Skkn some effective ways to develop speaking skill for the 11th grade students at thuong xuan 2 high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TRƯỜNG THPT THƯỜNG XUÂN 2

EXPERIENCE INITIATIVE

Some effective ways to develop speaking skill for the 11th grade
students
at Thuong Xuan 2 high school

Người thực hiện: Nguyễn Thị Kim Anh
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Thường Xuân 2
SKKN thuộc môn: Tiếng Anh

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THANH HOÁ, NĂM 2022
TABLE OF CONTENTS

Part A
I.
II.
III.
IV.
Part B
I.
1.
2.
II.
III.

1.
2.
3.
4.

IV.
Part C

CONTENT
Introduction
Reasons for choosing the research
Aims of the research
Object of the research
Methods of the research
Contents
Theoretical background
The importance of speaking skill
The role of the post- parts in each lesson
The reality of the problem
Measure implement
Materials preparation
General procedures of post - stage
How to improve speaking skill in the post- stage
Application
Samples of designing effective activities in the postparts of each lesson in English 11
Results
Conclusion
Reference

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Page
1
1
2
2
2
3
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4
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5
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6
6
16
18
19


PART A: INTRODUCTION
I. Reasons for choosing the research
Nowadays, English assumes as a more and more important part as a
means of international communication than ever. It is also a "useful tool" and a
"master- key" to discover the world of science, technology, education, culture,
business and diplomacy. With such a trend of development, therefore,
improving the quality of education in general and quality of the subject English

in particular is one of the concerns leading the current educational policy.
Specially, in some recent years, the focus of teaching has been promoting oral
skills in order to respond to the Students’ needs for effective communication.
However, due to some objective and subjective reasons, teaching and
learning English in general and teaching and learning in particular does not
come up to the study aims. In spite of teachers’ efforts to provide students with
opportunities to develop their communicative skills, how to teach and learn
speaking effectively is still a challenging question to both teachers and students
at many high schools in Vietnam.
At Thuong Xuan 2 high school, most students are not aware of the
importance of speaking skill. It has been proved that some students got into a
habit of learning “mute English” which obviously harmful to a language learner.
Therefore, it is necessary to find a supplementary technique used in teaching
speaking.
Games can help teachers to create contexts in which the language is useful
and meaningful. Games bring a relaxed atmosphere and create more
opportunities for students to practice so they are highly motivating, competitive
and fun. With games, students will enjoy themselves, be stimulated and get
involved in speaking. As a result, they can learn new lexical items faster and
remember better. With so many advantages, games seem to be an effective way
in teaching and learning speaking a foreign language.
Moreover, speaking is one of the most important skills to be developed and
enhanced as means of effective communication. For English teaching, the
question of how to increase communicative competence was and tends to be the
most crucial one.
In Vietnam, there has been a general situation that many students
mastering the fine points of English grammar but find themselves at loss when it
comes to actually having a conversation with native speakers. In other word, like
many other Vietnam students, my students don’t have a head for speaking
English.

As a teacher for years, I have been trying hard to find out as many
teaching methods as possible to improve my student’s English speaking

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competence. In reality, the only way to develop fluency in speaking is by a huge
amount of listening and then practicing. Our students need more oral practice so
that they can be more confident to speak. Therefore, it is necessary that oral
tasks be carefully prepared.
The key to encourage speaking skill in the classroom is creating the
proper environment. Children should feel relaxed, and social interaction with
peers should be encouraged. I completely agree that developing speaking skill
for students can be done not only in speaking lesson but also in reading,
listening, writing or even in language lessons. In my experience, the post- stages
in each lesson is the position where we can innovate useful activities for
summarizing the whole topic and developing speaking skill as well.
With a view to increasing students’ talk time and enhancing their
speaking competence fluently, naturally and accurately, I have studied for
years to find out the most suitable teaching methods. Especially, designing the
post - stages in the lessons plays an integral role in the success of the whole
lesson. Therefore, I have applied a variety of encouraging activities to my
lectures such as: role play, interview, dictogloss….
Having applied for years successfully, I decided to choose the topic: Some
effective ways to develop speaking skill for 11 th students at Thuong Xuan 2
high school for my experienced innovation.
In this study, there are exciting and useful activities of developing
speaking skill in post- parts in some unit of English 11. Of course, this study
can’t be perfect in limited time. Therefore, I hope that the colleagues’
contribution will make it more perfectly.

II. Aims of the research
The aims of this study are:
- To give out a brief overview on post - stages created by designing
encouraging activities to improve oral practice effectively.
- To discuss the best way to teach the post - stages English 11.
- To give some lecture samples to teach the post - stages in English 11.
III. Object of the research
The research focuses specifically on using games in warm up activity in
teaching speaking to the 11th graders at Thuong Xuan 2 high school, namely, 2
classes 11B3 and 11B6.
IV. Methods of the research
- Draw from experience of my teaching.
- Consult many documents ,especially methods of study.
- Study colleagues’ experience
In the process of carrying out this research, the survey questionnaire is
used to collect data. The survey questionnaire including pre-task and post-task

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survey questionnaire is for 80 11th form students from 2 classes 11B3 and 11B6
at Thuong Xuan 2 high school.
PART B: CONTENT
I. Theoretical background
1. The importance of speaking skill
Language is a tool for communication. We communicate with others, to
express our ideas, and to know others’ ideas as well. Communication takes
place, where there is speech. Without speech we cannot communicate with one
another. The importance of speaking skills , hence is enormous for the learners
of any language. Without speech, a language is reduced to a mere script. The use

of language is an activity which takes place within the confines of our
community. We use language in a variety of situations.
2. The role of post - stage in each lesson
This stage is like the follow – up stage. After students have practiced the
target skill in the white – stage, they do an extension activity. This helps
students take the information or whatever they have produced in the white –
stage, and do something meaningful with it. This stage is usually an
“information transfer” production – type exercise where students respond to
what they have just learnt. Tasks usually involve the productive skills. The
importance is that we have to definite exactly what activities we can use in the
post – stage and who does most of the work.
In conclusion, in the Presentation – Practice – Production framework of
teaching language, games can be used provided that they can be either for
practicing specific language items or skills or for more communicative language
production.
II. The reality of the problem
The research was carried out at Thuong Xuan 2 high school with the
participation of 80 the 11th form students. All of the surveyed students have
learned English for 6 years. However, most of them have difficulties in
mastering four language skills. Of the four skills, as many of them revealed, they
find speaking especially important yet challenging one. That was the reason why
most of the students feel bored and unmotivated in speaking classes.
English 11 textbook consists of 16 units for two terms. Speaking lessons
are under the tendency theme-based approaches. In general, the textbook
provides students with a variety of topics and speaking activities with the aim of
helping students improve their speaking skill. However, there are some speaking
topics that are far unfamiliar with the students’ background knowledge such as
nature in danger (unit 10), sources of energy (unit 11), space conquest (unit 15),
the wonders of the world (unit 16),…

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The survey questionnaire used for 80 students from 2 classes 11B3 and
11B6 at Thuong Xuan 2 high school.

Table 1: Students’ attitudes and perspectives towards speaking
lessons
Options
A
B
C
D
Questions
(%)
(%)
(%)
(%)
Question 1:
How is speaking skill important to you?
8
17
25
50
A. Very important
B. Important
C. Normal
D. Not important at all
Question 2:
How do you find speaking topics introduced in

10
21
23
46
English 11 textbook?
A. Very interesting
B. Interesting
C. Normal
D. Boring
Question 3:
How do you find speaking activities introduced
62
27
11
0
in English 11 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy
Question 4:
Are you willing to speak in speaking classes?
1
28
71
0
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I’m never willing to speak
As can be seen clearly from the table 1, a lot of the surveyed students

think that speaking is the most difficult skill meanwhile there are only 8 %
consider speaking very important. More specifically, 46 % find speaking topics
introduced in English 11 textbook boring and 62% find speaking activities
introduced in English 11 textbook very difficult. Moreover, there are so many
students who are never willing to speak in speaking classes (71%). In summary,
the students are losing their interest during the lesson. Therefore, an effective
technique should be exploited to motivate students in these speaking lessons.
III. Measure implementation:
1. Material preparation
In order to use game created by information technology effectively, teachers
have to prepare carefully the following things before teaching:

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- Lesson plan
- Textbook
- Computer
- Projector
- Speaker or cassette
- Other visual aids
2. General procedures of post stage
It is really necessary for teachers to pay attention to the following
procedures before starting the post - stage because they are important factors to
help their activities successfully:
- Asking students for interest
- Introducing the activities
- Telling types of activities (individual, pairwork, groupwork or
teamwork)
- Giving instructions and setting the rules

- Modeling
- Checking understanding to get feedback from students
- Shouting "start''
- Setting up time
- Monitoring the activity
- Evaluating and declaring the excellent participants
3. How to improve speaking skill in the post- stage
As you know that, making students speak more English in the classroom is
not only a matter of "forcing" them to speak. This demands good preparation of
proper material and implementation must be progressive and systematic which
demands more teacher's workload.
Many people argue that post – stage is not so necessary as other parts.
However, from my point of view, it is an essential stage to design various
activities for students to develop their speaking skill because after getting
information, students find it easy to produce their language. And it is important
that teacher create the best environment and chance for students to practice
speaking English naturally and effectively.
Below are some of my effective activities to give students opportunities to
improve their speaking skill:
3.1. Role play
Students dramatize the content of text, taking the roles of the characters in
the store they have just studied. The teacher organizes the role - play by putting
all the same roles together, eliciting and then letting them practice what they will
say, then cross-grouping so that each new group has one of each of different
characters.
3.2. Recall the story

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Students re-tell the story in the content of the text in their own words. The
teacher can help them by doing a mini drill first, usually using the same pictures
or simplified statements that were used for predicting in the pre -stage task or
ordering or selecting in the while - stage task. Students practice speaking in pairs
or groups. The re-telling with a picture can also be done as a chain story.
3.3. Dictogloss
Teachers give out some key words or phrases related to the lesson text.
Students have to rearrange the words and phrases following the order of the text.
Then they reconstruct their stories in their own words using the words or phrases
as cues. Then, students practice speaking in groups, pairs or individually.
3.4. Further practice
The teachers choose a topic related to the topic of the lesson, usually a
topic personalized to the students and designs a production activity for the
students to do. For example, after doing the grids, they will describe other
classmates; or students can recount similar stories to the lesson text - things that
have happened to them personally.
3.5 Discussion
In this activity, teachers have students work in groups to discuss some
questions about the topic related to the lesson. After that, some students will
make their presentation in front of the class
3.6. Summary
In order to summarize the lesson, there are a lot of suggestions for
students to improve their speaking skill easily such as: summarizing the content
of the lesson through describing pictures, information tables, charts, cues, mind
mappings…
3.7. Interview
In this activity, teachers have students work in pairs to make an interview
by using questions given out. This is good chance for students to improve their
interaction with their teachers and partners.
4. Application:

On carrying out the study, I used some methods such as: Analytic method,
Collecting method, Experimental method, Statistical method, Audio-lingual
method, Grammar translation method, Direct method. And a common way to be
used is PPP approach.
Samples of using variety of effective activities in post –stage in
English 11 to develop students’ speaking skill
Unit 1 Friendship – Part B: speaking
Role-play:
Teacher asks students to work in pairs to play the role of a journalist and
an interview whose friend has won the first international prize in Maths.

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b

Journalist: You are interviewing a person whose best friend has won the first
international prize in Maths. Use the questions below as help.
Interview: You have a friend who has won the first international prize in Maths.
You are being interviewed by a journalist about him /her.
Questions for interview:
- What is his/her name ?
- Where and when was he born ?
- What is he/she like ?
- What does he/she look like ?
- What are his/her hobbies ?
- What made him/her successful in
maths ?
- What do you often do with your
friend?

- Which characters do you share in
common?

c

e

d

f

gives comments on what students have reported.
Unit 2 personal experience – Part A: Reading
Mine the story:
In this activity, teacher asks students to work in groups of three to play the
parts of the narrator, the father and the daughter: the narrator tells the story, the
father and the daughter mime the story.

Teacher goes round to give help then calls some groups to act out the
story in front of the class. Finally, teacher analyzes and gives comments.
Unit 3 A party – Part B: speaking
Describing chart:
Teacher shows the chart related to the content of the lesson, asks students
to think of plans being necessary for a party.

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Where
Home / restaurant

Dressing

Who to invite

When
Date & time

Planning a party

Budget
How much ..

food
Cook / order

Budget
How much ..

Entertainment
Decorations

DATE & TIME
( on March 8th
From 4pm
to 6p.m)

Color balloons / flowers

DRESS
( ……..)

food
Cook / order

ENTERTAINMENT
(………)
FOOD & DRINK
(…..…)

PLACE
(at our class)
BUDGET
(500, 000VND)

Music / games

DECORATION
(……..)
birthday
PARTY

GUESTS
(friends and
classmates….)

Then, students have to work in pairs to make plans for the party.
Teacher moves around the class to give help . When the time for preparation is
over, teacher invites some pairs to present their conversation in front of the
class.
Unit 4 Volunteer work – Part B: Speaking

Role play:
GUESTS
(friends and
classmates….)

DRESS
( ……..)

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In this part, teacher gives out a situation in which an old invalid man are
having problem with a bad student who is really addicted to computer game.
The bad boy is run out of money now, so he wants to rob the invalid man’s
money to play game. At that time, some volunteer students appear, help the man
get his money and awaken the bad student to do volunteer work rather than
being absorbed in useless games.
Teacher asks students to work in groups of 4 or 5 to rehearse the play. One is
in the old invalid man, one is in the bad students and the others are volunteer
students.
Teacher can help students talk about volunteer activities easily while rehearsing
play by giving some pictures:

Unit 6 Competition – Part B: Speaking
Game show:
Teacher prepares a set of general knowledge questions (about 10 questions)
1. What does water consist of ?
2. What language do all airline pilots need to speak ?
3. How many sides does a cube have ?
4. Which of these elements do you need for something to burn ?

5. How many teeth does an average adult have ?
6. What mammal lives the longest ?
7. Where is the smallest bone in the human body ?
8. What is the red planet ?
9. What sense is the most closely linked to memory ?
10. In what month the earth is nearest to the sun ?
Teacher delivers handouts, asks students to listen and read out the answer
of each question. Give one mark for each correct answer. The group who has
more correct answers will be the winner. Finally, teacher declares the winning
group.
Handout:
a
b
c
1

Hydrogen & oxygen

Hydrogen & calcium

Hydrogen & nitrogen

2

French

Spanish

English

3

Four

Six

Eight

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4

oxygen

Hydrogen

gasoline

5

32

34

30

6

The elephant

The whale

man

7

In the foot

In the hand

In the ear

8

Jupiter

Venus

Mars

9

sigh

smell

Hearing

10

June

January

December

Unit 7 World population – Part A: Reading
Discussion:
Teacher has students work in groups, asks them discuss about five world
largest countries in population.

Discuss with your partner and find out five world largest
countries in population. Say where they are and which is
the richest and which is the poorest country.

Indonesia

Russia
Europe

India
China

Asia

Latin America
The USA

Teacher goes round to give help then calls some students to make the

summary in front of the class. Finally, teacher analizes and gives comments.
Unit 8 Celebration – Part A: Reading
Picture description:
Firstly, teacher asks students to think of what they will introduce to
foreigners about Tet holiday when they have chance to talk to them.

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Teacher shows some images and has students work in groups to talk about
Tet holiday. Teacher goes round to give help then calls some students to make
the summary in front of the class. Finally, teacher analyzes and gives
comments.

Preparation for tet:

Food at Tet holiday:

Activities at Tet holiday:

Unit 8 Celebration – Part C: Listening
Speak –it – up:
Teacher asks students to work in groups of four. From the notes from the
table, have students make a comparison between the Vietnamese New Year and
the Japanese one.
Teacher goes round to give help then calls some students to make the
comparison in front of the class. Finally, teacher analizes and gives comments.

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Activities
Preparations

Japan
begin a few days before
the New Year

Foods and clothes

Vietnam
begin many days before
the New Year

begin a few days before traditional foods, dress,
the New Year
ao dai, suits, no kimonos
Activities on New
clean up, pine trees,
clean up, peach/apricot
Year’s Eve
watch the national
flowers, watch TV
singing contest on TV,
People to celebrate
...is celebrated among
...is celebrated with
with
family only
every family / relatives

Unit 9 Post office – Part A: Reading
Speak-it-up:
Teacher gives students some cues and ask them to make sentences about
Thanh Ba post office.
Write the cues on the board.
Cue 1: advanced technology.
Student: Thanh Ba post office is equipped with advanced technology.
Cue 2: staff
Student: Their staff is well trained, thoughtful and courteous.
Cue 3: mail and parcel device
Student: They provide good mail and parcel service.
Cue 4: Express money transfer
Student: They will sent your money in less than 24 hours.
Cue 5: phone call and faxes
Student: they have original telephone call service and messenger call
service as well as fax transmission.
Cue 6: press distribution
Student: They have newspaper or magazine delivery service.
Teacher asks some students to repeat after each answer. Then tell the rest
of the class what they know about Thanh Ba post office using the cues on the
board . Teacher should encourage students by giving them good marks
Unit 10 Nature in danger – Part A: Reading
Reporting the video:
In this part, teacher lets students work in two teams. Tell them that they
are going to watch a video of the song “ The Earth Song” by Michael Jackson.

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Then, teacher asks students to try to remember the events happening in

the scenes of the video then talk about them when the video finishes.
Teacher can give out some guiding questions such as:
- Who is the singer ?
- What is the song about ?
- How are people, plants, animals described in the videoclip ?
- What is your feeling after listening to the song ?
- …
Unit 12 The Asian games – Part B: Speaking
Find someone who…:
Teacher delivers the handouts to each student. Ask students to move
around, asking the questions in the handout of Find someone who table. If
someone says yes, ask some more details and write his or her name. Tell
students not to write the same name for different questions. Ask some students
to report their work in front of the class.
Handout:
Find SO who …
Name
Details
Hate sports ?
What sport ? why ?
Plays sport everyday ?
How often ?
Has ever won a sport competition ?
When ?
Has his/her favourite sport idol ?
Who ?
Has never watched sports on TV?
Why ?
Has never missed a football match on
Favourite team ?

TV ?
Watches the Asian Games very often ?
Which game/ like best ?
Prefers Sea Games to Asian Games ?
Why?
Unit 13 Hobbies – Part C: Listening
Dictogloss:
In this activity, teacher asks students listen once more time and rearrange
the following phrases in order they hear.

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- When he was a little boy
- His hobby is reading
- Learn about tiger without going in to
jungle
- Cope with living better
- Avoid catching disease
- Learn about so many things :
wonders of the world , space, gigantic
whales…
Then, base on these phrases ask a student to summerise the listening lesson by
their own words.
Teacher goes round to give help then calls some students to make the summary
in front of the class. Finally, teacher analizes and gives comments.
Unit 15 Space conquest – Part A: Reading
Chart description:
Teacher shows some pictures about Yuri Gagarin and asks students to
complete the following sentence base on the pictures.

Teacher goes round to give help then calls some students to complete the
sentences in front of the class. Then, teacher gives feedback.
Yu
ri
- Yuri Gagarin/ Soviet cosmonaut
G
Yuri Gagarin is a Soviet cosmonaut
ag
ari
th
- The Vostok 1 /lift off/ 12 April, 1961/ bring Gagarin into nspace

Vostok
1

The Vostok 1 lifted off on 12th April, 1961
to bring Gagarin into space
1
9
6
1

- The flight / last/ 108 minutes
The flight lasted 108 minutes.

0
- He/ the first person / eat and drink / weightlessness /when 1/he /27 years old
 He was the first person to eat and drink in weightlessness:
4
when he was 27 years old

8
- He / turn back/ the earth /safe /make / him a hero
:
 He turned back the earth safely, which makes him a hero0
0
- He/ die/ 1968/ a plane crash

 He died in 1968 in a plane crash
After completing the sentences, students have to look at the following chart to
summarize the content of reading text. Teacher gives comments and scores to
encourage students’ effort.

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Yuri Gagarin
Yuri Gagarin

Vostok1

Eat & drink in space

A plane crash

1968

1961

Be national hero
01:48:00

Land safely

Unit 16 Space conquest – Part A: Reading
Discussion:
Teacher shows some pictures of the wonders of the world . Ask students to
work in groups of four, discuss the following questions:
- What are the names of these wonders ?
- Where are they ?

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- What do you know about them ?
- Which one do you like best ? Why ?

Christ the Redeemer in Brazil

Great Wall of China

Colosseum in Italy
Taj Mahal in India
IV. Results
After applying the above language games in warm up activities in
speaking classes for the 11th graders, I realized that there have been some
considerable changes such as:
+ The atmosphere of the class became more ebullient; the students were
eager to practicing speaking and active to contribute their ideas to the lesson.
+ The students were more confident and less afraid of making mistakes.
The progress of the students can be seen through the following tables

comparing the data collected from the survey questionnaire before and after
applying this experience initiative:
Table 2:
Questions
Options
A
B
C
D
(%)
(%) (%) (%)
Question 1:
How is speaking skill important to you? Before
8
17
25
50
A. Very important
B. Important

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C. Normal
D. Not important at all
Question 2:
How do you find speaking topics
introduced in English 11 textbook?
A. Very interesting
B. Interesting

C. Normal
D. Boring
Question 3:
How do you find speaking activities
introduced in English 11 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy
Question 4:
Are you willing to speak in speaking
classes?
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I’m never willing to speak

After

53

29

11

7

Before

10

21

23

46

After

21

45

26

8

62

27

11

0

After

24

19

45

12

Before

1

28

71

0

After

13

62

25

0

Before

PART C: CONCLUSION AND SUGGESTION
I. Conclusion
In conclusion, learning English through the encouraging activities in
post-stages is one effective and interesting way that can be applied in any

classrooms. The results of my research suggest these encouraging activities be
used not only for more fun, but more importantly, for the useful practice and
review of language lessons, thus leading toward the goal of improving learners'
communicative competence.
Furthermore, by applying the encouraging
activities in post-stage to teach English, I want to help student speaking English
better. And of course, the encouraging activities in post-stage are much more
convenient and interesting than tasks in the text book. Not only can we apply the
encouraging activities in post-stages to teach English 11 but we also can use
them to teach English in any classrooms, even for English 10,12.
Finally, I hope my research with samples lectures from Unit 1 to Unit 16
of English 11 will become useful reference materials for teachers. And I also
hope to be consulted to make my study more perfectly.
II. Suggestions
Although the research has accomplished the objectives set at the
beginning, it can not avoid some limitations.
Due to the time is short; limit of knowledge and the scope of the research,
the research can not cover all the uses of language games in four skills and
language elements. Therefore, further study can focus on the use of language

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games as a motivator in reading classes, writing classes, listening classes and
language games as an effective technique to teach vocabulary and grammar.
Obviously, mistakes are unavoidable, all comments and remarks on this
research will be highly appreciated
XÁC NHẬN
Thường Xuân, ngày 06 tháng 5 năm 2022
CỦA THỦ TRƯỞNG ĐƠN VỊ Tôi xin cam đoan đây là SKKN của mình viết,

khơng sao chép nội dung của người khác.
Người viết

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learning (3rd ed.). New York: Cambridge University Press.

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Phụ lục
Table 1: Students’ attitudes and perspectives towards speaking
lessons
Options
A
B
C

D
Questions
(%)
(%)
(%)
(%)
Question 1:
How is speaking skill important to you?
A. Very important
B. Important
C. Normal
D. Not important at all
Question 2:
How do you find speaking topics introduced in
English 11 textbook?
A. Very interesting
B. Interesting
C. Normal
D. Boring
Question 3:
How do you find speaking activities introduced
in English 11 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy
Question 4:
Are you willing to speak in speaking classes?
A. Yes, I like speaking very much
B. Yes, sometimes

C. No, I’m never willing to speak

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Table 2:
Questions

Options

Question 1:
How is speaking skill important to you?
A. Very important
B. Important
C. Normal
D. Not important at all
Question 2:
How do you find speaking topics
introduced in English 11 textbook?
A. Very interesting
B. Interesting
C. Normal
D. Boring
Question 3:
How do you find speaking activities
introduced in English 11 textbook?
A. Very difficult
B. Difficult
C. Normal
D. Easy

Question 4:
Are you willing to speak in speaking
classes?
A. Yes, I like speaking very much
B. Yes, sometimes
C. No, I’m never willing to speak

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Before

After

Before
After
Before

After

Before

After

A
(%)

B
(%)

C

(%)

D
(%)


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD VÀ ĐT, CẤP SỞ GD VÀ ĐT
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Kim Anh
Chức vụ: Giáo viên
Đơn vị công tác: Trường THPT Thường Xuân 2
STT Tên đề tài SKKN

1

Một số phương
pháp giúp học sinh
THPT phát âm
chuẩn Tiếng Anh

Kết quả đánh
Cấp đánh giá xếp
giá xếp loại
loại(phòng,sở,tỉnh…)
(A,B hoặc C)
Sở

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C

Năm học
đánh giá
xếp loại
2012-2013


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