Skkn some solutions to help students at tan son secondary school get hight scores in the speaking english test

1. Introduction
1.1. Reason for choosing the research
In today's integrated society, English is a language that plays an extremely
important role in helping people access the world's advances and find opportunities for
personal development. To achieve this goal, we ourselves must know how to use
English fluently in communication. Realizing that importance, the Ministry of
Education and Training has always been at the forefront of implementing the policy of
comprehensively renovating English teaching and learning in middle and high schools,
shifting from mainly equipping knowledge to developing English language skillsas well
as students’ capacity. According to the project of teaching foreign languages to 2020
and the adjusted project to 2025 of the Ministry of Education and Training, it is clear
that “One of the key tasks to be achieved by teachers is that students can use use
English in communication”. Then, on September 29, 2014, the Ministry of Education
and Training issued Official Letter 5333/BGDĐT-GDTrH on the implementation of
testing and assessment in the direction of capacity development for English subject.
Specifically, it requires students to be able to communicate in English in class, to
present their ideas in English through conversations with teachers and friends, and
especially to present their ideas. Students will learn according to the specific content of
each class level, especially English classes according to the new 10-year textbook
program. Students are tested regularly through the form of question-answer (speaking
skills) at least 02 times/semester. They can speak simple instructions used in daily
communication related to the topics studied.
Right from the beginning, the Speaking test has been applied at the end of each
semester, accounting for 2/10 points of the semester test, in fact through the
implementation process, two English teachers, students and I are still confused. The
form of testing and the content of knowledge demonstrated are still counterproductive.
Most of the students have not been properly oriented to be able to present the topics
well with fluency. Because of the shortcomings that my students face, I have wondered
many times when they speak English too weakly, as an English teacher with a lot of
passion for the profession. In the practice of teaching at Tan Son Secondary School, I
have been looking for ways to support my students, how to get them high scores in the

speaking skill, and presentation skills according to each topic of each unit that they have
learned through. Here, I would like to present the ideas that I have applied and have
brought effective, the topic is titled: “Some solutions to help students at Tan Son
Secondary School get high scores in the speaking English test”.
1.2. Aims
Through this research project, I hope my students will make the following
progress:
- Improve their scores in the Speaking test
- Introduce themselves fluently in English.
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- Present well the topics in each unit of the lesson.
- Response quickly to questions in English.
- Develop good communication skills, and confidently speak English in front of crowds
or actively initiate conversations with foreigners.
1.3. Objects
In doing this research, the writer would select students from class 8A and 8Bat
Tan Son secondary school.
2. Contents of initiative and experience
2.1. Theoretical basis of the problem
On September 29, 2014, the Ministry of Education and Training issued Official
Dispatch No. 5333/BGDĐT-GDTrH on the implementation of testing and assessment in
the direction of developing high school English subjects.
Pursuant to Article 7 of the Regulation on assessment and classification of secondary
students and high school students promulgated together with the Circular No.
58/2011/TT-BGDĐT dated 12/12/2011 of the Minister of Education and Training,
assessment forms include Q&A, written test, and practice test.

The examination and assessment are conducted through different forms such as:
quantitative (scoring), qualitative (commenting, grading), a combination of teacher's
assessment, mutual assessment and self-assessment. Types of tests and assessments
should be suitable for teaching and learning methods applied in the classroom,
including speaking tests (dialogue, monologue).
Decision No. 1400/QD-TTg dated September 30, 2008 of the Prime Minister
approving the Project "Teaching and learning foreign languages in the national
education system, period 2008-2020". comprehensively new teaching and learning
foreign languages in Vietnamese schools with the aim that "by 2020, the majority of
Vietnamese young people who graduate from secondary schools, colleges and
universities will have the ability to use foreign languages independently, confidently
communicate, study and work in an integrated, multilingual and multicultural
environment, making foreign languages a strength of the Vietnamese people.
Decision No. 2080/QD-TTg dated December 22, 2017 approving the adjustment
and supplementation of the foreign language teaching and learning project in the
national education system for the period 2017 - 2025.
Listening, speaking, reading and writing are four important skills in English.
Accordingly, listening and reading are two basic skills, while speaking and writing are
two advanced skills. Speaking skills, including elements: pronunciation, fluency and
coherence, grammar, vocabulary and even speaking speed.
Usually, the test of speaking skills is planned by schools and organized in
separate sessions. For my school, I plan to build a Speaking test consisting of three
main parts for each grade level:
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

Part 1(3 minutes): Introduce yourself.
Part 2 (5 minutes): Students present the topic of the lottery.
Part 3 (2 minutes): The teacher asks questions related to the contents of the topics
students have just presented.
2.2. The current state of the problem before applying the experience
initiative.
Ever since the Department of Education and Training issued Official Letter No.
5333/BGDĐT-GDTrH, I started to develop a plan for the Speaking test. In the school
year 2021-2022, I am assigned to teach grade 8. I clearly orient the exam sections for
students, asking them to prepare well at the beginning of the school year so that by the
end of the term, they will be easily accessibleto this new form of testing. I think
students have the ability to create a short paragraph (5 to 7 lines) about themselves.
With topics related to the content of each Unit, I give them topics (about 5 topics each
block) and ask them to compose themselves. For good students, they did very well, and
they prepared it and asked me to correct it. Of course, their speaking test got a high
score compared to the rest. However, this number only accounts for one third of the
total number of students in each grade. With the average, weak students, they seem
unable to speak, even briefly introduce themselves.
Speaking test results for the first year of class 8A - HKI (school year 2021-2021)
Class

Total
Good
number
of
No %
students

Fair
No

Average

Weak

Poor

%

No

%

No

%

No

%

8A

35

7

20

11 31,4

13

37

4

11,6

0

0

8B

34

7

21

10 29

12

35

5

15

0

0

Total

69

14 20,3 21 30,5

25

36,2

9

13

0

0

.3. Actions taken to solve the problem
2.3.1. Develope a plan for the Speaking test at the beginning of each school
year and disseminate it to students.
If you get 10 points for a periodical test with the following contents: Listening,
Language contents, Writing, Reading, then with 2 semester tests, the speaking part is
added and accounts for 02 out of 10 points. When students know the test sections in
advance, they have plenty of time to prepare at the beginning of the school year. Below

are the contents in the construction plan for the speaking test applied at Tan Son
Secondary School.
Exams include:
Part 1 (3 minutes): Introduce yourself.
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

Part 2 (5 minutes): Present the topic.
Part 3 (2 minutes): The teacher asks questions related to the contents of the topics
students have just presented.
Score sheet
CHECK SHEET
English speaking skills for the semester….
Class ……………..

School year 201..-201..
Content

Order

Names

1

Trần Thị Hoài An

2

Mai Văn B

Personal
information
(0,5m)

Topic
(1m)

Interview
(0,5m)

Total

Notice

2.3.2. How to organize the speaking test
- Organize a separate exam session (2 classes/1 session)
- The teacher calls four students in turn (2 pairs) into the exam room at the same time
- You can draw a topic first, so you can sit down and prepare within 2 minutes
- Then the teacher calls the pairs to take turns, the pair that goes out will have another
pair to replace until the end.
2.3.3. Create the habit of speaking English for students
To help them form the habit of using English, I introduce classroom languages
(Classroom Language) and ask them to use them as much as possible in English
lessons. Some common sentence patterns used by students are as follows:
Good morning/afternoon.

How are you today?
How is everything?
What's new?
Have you done your homework?
Let's play a game now, shall we?
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

Can you spell it?
I agree/ I disagree.
I don’t understand.
Could you repeat that, please?
I am sorry, I’m late.
It’s my turn.
This solution helps them understand the importance of using English when
learning, and forming the habit of speaking English.
2.3.4. Integrate topics (topics) into the extension, reinforce the lessons teach
At the stage of expanding activities or consolidating the content of knowledge
just learned, corresponding to the content of each unit, I give a topic and ask them to
work individually or discuss in pairs or groups. They give their opinions and present to
the class the ideas they have just formed, so that they have the opportunity to practice
speaking more and correct mistakes in pronunciation, word usage, and sentence
formation, create conditions for students to prepare well for the speaking test at the end
of each semester.
Example: English 8 – Unit 8: Country Life and City Life – Lesson 2: Speak

Teacher’s and students’ activities

Content

Post speaking
T: have Ss work in groups of four

Discussion

Ss: work in groups

Which one do you prefer – country life
or city life?

T: let Ss discuss the topic
Ss: discuss
T: assist if necessary
Each representative of each group
presents the answer in front ofclass
T: give feedback and summarize

2.3.5. Include the speaking test in the regular scoring test
With the criterion "Practice makes perfect", giving students many opportunities
to practice, I put the Speaking part in regular tests, in the form of taking oral score or 15
minutes. This contributes to making them recognize clearly the importance of speaking
skills in testing and assessment. Particularly for incomplete speeches, students will be
corrected and oriented more carefully by the teacher.
2.3.6. Encourage and praise them when they speak English
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

In some cases, even if the children speak incorrectly, pronounce incorrectly,
make sentences, use words incorrectly or can only speak a simple sentence, the teacher
should praise the children's ability to speak English. Because in communication,
listeners can still understand what the speaker is presenting, even if it's not structured
properly. After that, the teacher will help students perfect the content and pronunciation
so that the speaking part becomes more complete.
2.3.7. Guide students to perform well in parts of a speaking test.
This is considered the most important step and the content I want to emphasize in
my research topic.
Part 1(3 minutes): Introduce yourself.
For the talk about yourself, I give them an outline and ask them to fill in the information
themselves. In this section, the time limit is 3 minutes, so the students will select the
information they need to say to ensure the time and the difference.
Example:

Hi, my name’s (Hoa)
Let’s me introduce to you something about
myself. I’m from (Viet Nam) (country)
I live in (Thanh Hoa) (town/city)
I’m(14) years old.
I’m in (grade 8, class 8A1 of Tan Son) secondary school.
My birthday is on (25th October)
I have (long black hair and brown eyes) (hair and eye colour)
I am (1 meter 52 centimeters and 45 kilograms)

(height/weight) My favourite sport is (badminton)
There are (4) people in my family.
They are (my parents, my elder sister and
me). My favourite food is (chicken).
In my free time, I often (play games and watch TV).
Today, I am so happy to be here. Thanks for your listening.
For students who are quite good at the subject, it is really unnecessary to make an
outline like this because they have already shaped and built their own introduction.
Nevertheless, for the average, weak students in the subject, I found that when I gave the
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

outline sample as above, my students completed the test much better. If in grade 6, they
do well in this part, when they go to grades 7, 8, 9, they just need to change some
information (year of birth, class, height, weight....) to have it. Just a post about yourself.
This will give them more time to practice the rest.
Part 2 (5 minutes): Students present the topic
With topics for each Unit, I guide students through the following steps:
2.3.8. Determine what to talk about in each topic
This is an important step to help them develop ideas for their talk. When giving a
speaking topic, I ask the children to work in groups for 3 minutes to shape the content
they will present. At this point, I direct the groups to ask questions around the topic.
After the discussion is over, the groups will present their questions to the class and
exchange products. After that, the teacher will be the one to edit and synthesize the
ideas and guide the students to the next steps.

Example: English 6
Topic: Talk about your family
1. How many people are there in yourfamily?
2. What does your father do? How old ishe?
3. What does your mother do? How old isshe?
4. Where does your mother/fatherwork?
5. Do you love yourfamily?
Example: English 7
Topic: Talk about yourhobbies
1. What do you like doing in your freetime?
2. Do you like watching TV? What kind of programs do youlike?
3. Where do you usually stay at theweekend?
4. How often do you read abook?
5. Do you prefer playing games to listening to music?
Example: English 8
Topic: Talk about your best friend
1. What is your best friend’sname?
2. How long have you beentogether?
3. How old ishe/she?
4. Where does he/shelive?
5. What is she/helike?
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

6. What are her/his favoritehobbies?

7. Do you go to school with her/him everyday?
8. What do you and your friend do together in your free
time?
Example: English 9
Topic: Talk about life in the countryside
1. Where is yourhometown?
2. What is the weatherlike?
3. What is the airlike?
4. What are the differences between the countryside and thecity?
5. What things do you like best in the countryside?
6. Tell some changes about life in thecountryside.
2.3.9. Layout for the talk
To give a complete speech, you need to identify the parts that make up a
complete speech. Therefore, I built for you the structure of the talk including the
following parts:
Introduction
Opening
Body
Closing
So, what will you present in each section?
- Introduction: This is a brief introduction to the name and topic. Usually in this
section, I give a general orientation to all students. They can generate familiar, simple,
and easy-to-remember introductory sentence patterns that apply to all topics. Of course,
for good and good students, they can actively refer to more good ways from many
different sources of information such as siblings, teachers...
Hello everyone/ everybody. My name is………..Now I would like to talk about
my topic.
Good morning/afternoon everyone. Mynameis..............................Now I wouldlike to
talk about (my best friend)
Hello everyone/ everybody. I am………..Now I would like to tell

yousomething about (myneighborhood)
- Opening: This is the part that gives the listener the most general overview of
the topic they are about to present. This section only needs two sentences to help
students open up the ideas that need to be presented in the Body section.
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

Example: English 7
Topic: Talk about your hobbies
For me, there are many activities that you can do in your free time such as
listening to music, reading, playing sports, watching TV… but I like reading
books and playing badminton best because of some reasons below:
Example: English 8
Topic: Do you prefer the country or the city? Why?
Frankly speaking, I like living in the country better than living in the city.
There are some reasons why I like it.
- Body: This is the most important part to get a high score for the speaking test.
If you can answer the questions in section 6.2.1, determine what to talk about in
each topic, this part will become easier. However, to do that, it requires students to
have a rich vocabulary according to each topic, know how to use conjunctions
(connecting words) to help the speech become coherent, fluent and complete.
Therefore, I focus on the following:
+ First, provide vocabulary so that children can connect words into words
The provision of vocabulary for children for each topic is done in many different
ways. Some language games in the Warm-up sectionare Network game,

Brainstorming, Bingo, Kim's game, Cool pair matching, Smart Monkey. They not
only help children remember vocabulary actively and long-term but also contribute to
increasing learning excitement for students.
Example: English 8, 9
Topic: Talk about best friend or penpal friend
Rule of game
- Students work in fourteams
- Students think of vocabulary relating to thetopic
- Each team writes down their answers on theboard.
- T gives remarks and gives more words

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

thin
short

overweight

Apperance

pretty

tall

beautiful

kind
sociable

easy- going

Characteristic

humorous

out-going

talkative
Example: English 7
Topic:Talk about your after - school activities
Rule of game:
- T presents some after - schoolactivities

Play games/play badminton/skip/watch Tv/ listen to music/play marbles…
- Students repeat all thewords
- Students choose 4 or 5 words form the list above to write down on their
small pieces ofpaper
- Teacher reads the words inrandom
- Students circle the words they have in theirpaper
- The winner is a person who has all the wordscircled.
+ Second, I give them the necessary conjunctions to help connect ideas together
to make their speech logical and complete.Commonlyusedconjunctionsinclude:

Give your personal

opinion

More
Informations

List ideas
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Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

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Giving opposite
ideas


Skkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.testSkkn.some.solutions.to.help.students.at.tan.son.secondary.school.get.hight.scores.in.the.speaking.english.test

In my opinion
From my point of
view For me
Personally, I think…

Give reasons

First/ First of all/ And
Firstly
As well as
Second/
Moreover

Secondly
In addition
Third/Thirdly
Besides
Finally
Furthermore
Next/Then/After
that

Give consequences

collation

But
However
Otherwie

Summarize ideas

Because/

So

Although

In conclusion

Because of

Therfore

Even though

To sum up

Since As

Whereas

In whole

However

In short

Otherwise
Examples:
In my opinion, living in the countryside is much better than living in the
city because of the following reasons
Personally, students should wear uniforms because it will help them
perform better at school and it won’t take them much time to decide what to
wear for the nextday.
My favortive food is fried chicken becauseit is jummy and gives me
energy. Moreover, I enjoy eating ice-cream in hot weather since it makes me
cool and relaxed.
In conclusion, we cannot deny that Internet brings us a lot of benefits but
spending too much time surfing the internet can cause some negative effects.
+ Third, guide them to diversify sentence structures. This is a step to help the
speech become not boring, enhance the ability to use language for children
At the beginning, some children will mechanically apply the sentence structures

provided by the teacher, for example, when talking about hobbies (hobbies) or favorite
foods (favorite food), they all use the “like” structure. (I like playing soccer/ I like
chicken). Seeing this clearly, I provide them with equivalent structures, using time and
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regular practice, as a result, they know how to choose their own appropriate sentence
patterns to present the problem, topics to talk about in each speaking topic. Instead of
saying“I like” you can now say something like this:
- My hooby is playingsoccer.
- My interest is playingsoccer.
- My favorite thing to do in my free time is playingsoccer.
- I love eating chicken
- I enjoy eatingchicken
- I am interested in eatingchicken
- I am fond of studyingEnglish.
Examples:
- I like living in the countryside better than living in thecity.
= Living in the countryside is much better than living in the city.
There are many people go to the cities
= There are a lot of people rush to the big cities
Thus, training them to understand sentence structure in English and apply
sentence structure to problem presentation in Speaking is very important and it will
determine the success and difference of each student in theStudying English class.
- Closing: This is the part that closes the issue presented throughout from the

beginning of a Speaking lesson. In this part, I encourage you to use other sentence
patterns than the Opening in combination with the provided conjunctions to
summarize what needs to be said.
Examples:
Topic: Talk about your favorite festival (English 8)
Opening: Frommypointofview,IaminterestedintheBuonMaThuot
Coffee Festival because of the following reasons.
Closing: To sum up, the Buon Ma Thuot Coffee Festival is my favorite
festival of a year. That’s the end of my presentation. Thanks for listening.
Ví dụ: Topic: Talk about your favorite season (English 6)
Opening: Personally, I love all the seasons but I think my favourite
season isSpring.
Closing: In conclusion, spring is the most beautiful season of the year.
That’s the end of my presentation. Thanks for your attention.
Some essays prepared to speak by students:
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Part 3 (2 minutes): The teacher asks questions related to the contents of the
topics students have just presented.
The questions here revolve around the content of the talk you just
presented. When participating in group discussions, determining the content of
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the lesson, they will list questions to build ideas, so they will easily answer
when the teacher asks questions.
In addition, I often organize extended activities such as having children
draw lots of questions that I have prepared and cut into a box, then let them
draw lots of questions to answer, I encourage reward them with points that
add to their 15-minute test scores or oral scores. I find that my students are
very excited about this activity, it helps them to react more quickly and
respond relatively well to the extended conversation with the teacher.
Some simple questions like:
Do you have any brothers or
sisters? Where do you live?
How did you get
there? What’s your
phone number?
What’s your email
address? When is
your birthday?
What do you usually do on your birthday?
What’s your favourite kind of music? Which bands do
you like?
What’s your favourite day of the week? Why?
What’s your favourite month of the
year? Why? What’s your favourite
food?
What’s your favourite drink?

I found my experiential initiative to be a new subject. When typing the topic
title or the keywords related to the topic, I only see other topics related to
speaking skills such as: Practicing speaking skills for 6th, 7th grade students
or improving the effectiveness of speak teaching time. ….
Through consulting the above experience initiatives, I see that my experience
initiatives have brought in new solutions that greatly support students in the
test of speaking skills, guiding them to form ideas and well presented a topic
(topic) according to each Unit studied.
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I have detailed the steps to take, how to be more effective and creative, and
given specific examples to demonstrate those measures.The topic of my
experience initiative is very close to students, suitable for all students in the
school and can be replicated to other schools.
2.4. Results
After my solutions were applied to teaching at Tan Son Secondary
School, it helped my students a lot in the speaking test. Students are no longer
too stressed before each exam session. Many children know how to build
ideas, know how to start a topic and end a problem in a reasonable way and
how to speak logically and fluently. They have a lot of time to practice their
pronunciation well and correctly.
In the school year 2021 - 2022, by applying the above solutions, the
results of the speaking test of the classes I teach at the end of the first semester

are shown as follows:

Class

Total
number
of
students

8A

Good

Fair

Average

weak

Poor

No

%

No

%

No

%

No

%

No

%

35

10

29

17

48

6

17

2

6

0

0

8B

34

11

32

16

47

5

15

2

6

0

0

Total

69

21

30,4

33

47,8 11

16

4

5,8

0

0

- In comparision with the result from the beginning of the school year, the figure
has changed as follows:
Good

Fair

Average

weak

Poor

Increase
10,1 %

Increase 17,3%

Decrease
20,2%

Decrease
7,2 %

No student

3. Conclusion, recommendations
3.1. Conclusion
Up to now, teaching and learning English has always been the first
concern of the Ministry of Education and Training and is a subject at the
forefront of innovation. However, this is a difficult subject for many students,
especially speaking skills. Many students spend a long time learning English but
cannot introduce themselves or briefly present a topic. Moreover, they are very
shy to speak, afraid of making mistakes and lack confidence in communication.
For the students of Tan Son Secondary School, most of them are children of
purely agricultural families, their economic conditions are still difficult, they
have not been given due attention along with the influence of local languages, so
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learning English He still has many limitations. This is my biggest problem when
I am also a local child. Therefore, I myself always try my best to improve the
quality of English teaching and learning at school. With the solutions to improve
the quality of the Speaking test mentioned above, I find that they have been of
great help to students.
In the speaking test, they became more interested in the subject and were
more active in the activities. All of these are very important factors to contribute
to improving the quality and effectiveness of English teaching and learning in
Thanh Hoa city in general and in Tan Son secondary school in particular.
3.2. Recommendations
I would like to suggest the following comments:
For the Department of Education and Training
- Building a separate function room for teaching and learning English at
each Secondary school so that in the process of developing communication skills,
it does not affect other classes.
- Deploying topics on methods of teaching speaking skills,
how to organize activities to promote students' communication ability. For
teachers of English subject
- Actively studying, improve professional capacity, practice pronunciation,
apply active teaching methods.
- Encouraging them to use English in the classroom, praise their progress,
notcriticize their weaknesses, local accents so that they can be confident when
speaking English.
Above is the entire content of the topic of initiative and experience that I
myself have researched and experimented at at Tan Son Secondary School. I am
looking forward to receiving suggestions from colleagues to improve the

experience. At the same time, I hope that with a little of my experience, I can
make a small contribution to teaching to improve the quality of the subject.
*I hereby declare that this research is due to the experience I myself
have written, copy from nobody. I sincerely thank you!
COMMENTS AND ASSESSMENT OF
THE SCIENCE COUNCIL

Tan Son, March 25th 2022
The writer

Le Ngọc Lan

Le Thi Minh
REFERENCES

1. English teacher’s book, English textbook for grades 6, 7, 8, and 9 of the
Ministry of Education and Training.
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