.
Task 3. Choose the best answer for the following questions.
1. Minh meets Lan at the college.
Minh: “Hello! My name is Minh. Nice to meet you.”
Lan: “ Hello__________”
A. I’m fine
B. Really?
C. Good!
D. I’m Mai. Glad to meet you.
2. Peter meets Mike at a workshop.
Peter: “I’m Peter, from Continental Computers. How do you do?”
Mike: “___________”
A. How are you ?
B. How do you do ?
C. Pleased to meet you.

3. Two friends Mark and Janet meet at the library.
Mark: “What’s the matter? You don’t look very well.”
Janet: “I’m feeling a bit _______.”
A. under the weather
B. under the impression
C. out of blue
D. out of order
4. Tony hasn’t met Lucy for a week.
Tony: How are you today?
Lucy: ____________.
A. I feel like a million dollars.
B. I feel like a million stars.
C. I feel your ears burning.

D. I can feel it in my bone.
5. Peter meets Mike at a workshop.
Peter: “I’m Peter, from Continental Computers. How do you do?”
Mike: “___________”
A. How are you ?
B. How do you do ?
C. Pleased to meet you.
D. B and C are correct.
6. Nam and Nga haven’t seen for a long time.
Nam: “ ____________ ?”
Nga: “I am very well thanks.”
A. How do you do B. How are you C. What are you like D. Are you well
Sample 2.
UNIT 2: CULTURAL DIVERSITY ( page 22)
A. Aims : By the end of the lesson, Ss will be able to know how to give
opinions, agreements and disagreements
B. Procedure
Task 1. The expressions are commonly used when people are chatting. Place
them under the appropriate heading. Then practice with a partner.
- I couldn’t agree with you more.
- I think / feel / believe ….
- Well, you could be right.
- Exactly.
- In my opinion / In my point of view …… - That’s a good idea.
- It’s out of question.
- As far as I’m concerned….....
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- I’m sorry, but I disagree.

- That’s not the same thing at all.

Giving opinions
Agreement
.................................................................................
.................................................................................

Disagreement
........................................
........................................

Task 2. Work in pairs. Discuss the statement “What do you think about a big
family?”
Model A:
A: Hi!
B: Hi!
A: I think it is a good idea to have three or four generations living under
one roof. What about you?
B: Yes. I agree with you. Because they can help each other a lot.
Model B:
A: Hello_____.
B: Hello_____.
A: In my opinion, it isn’t a good idea to have three or four generations
living under one roof. And you?
B: For me, I don’t think so. Most of old–aged parents like to lead
independent lives.
Task 3. Choose the best option A, B, C or D to answer the following

questions.
1. Cathy and Phillip are talking on their way home.
Cathy: “ As I see it, women often drive more carefully than men.”
Phillip: “___________________! ”
A. Never mind
B. Absolutely C. Yes, please
D. What nonsense
2. Thomas and Nancy are at their friend’s birthday party.
Thomas: "What do you think of Jane’s new classmate?"
Nancy: "__________________."
A. I think of her all day
B. She is lovely. We all like her
C. There is no doubt about it
D. Well, I think so
3. Dan and Nan are talking at their company.
Dan: “Sometimes I think we lose our temper more easily than our girl friends”
Nan: “___________________.”
A. I wouldn’t worry about it if I were you B. Sure, go ahead
C. Don’t be angry. Let’s talk it over
D. I couldn’t agree more
4. Teacher asks Lisa at the class.
Teacher: “Do you think that wind power will be an alternative source of
energy?”
Lisa: “___________________”
A. Maybe, I’m not sure.
B. Yes, I think so.
C. Are you kidding?
D. No, thanks.
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6. Clara and Bill are discussing the topic Global Warming.
Clara: “I think one of the solutions to this problem is that people have to stop
cutting down trees.”
Bill: “_______”
A. Say it again. I like to hear your words. B. Yes, people can do it.
C. I think so. We should do that.
D. I couldn’t agree with you more.
Sample 3.
UNIT 3: WAYS OF SOCIALISING ( page 32)
A. Aims : By the end of the lesson, students will be able to know how to give
compliments in different situations, and know how to respond to compliments.
B. Procedure
Task 1. Practice reading these dialogues, pay attention to how people give
and respond to compliments in each situation.
Phil: You really have a beautiful blouse, Barbara, I've never seen such a perfect thing
on you.
Barbara: Thank you, Phil. That's a nice compliment.
Peter: Your hairstyle is terrific, Cindy!
Cindy: Thanks, Peter. I think I’ve finally found a style that looks decent and is
easy to handle.
Tom: I thought your tennis game was a lot better today, Tony.
Tony: You’ve got to be kidding! I thought it was terrible.
Useful language
The great majority of compliments included the most common 6 adjectives: nice,
good, beautiful, pretty, great, wonderful.... and two verbs: love, like and some
following structure:
- Noun phrase + be / look + adj

Eg: Your blouse is really beautiful / Your hair looks great!
- I ( really) + love/ like + Noun phrase
Eg: I really love your dress
- Pronoun + is (really) adjective + Noun phrase
Eg: That is a really nice rug!
Task 2. Work with a partner. Practice giving compliments to suit the
responses. Use the cues below.
David: ____________________  (dress)
Kathy: I’m glad you like it. I bought it at a shop near my house a few days ago.
Hung:______________________ (motorbike)
Hien: Thanks, Hung. I think I’ve finally found the colour that suits me.
Michael: ___________________ . (badminton)
Colin: You must be kidding! I thought the same was terrible.
Task 3.  Work in pairs. Practice responding to the compliments below.
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Phil: You’re a great dancer, Huong. I wish I could do half as well as you.
You: ___________________
Peter: I didn’t know you could play the guitar so well, Toan. Your tune was
lovely!
You: ___________________
Tom: Your English is better than many Americans, Hanh. I really enjoy your
public speaking.
You: ________________
Task 4: Choose the best answer for the following questions.
1. Julia and John are talking about John’s tennis game.
Julia: “____________”

John: “You must be kidding! I thought the game was terrible.”
A. You should have played tennis very well. B. You can play tennis here.
C. You played tennis very well today.
D. You’re free to play tennis now.
2. Hoa and Janet are talking about Hoa's new hairstyle.
Janet: “You look nice today. I like your new hairstyle.”
Hoa: “___________”
A. It’s nice of you to say so.
B. Shall I? Thanks.
C. Oh, Well done.
D. I feel interesting to hear that.
3. Laura comes to Maria’s house.
Laura: “ What a lovely house you have!”
Maria: “___________________.”
A. Of course not, it’s not costly
B. I think so
C. Thank you. Hope you will drop in
D. No problem
4. Peter saw Phil play baseball.
Peter: “ I thought your baseball game was a lot better, Phil”
Phil: “___________________.”
A. You’ve got to be kidding. I thought it was bad B. Yes, please. Just a little
C. Thank you. I’d love to
D. No, thanks. I think I can do
5. Peter gives Mary a gift on her wedding day.
Mary: “Thanks for coming. What a nice gift you’ve brought us!”
Peter: “___________________”
A. I’m glad you like it.
B. But you know how much it costs?
C. The same to you.

D. In fact, I myself don’t like it.
Sample 4.
UNIT 4: SCHOOL EDUCATION SYSTEM ( page 47 )
A. Aims : By the end of the lesson, students will be able to practise giving
thanks in different situations, and know how to respond to thanks.
B. Procedure
Task 1: Put the given statements in the correct column
Giving the thanks
----------------------------------

Response
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----------------------------------

----------------------------------

– I really appreciate it!
– You are welcome.
– It’s my duty to help you
– I’m very grateful for….
– Oh, it was the least I could do.
– This is what I expected.

– Not at all
– It was nice of you….
– My pleasure.

– I owe you a great deal.
– You are so kind.
– Don’t mention it.

Task 2. Work in pairs. Practice responding to the thanks below
1. Thanking for expressions of sympathy
A: I'm sorry to hear your grandmother is ill.
B: ________________________ .
2. Thanking for compliments and wishes of success
A: You are such a good cook!
B: _______________________.
3. Thanking for favors
A: Thank you so much for lending me your bicycle.
B: ________________________.
4. Thanking for a congratulation
A: Good luck with your exams!
B : ______________________.
Task 3: Choose the best answer for the following the questions.
1. Mary has just helped Janet, her close friend, to get to her office in her private
car.
Janet: “Thank you for giving me a ride, Mary!”
Mary: “_______”
A. No matter!
B. No way!
C. No problem! D. Never mind!
2. After the dinner at the restaurant at 7 p.m
Robert: “Thank you for a lovely evening.”
Anne: “____________.”
A. Don’t mention it
B. I’m glad you enjoy it

C. Yes, I’d like that
D. Yes, that would be very nice
3. Bill and his boss are talking at Bill’s wedding anniversary party.
Boss: “Thank you for taking the time to come here in person”
Bill: “___________________”
A. I don’t know what time that person comes. B. It’s my pleasure.
C. Do you have time for some gossip?
D. I’d love to come. What time?
4. Mai goes to the hospital to meet her friend
Mai’ friend: “Thank you for coming to meet us”
Mai: “___________________.”
A. You are welcomed
B. Not at all C. Same to you
D. Thank you too
5. Nancy has Danny repair her bike.
Danny: “Thanks for your help, Mary.”
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Nancy: “____________.”
A. Never remind me
B. It’s my pleasure
C. With all my heart
D. With you.
Sample 5.
UNIT 5: HIGHER EDUCATION ( page 55)
A. Aims : By the end of the lesson, Ss will be able to know how to apologize
and respond to apologies.

B. Procedure
Task 1. Tick (√) the expressions of apologies.
1. May I apologize for…?
5. Thank you so much.
2. I am extremely sorry for my behaviour.
6. Excuse me.
3. What can I help you?
7. How a beautiful song!
4. Please pardon me.
8. Please don’t be mad at me.
Task 2: Rearrange the given statements to make a meaningful dialogue
1. Good morning.
2. Why are you late?
3. You’re right. I’m glad because you finally come.
4. Good morning.
5. I’m sorry for being late
6. Don’t mention it. Let’s come in. Everyone is waiting for us to start the party.
7. Yeah!
8. Because of the traffic jam, I can’t go so fast. I was very anxious, but I should
observe the traffic rules.
9. I’m really sorry.
Task 3: Choose the best answer for the following the questions.
1. After finishing the duty at the company at 6 p.m.
Tommy: "I'm sorry. I won't be able to come to your party".
Mary: “_______________ .”
  A. Great               
B. Oh, that's annoying   
C. Well, never mind
D. Sounds like fun
2. Johnson and Professor Johnson are meeting in their classroom.

Peter: Professor Johnson, I'm sorry I was late for class this morning. I'm afraid I
overslept and missed the bus. I won't let it happen again.
Johnson: “______________”
A: That’s quite all right.
B. Why don’t we go by car?
C. Would you please take a taxi?
D. I wondered why you come so late.
3. Paul and Sandy are on the bus.
Paul: “_____________________”
Sandy: “ That’s all right. It can happen to everyone. The bus is too crowded.”
A. Would you please call me a taxi?
B. I’m sorry, I didn’t mean to step on your toe.
C. Why don’t we take a bus to the city center?
D. Sorry, she’s out.
4. The pedestrian is talking to the taxi driver.
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The pedestrian: “_______.Where is the parking lot?
The taxi driver: “Turn left and then turn right.”
A. Excuse me
B. Sorry
C. I’m sorry
D. I’m afraid
5. Nam’s father is talking to his friend.
Nam’s father : “Would you mind turning your stereo down?”
Nam: “ ______________.”
A. I’m really sorry! I’m not paying attention

B. No, I don’t
C. Oh, I’m sorry! I didn’t realize that
D. Yes, I do
Sample 6.
UNIT 6: FUTURE JOBS ( page 65)
A. Aims : By the end of the lesson, students will be able to give requests and
responds
B. Procedure
Task 1. Use the following expressions to make the requests.
- V.inf ............., please!
- Will/ Can / Could you  + V.inf …?
- Would / Do you mind  + V.ing…?
- I wonder if you'd/ could + V.inf …?
Task 2. Decide whether these responds are agreements or disagreements.
- What can I do for you?
- I’d prefer you didn’t.
- Of course!
- How can I help you?
- I'm sorry. I can’t. I'm busy.
- Sure!
- No problem.
- I'm sorry. I don’t know how to do it.
Task
Make

Agreements
- ………………………….
- ………………………….

Disagreements

-…………………..………….
-………………….…………..

3.
the

responds to the following requests.
1. A: Can you help me to clean the board, please?
B: _______________________________________
2. A: Please lend me your pen.
B: _______________________________________
3. A: Would you mind letting me borrow your book?
B: _______________________________________
Task 4: Choose the best answer for the following the questions.
1. Tan and his friend are talking at the shop.
Tan: “Could you lend me some money?”
Tan’s friend: “Sorry, I ___________to the bank yet.”
A. haven’t gone
B. haven’t been C. didn’t go D. am not going
2. Some students are in the classroom.
Student A: “The room is too hot. __________if I turn the fan on?”
Student B: “Yes, with pleasure.
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A. Could you please B. Would you like C. Do you like D. Do you mind
3. A man and a lady are at the bus station.
Lady: “ Would you mind carrying the bag for me? It seems very heavy. ”

Man: “ __________.”
A. You are welcome B. Yes, please
C. Sorry
D. Sure
4. Mrs Mai is going upstairs with two heavy bags. She wants Ba to help her.
Mrs Mai: “_______”
Ba: “Yes, of course.”
A. You won’t help me this time.
B. You’d better give me a hand.
C. Could you give me a hand?
D. I don’t think I’ll need your help.
5. A man is talking to a woman at the airport.
Man: “Do you want me to help you with those suitcases?”
Woman: “___________________”
A. Of course, not for me.
B. No, I can’t help you now.
C. No, those aren’t mine.
D. No, I can manage them myself.
Sample 7.
UNIT 10: ENDANGERED SPECIES ( page 111)
A. Aims: By the end of the lesson, students will be able to ask for permission or
refuse permission.
B. Procedure
Task 1. Put the following phrases in the right column
- May/ Could / Can I ....?
- Certainly!
- Please go ahead.
- Do you think I could …?
 -I wonder if I could ...
- Not at all.

- Would you mind if I + V?
- Please do.
- I'd prefer you didn't.
- Do you mind if I + V?
- I'm sorry, but you can't.
- No, of course not.
Asking for
Accepting
Refusing
permission
..................................... .................................... .........................................
..................................... ..................................... ......................................
Task 2. Choose the best answer
1. A student is talking to his teacher in the classroom.
Nam: “May I go out for a while?”
Teacher: “_____________”
A. Yes, you can.
B. No, not at all. C. Of course not. D. No problem
2. Two close friends Tom and Kate are talking about Kate’s upcoming birthday.
Tom: “Can I bring a friend to your birthday party?”
Kate: “________.”
A. Don’t mention it B. Let’s do it then C. The more the merrier D. That’s right
3. Laura wants to phone home but she forgets her phone at home. She wants to
borrow Tom’s mobile phone and he accepts.
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- Laura: “Could I possibly use your mobile phone?”

- Tom: “____________.”
A. You’re welcome B. Oh, by all means C. My pleasure D. I don’t think so
4. Mary and Laura are at the cinema.
Mary: "Do you mind if I sit here?"
Laura: "_________________"
A. Don't mention it. B. My pleasure. C. No, not at all. D. Yes, why not?
5. Ann and Tom are at work.
Ann: “May I take a short rest? ”
Tom: “ __________________.”
A. Never mind B. Yes, please don’t C. Not at all D. Yes, please do.
Task 3. Work in pairs. Make small dialogues on the following situations,
using the expressions to ask for permission and responses to them.
Example:
Lan: Would you mind if I use your pen?
Hoa: Please go ahead.
1. You want to borrow a book from your friend.
2. You feel cold and want to close the window.
3. Your bicycle has broken down and you can’t go home.
Sample 8.
UNIT 11: BOOKS ( page 122)
A. Aims: By the end of the lesson, students will be able to give offers and
respond to offers.
B. Procedure
Task 1. Put the following phrases or sentences in the right column.
- Would you like me to…(do something)? - Would you like…(something)?
- Do you want me to…(do something)? - Do you want…(something)?
- Let me…(do something)
- I can/ will…If you’d like
- I appreciate that but I can do it myself. - Yes. That would be great.
- Yes please, that would be lovely.

- Don’t worry. I can do it.
Making Offers
…………………….…
………………….……

Accepting Offers
 …………….………
…………….……….

Refusing Offer
…………………………
…………………………

Task 2. Choose the best answer for the following questions.
1. Mary is talking to a porter in the hotel lobby.
Porter: “Shall I help you with your suitcase?”
Mary: “________________”
A. That’s very kind of you.
B. What a pity!
C. I can’t agree more.
D. Not a chance.
2. Hung is at the clothes shop.
Shopkeeper: “___________________”
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Hung: “Yes. Do you have any shirts?”
A.Could you do me a favour?

B. Oh, dear. What a nice shirt!
C. May I help you?
D. White, please.
3. Dong is at the supermarket.
Shop assistant: “___________”
Don: “I’m trying to find a Christmas present for my girl friend.”
A. What do you want?
B. Pleased to meet you.
C. How are you?
D. Good morning, can I help you ?
4. A waiter is serving his customer at a restaurant.
Waiter: “Welcome to Berry's Fast Burger. May I take your order?”
Customer: “______________”
A. Can I have the cheeseburger meal with no ketchup?
B. Thank you. I don’t like chicken soup and salad.
C. No, you may not because I’m not hungry.
D. Sorry. Can you bring me a bottle of water?
5. Jim is at the post office.
Clerk: “____________?”
Jim: “Yes. I want to send some flowers to my wife in Italy.”
A. Do you like flowers
B. What do you like
C. Can you help me
D. Can I help you
Task 3 . Work in pairs. Make small talks, using the expressions to give
offers and responses to them
Example:
Lan: Would you like something to drink?
Hoa: That’s would be great.
Sample 9.

UNIT 12: WATER SPORTS ( page 131)
A. Aims : By the end of the lesson, students will be able to give and respond to
congratulations.
B. Procedure
Task 1. Practice the conversations
Conversation 1
Conversation 2
A: Did you hear the good news? A: Have you heard my good news?
B: No, I haven't.
B: You haven't told me anything yet.
A: I got a promotion at my job.
A: I got a promotion at work earlier this
B: Did you really?
week.
A: Seriously, I am so excited.
B: Is that right?
B: Well, congratulations.
A: It's the truth. I am really happy.
A: Thank you.
B: Congratulations on your promotion.
A: Thank you very much.
Task 2. Work in pairs. Make some small dialogues
Model: A: Hello___.
B: Hello. You look very happy.
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A: Yeah! I have passed the final exam with flying colours.

B: Wow! Congratulation on ___________________!
A: ___________________.
Task 3. Choose the best answer for following questions.
1. Henry is talking to his mother.
Henry: “I’ve passed my driving test.”
His mother: “_________________.”
A. Congratulations B. That’s too bad C. That’s a good idea D. All right
2. Jack is going to London to study next week.
Betty: ‘__________________’
Jack: ‘Thanks. I will write to you when I come to London.’
A. Have a nice trip
B. God bless you!
C. Better luck next time!
D. Have a go!
3. After finishing the duty at the office at 6 p.m.
Trung: “I’m getting married next week.”
Nguyen: “____________”
A. Sorry to hear that.
B. Congratulations!
C. Well done!
D. Thanks, the same to you.
4. Today is Lan’s birthday.
Nam: “Happy birthday to you, Lan! Have a great time!”
Lan: ______________.
A. Thank you so much B. Sorry C. Best wishes for you
D. Help me
5. Peter meets Ann at the office.
Peter: “ Good morning. Wish you a lucky day!”
Ann: “_________________”
A. Sorry to hear that.

B. Congratulations!
C. Thanks, the same to you.
D. Well done.
Sample 10.
UNIT 13: THE 22nd SEA GAMES ( page141)
A. Aims : By the end of the lesson, students will be able to give and respond to
invitations.
B. Procedure
Task 1. Put the following sentences in the right column.
- Yes, please.
- That sounds lovely (interesting)
- No, thanks.
- I'm sorry. I'm afraid I can't.
- Yes, I'd love/like to. (Thanks)
- I’d love to, but I can’t.
- That’s very kind of you, thanks.
- It sounds great but I don’t think I can.
- That’s very kind of you, but…
- Why not? I really like
Agree
- …………………………….
- …………………………….

Task
Make
small
talks by using expressions of invitations.

Disagree
-…………………………….

-……………………………..

2.
a
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Example: T: You’ve passed the exam for gifted students. Congratulations!
Ss: Thank you very much.
T: Would you like to go out for dinner with me tonight?
Ss: Yes, please/ I’d love to, but I can’t.
Task 3: Choose the best answer for the following questions.
1. Alex and Elizabeth are at a birthday party.
Alex: “________”
Elizabeth: “ No, thank you. That’s all.”
A. What would you like?
B. It’s very kind of you to help me.
C. Would you like anything else?
D. What kind of food do you like?
2. Janet and Susan meet each other in the playground.
Janet: "Would you like to go hiking with us?"
Susan: "__________________."
A. No, I don’t like
B. I hate to go hiking
C. Yes, I’d love to, but I don’t feel well today D. Yes, I’d like
3. Peter and Ann are talking after work.
Peter: “ Would you like a cup of tea?”
Ann: “_______________.”

A. Yes, please
B. Yes, I do
C. Yes, I like
D. Yes I’d like
4. Christina wants to invite her friend to come to her home.
Christina: “ Mike, would you like to have dinner at my home?”
Mike: “_________________”.
A. Yes, I’d love to
B. No problem
C. That’s nice of you to say so
D. Don’t mention it
5. Sue and James are talking about what to do after work.
Sue: “_________________”
James: “Yes, I’d love to.”
A. Would you like to have drink after work?
B. Do you often go out for a drink after work?
C. Do you often have time for a drink after work?
D. Would you like coffee or orange juice after work?
Sample 11. UNIT 14: THE INTERNATIONAL ORGANIZATIONS
( page 155)
A. Aims: By the end of the lesson, students will be able to have practised
making suggestions in different situations and know how to respond to
suggestions.
B. Procedure:

Task 1: Study the expressions then make some small dialogues.
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Making
suggestions

- Let's + V.inf …
- Why don't we + V.inf …?
- Shall we + V.inf …?
- How / What about + V.ing?
- I think we should + V.inf
- I suggest that we + V.inf
- It might be a good idea if we + V.inf
Agreeing with - Yes, let's.
suggestions
- That's a good idea.
- Yes, definitely.
- Sure, why not?
- By all means.
- That's probably the best option.
Disagreeing
- No, let’s not.
with
- It's a good idea, but….
suggestions
- But what if……….
Model 1:
Nam: Hi, Nga. How about having a drive to the countryside this weekend?
Nga: Sorry, I can’t. I have something to do.
Nam: What a pity!
Model 2:
A: Hi. What’s the matter with you? You don’t look very well.

B: I have a terrible headache.
A: Maybe you should take a short rest.
B: That's a good idea.
Task 2: Choose the best answer for following questions.
1. After finishing the duty at the company at 6 p.m.
Anna: ‘Shall we eat out tonight?’
Jane: ‘_________________’
A. That’s understandable.
B. That’s a great idea.
C. It is very kind for you to invite me.
D. You are very welcome.
2. Andrew and Liza are talking about their plan.
Andrew: "Let's go to the cinema this Saturday."
Liza: “__________________.”
A. Not again
B. It’s a good idea
C. It doesn't matter
D. Not really

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3. Jenny and Victor are colleagues but rarely meet each other and today, she
would like to chat with him after work.
Jenny: “Hi, Victor, do you think it’s possible for us to have a talk sometime
today?”
Victor: “I’d love to, but _________”
A. I’ve got a pretty tight schedule today. B. I’m free now.

C. is tomorrow OK?
D. I’m pretty scheduled today.
4. Janet and Susan are discussing what to do this evening.
Janet: “Do you feel like going to the cinema this evening?”
Susan: "__________________.”
A. You’re welcome
B. That would be great
C. I feel very bored
D. I don't agree, I'm afraid
5. John is helping Mary to prepare for her coming presentation.
John: “Don’t you need this note for your presentation?”
Mary: “________________.”
A. Thanks, I almost forgot about it
B. Actually, there was nobody present
C. No, I didn’t take notes during the speech D. You can say that again
Task 3. Work in pairs. Make small dialogues on the following situations,
using the expressions to make suggestions and responses to them
1. Your friend wants to prepare his/ her birthday party at home.
2. Your friend wants to go abroad to study.
3. Your friend wants to go camping at this weekend.
2.4. RESULTS OF THE RESEARCH
The average results of the test papers in 2020-2021 as following:
Term I: (Average results of test papers)
Border
Class Total Excellent Good
line
Weak
12A1
41 3 (7.9%) 11(29.0%) 22 (57.9%) 2 (5,2 %)
12A6

37

0 (0 %)

4 (11.1%)

23 (63.9%)

7 (19.4%)

Bad
0 (0 %)
2
(5.6%)

Term II: (Average results of test papers)
Class
12A1
12A6

Total

Excellent

41

5 (13.2%)

Border

Good
line
13
20 (52.6%) (34.2%)

37

1 (2.8%)

13 (36.0%) 20 (55.6%)

Weak

Bad

0 (0 %)

0 (0 %)

2 (5.6%)

0 (0 %)

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The average results of the test papers in 2021-2022 as following:
Term I: (Average results of test papers)

12

Class
12A6

Total Excellent Good
47 5 (10.6%) 13(27.7%)

Border
line
25 (53.2%)

Weak
3 (6,4 %)

Bad
1 (2.1 %)

12A8

46

4 (8.9%)

11 (23.8%) 23 (50%)

6 (13.0%) 2 (4.3%)

12A1

43

6 (14%)

16 (37.2%) 19 (44.2%)

2 (4.6%)

0 (0%)

Through the practice of teaching at school, the researcher has obtained
some experience in exploring Speaking lessons in the format of Multiple Choice
Questions and here are some results:
- The number of students contributing to the lessons increases; as a result,
the lessons become more and more exciting.
- Students’ speaking skill improves clearly.
- Students’ vocabulary increases and they know how to communicate in
different situations.

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