skkn tiếng anh thpt SOME EXPERIENCE IN IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS

Some experience in improving English speaking skill for students

DONG NAI DEPARTMENT OF EDUCATION AND TRAINING
DONG NAI CONTINUATION HIGH SCHOOL

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

SOME EXPERIENCE IN
IMPROVING ENGLISH SPEAKING
SKILL FOR STUDENTS

Name: TRAN THI THAO
From: DONG NAI CONTINUATION HIGH SCHOOL

Bien Hoa, May 2016

CIRRICULUM VITAE
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Some experience in improving English speaking skill for students

I.

PERSONAL INFORMATION

1. Name:

TRAN THI THAO

2. Date of birth:

September 20th, 1983

3. Sex:

Female

4. Address:

18E Nguyen Ai Quoc Street, Trung Dung

Ward, Bien Hoa City, Dong Nai Province
5. Mobile:

0988474498

6. Position:

English Teacher

7. School:

Dong Nai Continuation High School

II. QUALIFICATION
1. University education diploma:

Bachelor of Art

2. Graduation year:

June, 2005

3. Training field:

English

PART A: INTRODUCTION
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Some experience in improving English speaking skill for students

1. The feasibility of learning English
Nowadays, it can’t be denied that English is becoming the common tongue
of our global language. Whether you live and work in an English speaking
country or need English for travel and fun, English is the passport to success and
a deeper understanding of our quickly changing world. Therefore, teaching and
learning English is very important and necessary since mastering English is the
best and the shortest way for us to have a great deal of opportunities to reach the
success of life.
However, Vietnamese students, especially students at High Schools get a
lot of difficulties in learning and practicing English speaking skill. They often
fall into confusion when speaking English because of lack of professional
knowledge, confidence, and a good learning method as well. Besides, the
passive learning environment with the same and boring lessons without

interesting extra- activities prevent them from practicing and improving English.
That is the main reason why they don’t get the effective result in learning
English, especially English speaking skill.
2. Rationale
Communication is the most effective way to encourage students to use a
foreign language. However, for a long time, speaking skill hasn’t been highly
appriciated, we only estimate students through their qualification and knowledge
without measuring the ability of using language. It is high time we needed to
pay much attention to this skill to help students communicate confidently and
fluently. To have successful lessons, teachers have to create the interesting
studying environment to attract students’ attention so that students will feel
more confident in communicating with others in English.
Speaking skill is quite difficult to teach, especially for students who have
lost their basic knowledge and those who are too passive in communication. So
teachers need to find out the best and the most suitable methods to attract
students’ attention in study.

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Some experience in improving English speaking skill for students

For the above reasons, in the process of teaching speaking skill, I have
applied and elicited some experiences to develop and enhance this skill for
students. I have tried to find out the best teaching methods for myself also help
students understand the importance of this subject more and feel interested in it.
So I have decided to choose the theme” SOME EXPERIENCE IN
IMPROVING ENGLISH SPEAKING SKILL FOR STUDENTS” for my study.

3. Scope of study
- In my thesis, I intend to deal with how to improve the efficiency of
teaching speaking skill for students through some personal experiences.
- It is only used in teaching English speaking skill.
- It is not necessary to classify the students’ qualification.
4. Methodology
- Strategic method: quantitative
- Comments, assumptions and conclusion of the study are based on the
data analysis.
- Survey questionnaire, personal observation by attending classes.

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Some experience in improving English speaking skill for students

PART B:

CONTENT

1. Reality
In fact, students at Continuation High School find a lot of difficulties in
learning English, especially speaking skill because of their shortage of
knowledge and vocabulary that makes them feel less confident in speaking
English. Moreover, English is not a compulsory subject at this kind of school.
Students don’t have to take it at High School Graduation Examination. So they
don’t appreciate it, they only learn it to cope with the tests and examinations
without having real interest in it. Therefore, it is hard for teachers to transmit the

knowledge as well as the passion in studying this interesting and important
foreign language subject.
2. Solutions
2.1 Form and method to organize speaking lessons.
This is the main skill to decide the success or failure in communicating
activity. If the class is quiet and students don’t want to speak, that lesson doesn’t
succeed. If the class is juicy and active and a lot of students enjoy speaking, that
lesson is considered as a great success.
Therefore, teachers should organize the “opening class” – we may allow
students to leave out their permanent seats to find their favorite partners or
students can stand at their seats to speak in pairs or in groups (students shouldn’t
sit when speaking). This helps students feel not only comfortable when speaking
but also easy to express the meaning of each sentence to the listeners.
Meanwhile, if teachers ask students to sit in their permanent seats without
going around or standing in the speaking lessons for the sake of the noise of the
class, students will become passive and inhibitive. Therefore, students can not
bring into playing the “vocabulary” which they have because the gesture, the
eye glance and the action also are the “vocabulary” in communication of each
language that helps the listeners to understand the conversations. Moreover, if
students only communicate with the same partners each day, the communication
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Some experience in improving English speaking skill for students

will become tedious and students don’t know well about the character of each
person in class.
In process of speaking, teachers should advise students to:

- Think in English, not translate into Vietnamese
One of the most serious mistakes that we often make is the trend to
translate from our mother tongue into English before speaking. This will lead to
a language barrier immediately. For instance, when we want to cancel an
appointment, we will think in our heads: “I would like to cancel that
appointment.” And then we translate that sentence into English. We will get
trouble because we can’t remember or don’t know the words “cancel”,
“appointment” to make the sentence “I would like to cancel the appointment”. If
we think in English, we won’t get this problem and we can have many ways to
express this situation in English. For example, “I'm sorry. I'm not free
tomorrow” or “I am afraid I can’t come tomorrow” and so on…..
- Using simple structures
When you speak, no-one pays attention to how simple or complex the
structures that you utilize to estimate your ability, even nobody realizes the level
of the structures that you are using. So, you should use the most simple
sentences and structures for more convenience in communication.
- Always speak slowly
Most students believe that the faster they speak English the more similar
they are foreigners because English learners find difficult to catch up with the
information when the native English speakers talk since they speak quite fast.
However, the opinion “the faster you speak the better you do” is an entire
mistake. We should advise students to speak slowly and exactly. If students
speak slowly, their tune and stress will become softer if not their pronunciation
will be heavier and more difficult to comprehend.

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- Speak loudly enough
This is an important key in communication because when you talk to one
person or one hundred people, you need to speak loud enough so that all people
there can hear you easily.
- Pronounce all the sounds in words
As mentioned above, practice speaking English with a slow speed will
help you to have time to concentrate on sounds of words. Maybe right now, you
miss out the last or middle sounds of words. This does not have influence on
speakers but causes difficulty to listeners. Hence, we had better advise students
to focus on each sound of words and not omit any sounds, especially the final
sounds of words like “s”, “ed”, “t”, “p” so on……….
- Be confident with your English ability
For instance, when someone asks you “How is your English?” you should
not reply: “Oh, my English is very poor, I have no chance to practice”, you
would rather respond: “I love to speak English” or “My English is improving”.
These answers will help you to feel more confident. When you are selfconfident, you won’t be afraid of speaking English.
2.2 Preparation and arrangement for speaking topics.
It is not necessary to use all the tasks in the textbooks because this will
make students not only become rigid and passive but also reduce students’
creative ability in communicating activities. Hence, teachers should guide
students to use the tasks in the textbooks to create dialogues which are suitable
with their ability, then practice them in pairs or in groups at school (each student
or group may carry out some different tasks).
When making plan, teacher can reorder the tasks in textbooks as long as
they are going from easy to difficult ones so that students will feel more natural
in speaking. If teachers do not prepare carefully, the speaking lessons are easy to
become disconnected and this leads to the boredom and tiredness for both
learners and teachers. So teachers have to prepare the lessons logically and

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Some experience in improving English speaking skill for students

avoid the “dead time” as much as possible. Too much “dead time” in a lesson
makes students feel distracted, tired and unenthusiastic in speaking.
Example: Unit 15. Space Conquest- Speaking
Before speaking:
- Teachers can start the lesson by giving out picture of spacecraft and ask
+ What is it?
+ What is it used for?
+ How do you call a person who flies a spacecraft?
+ Can you tell me some famous astronaut?
- Teachers present some pictures of popular astronauts then ask some
information about these people.
+ Where are they from?
+ What are they famous for?
+ When did they fly into space?
……………………………………………..

While speaking:
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- Teachers ask students work in groups: take turns to talk about the
important events in space exploration.
- Ask the representative of each group to talk about one of the above
astronaut, the other students guess who is the person their friend taking
about?
Ex: He is an American astronaut. He flew into space on 20 th July, 1969. He
is the first humans to set foot on the moon. Who is he?
- Teachers introduce the news about a famous Chinese astronaut then ask
students work in pairs: ask and answer the questions.
A: When did China launch its first manned spacecraft into space?
B: ……………………………………………………………….
A: What was the name of the spacecraft?
B: ……………………………………………………………….
A: What is the astronaut’s name?
B: ………………………………………………………………..
A: How old was he when he was the first Chinese to fly into space?
B: ……………………………………………………………………..
A: How important was the successful flight to China?
B: …………………………………………………………………..
A: How many countries in the world have been able to independently carry
out manned space flights?
B: …………………………………………………………………..
After Speaking:
- Ask students to work in group: each group choose one of these
astronauts and then find out more information about them.
- Ask the representative of each group to talk in front of class.
Ex: Major-General Pham Tuan, born on February 14th, 1947, was the first
Vietnamese cosmonaut, born in Quoc Tuan, Thai Binh in northern Vietnam. He

joined the Vietnamese Air Force in 1965 and fought in the Vietnam War against
American aggression. He joined the Soviet Union’s Intercosmos programme on
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April 1st, 1979. On July 23, 1980, he went on board Soyuz 37 to outer space
along with Soviet cosmonaut Viktor Gorbatko. Pham was in space for 7 days, 20
hours and 42 minutes. He completed 142 orbits, and returned on July 31, 1980.
On July 23rd, 1980.
Through this method, students themselves have thought, searched and
spoken out everything they need. Moreover, they feel more interested in
speaking lessons with new and diversified topics. They are eager to attend the
next speaking lessons to talk with their friends, express their communicative
ability.
This not only facilitates for good students to express themselves but also
helps all students in class, especially the bad, shy and passive students to have
chances to speak English. Because when we divide class into groups and ask
them to prepare at home, good students will help bad students to practice the
lessons carefully so they won’t feel strange in speaking in front of other people.
They are more and more confident in speaking and communicating at public
which they didn’t dare to do before.
There are a lot of tips for teachers to apply in a lesson. However, the
importance is that teachers have to know how to choose the suitable tips for each
topic to attract attention of students without dampening or causing the
encumbrance for students. That is a real success. When designing a speaking
lesson, teachers have to design it from easy to difficult one and each part in the

lesson has the connection to each other.
Therefore, teachers have to combine the tips in the parts “_ before
speaking_ while speaking_ after speaking” logically so that students can carry
out speaking constantly and get interest from the beginning to the end of the
lesson.
2.3 Preparation knowledge for students to speak and handle with the
situations effectively.

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There are lots of sources of knowledge from which students can collect, but
the problem is how they use and accumulate them effectively. If we don’t guide
them, they may speak out without having concrete purposes. Therefore, we
should give out the communicative sentences and dialogues, simple and short
situations so that students can put them into practice smoothly and they will feel
interested in speaking. Then we can use those sample sentences and dialogues to
impose in the speaking topics in textbook to help students feel more confident
and they can speak better. The importance is that we have to know ways to
transmit knowledge to suit with students’ taste. We have to search pictures,
relevant materials, and vocabulary for the lessons: we can use the overhead
projectors to show these pictures for students to practice speaking. By this way,
we not only inspire the students’ studying spirit but also save the time for
explaining the meaning of new words. When students look at the pictures, they
will not care of the vocabulary, they only think of the ways to express those
pictures correctly. Consequently, students do not get stressed on vocabulary and

they will feel more confident in speaking – their speaking skill will be improved.
2.4 Concrete steps for teaching the speaking lessons.
+ Before speaking. We can use the activities:
- Matching
- Pre-teach vocabulary
- Open prediction
- Ordering
- Answer the guiding questions (pre- question)
- Games
+ While speaking. We can use the activities:
- Giving opinions
- Discussing
- Question and answer (pair work)
- Matching
+ After speaking. We can use the activities:
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- Interviewing
- Recall/ retell the story or dialogue.
- Role play/ taking a survey
- Discuss the main idea.
- Summarizing the main points
- Card
3. Some types of exercises used for developing speaking skill.
3.1 Dialogue

+ Dialogue build: Teachers give out the basic suggestions or illustrative
pictures -> Students build the dialogues then practice speaking with their
partners.
+ Uncompleted dialogue: Students practice the dialogues which were
deleted some words (each dask is a word).
Eg:

S1: What ______ ______ like?
S2 : I ______ ______ very much.

-> When students learn the dialogues by heart, teachers clear out all the
dialogues, there are only the dashes on the board -> students practice the
dialogues completely by themselves.
Eg:

S1: _____ _____ _____ _____?
S2: _____ _____ _____ _____.

Example
Textbook 10. Unit 15. Cities
Speaking – Task 2:
-Teachers ask students to work in pairs: ask and answer the information
about London and New York.
-Ask each pair to make the small dialogue for each piece of information,
and then write on the board.
A: When was New York founded?
B: It was founded in 1624.
A: What is the population of the city?
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B: It is 7 million.
A: What is the area of the city?
B: It is 946 square km.
A: How many national days are there?
B: There are seven national days in New York.
- Teachers ask a pair to read the whole dialogue, then delete some words
in the dialogue and ask another pair to practice.
A: When was New York _____________?
B: It was_______________ in 1624.
A: What is the__________ of the city?
B: It is __________.
……………………………………………………………………
- Teachers continue the work until all the words disappear and all
students learn the dialogue by heart.
3.2 Picture stories
+ Teachers collect pictures that have the suitable contents with the topics.
+ Teachers model by playing the roles in comics, using the suggestions in
pictures to create the languages for characters.
+Teachers can suggest by asking the questions:
“What is happening in picture A?”
“What do you see in picture B?’’
+Teachers can ask students to rearrange the pictures in the correct order of
the story. -> Then students look at the pictures and retell the story basing on the
content of the pictures.
Example

Text book 10. Unit 1. A Day in the Life of…..
Speaking_ Task 2:
-Teacher asks students to look at the pictures and tell the activities.
Teacher: What is Quan doing in picture a?
A: He is getting up.
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Teacher: What is he doing at 2:15pm?
B: He is reading a book.
Teacher: what is happening in picture c?
C: He is watching TV.
……………………………………
- ask students to work in groups: talk about Quan’s daily life basing on the
pictures.
- ask the representatives of each group to report in front of class.
Group A: Quan often gets up at 2pm and stars reading books from 2:15 to
4:30pm. After watching TV for about 30 minutes, he goes to the stadium to play
football with his friends from 5:15 to 6:30pm……………………………
3.3 Chain drills
+ Teachers give out the practicing topics.
+ Teachers start the lesson by asking a question for a student. This student
answers the teacher’s question then he or she has to ask another student a
question. That student answers his or her friend’s question and asks a question
for the third student……..And this chain drill practicing form is continued until
all students in class are spoken.

+The questions must be asked basing on the given topics but it is not
necessary to develop the sentences in a correct conversation.
Example
Text book 11. Unit 8. Celebrations
Speaking _ Task 1:
- Teacher gives out the topic about “ Tet” and asks students to talk anything
relating to “ Tet”.
Example dialogue:
Teacher: What is Tet?
Hung: Tet is the time when Vietnamese people celebrate the beginning of
spring and it is also the start of lunar New Year. When is Tet, Lan?

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Lan: It falls sometimes between 19th January and 20th February on the
Western calendar. What do you usually do at Tet, Hoa?
Hoa: I often visit my relatives and go to pagoda. Do you eat a lot of special
foods at Tet, Trang?
Trang: Yes, I do. I eat “banh chung” ………………………………….
- ask students to continue the conversation until all students are spoken.
3.4 Yes-no question
+ Teachers give out the topics for practicing.
+Teachers provide the suggested ideas; basic knowledge and practice with
some advanced students as example, and then ask all students to speak freely.
Example

Text book 10. Unit 5. TECHNOLOGY
Speaking _ Task 1:
- ask students to list some modern inventions.
+ Radio

+Television

+ Fax machine

+Electric cooker

+ Air conditioner

+Fridge

+ Computer

+Camera

- Teachers make the sample dialogue with an advanced students
Teacher: Do you have a computer?
A: Yes, I have
Teacher: Could you tell me what a computer is used for?
A: A computer is used to learn foreign languages and read news.
Useful structure
A: Can/ Could you tell me what something is / are used for?
B: it is/ are used to…………………………..
- Ask students to work in pairs: ask and answer about the uses of modern
inventions.
- Ask some pairs to practice in front of class

A: Does your family have an air conditioner?
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B: Yes, we have.
A: Can you tell me what an air conditioner is used for?
B: It is used to keep the air cool or warm when it is hot or cold.
……………………………………………………………………

3.5 Ask and answer
+Students can work in pairs or in groups: the group leaders will make some
questions; the other members of groups have to answer.
+ Teachers can organize the lesson as a competition: the answers are scored
basing on the accuracy of language and information.
Example
Text book 10. Unit 8. The Story of My Village
Speaking - Task 1:
-Teachers ask students to work in pairs: ask and answer about the plans that
help improve the life in Ha Xuyen village.
A: What will happen if we widen the road?
B: If we widen the roads, cars and lorries can get to the village.
A: What will happen if we build a new school?
B: If we build a new school, children will have better learning conditions.
………………………………………………………………………….
3.6 Groupings
+ Teachers divide class into some groups and deliver a list of words and

languages in different topics to each group leader. Task of each group is to
complement the words and languages for given topics.
+ The group leaders must guide the members in their group to find out as
many words and languages as possible.
Example: Rooms in the house.
1.

Living room

: The place where we often welcome our guests.

2.

Bedroom

: The place where we sleep.

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3.

Dining room

: The place where we have the meals

4.

Kitchen

: The place where we cook.

5.

Bathroom

: The place where we take a shower.

……………………………………………………………

3.7 Characters
+ This game is used to reconsolidate students’ knowledge and use it in
more natural circumstances.
+ Teachers ask each group to play a scene basing on the topic.
Example
Text book 11. Unit 9: The Post Office
Speaking _ Task 2:
- Teacher asks students to work in pairs: make a dialogue at the post office
when you want to have a telephone line installed at home.
-Go around helping if necessary.
- Ask some pairs to practice the dialogue in front of class.
A: Good morning! Can I help you?
B: Good morning! I want to have a telephone line installed at home.
A: Where do you live?
B: I live at 18e Nguyen Ai Quoc Street, Trung Dung Ward. When will the
installation take place?

A: We will install it one week after registration.
B: Can you come on Friday?
A: Yes, of course. Have you had a telephone yet?
B: Yes, I have. How much is the installation fee and monthly fee
A: The installation fee is six hundred thousand vnd and monthly fee is one
hundred thousand vnd. You can see the rate on the table.
B: Thank a lot.

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Example: Unit 13- textbook 10- FILM AND CINEMA
Part B: SPEAKING
WARMER: * Match the picture with a type of film

A

C

B

D

E

D

1. Science fiction film

………………………………………….

2. Comedy

………………………………………….

3. Cartoon

………………………………………….

4. Love story film

………………………………………….

5. Detective film

………………………………………….

BEFORE SPEAKING: Rely on the pictures and practice like below
A: What kinds of film do you like best?
B: I like……very much.
A: Why do you like it?
B: Because it..................
A. What kind of film don’t you like very much?
B. I don’t like…………very much.
WHILE SPEAKING: Work in groups and practice about each kind of
film. Look at the information below.

FILMS
Detective
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ADJECTIVES
Interesting
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Some experience in improving English speaking skill for students

Science fiction

Moving

Love story

Fascinating

Cartoon

Boring

Comedy

Exciting

Action

Violent

A. What do you think of horror films?
B. I find them really terrifying
C. I don’t agree with you. I find them very interesting
* Suggestions
A: What do you think of.........................?
B: Oh, I find them......................
C: I don’t agree with you .I find them........
D: I agree with you. I find them........
AFTER SPEAKING
Work in pairs to talk about the film you have seen.
A. What is your favorite film?
My favorite film is.…..
A. What kind of film is it?
It is Detective/ action/ cartoon/ love story…..
A. How much do you like it?
Very much/ not very much
A. Who is/ are the main character(s)?
He/ She is…
A. When did you see it?
I saw it.....
A. How do you feel about it?
I find it interesting/ moving/ violent….
A. Which do you prefer, action films or detective films?
I prefer action films to…………
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4. ACHIEVEMENTS
In school year 2015-2016, I teach English grade 10A and 11A. At the
beginning of the year, I realized that most of students were too shy, timid and
passive in speaking English with each other. I made a survey and the result was
that 80% students do not want to take part in speaking lessons. The reasons they
gave out are:
+ Lack of confidence.
+ Lack of vocabulary and knowledge.
+ Unrealistic topics in text book.
+ Unsuitable and tedious teaching methods.
So I decided to applied the above experience in teaching speaking lessons
in class 11A5 and 10A4, and in the progress of teaching each lesson, with
different contents I organize different teaching forms and methods so that the
lesson is not boring and suitable with students’ ability in each class, each grade.
The result is that students perceive the knowledge faster and more effectively.
Students have chance to discuss comfortably and practice more often so they
have interest in speaking English and more and more love this interesting
subject. With the same questionnaire that I asked them at the beginning of the
year, now 60% students love joining in speaking lessons.
Students can speak simple sentences, practice the normal conversations in
daily life. Therefore, their studying result has advanced significantly and the
most important success is students’ interest in speaking English. They are really
confident in communicating with others in English.
Class

Classification

Studying Result

First term

Second term

Class
11A5

Brilliant

3 students = 8.11%

5 students = 14.71%

Good

6 students = 16.22%

12 students = 35.29%

37
students

Quite good

17 students = 45.95%

17 students = 50%

Not good

6 students = 16.22%

0 student = 0%

Bad

5 students = 13.51

0 student = 0%

Brilliant

0 =0%

1 student = 3.33%

Good

8 students = 25.81%

5 students = 16.67%

Lớp 10A4

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32
students
Quite good

18 students = 58.06 % 22 students = 73.33%

Not good

5 students = 16.13%

1 student = 3.33%

Bad

0 = 0%

1student = 3.33%

PART C: CONCLUSION
1. Meaning of the study for work
This study helps

English teachers have more experience in teaching

English speaking skill as well as apply the new methods to make the speaking
lessons become

more active and effective. Teachers can select forms of

exercises to suit with students’ ability. Students will feel more interested in
study and the quality of the speaking lessons is more and more improved.
2. Experiences.
- Because speaking lessons are difficult to teach, teachers have to search
and define the aims of the lesson carefully before making suitable lesson plan.
Normally, each speaking lesson consists of three parts, there are different tips
used in each part. Therefore, depending on the students’ ability and contents of
the lessons, teachers can combine the parts suitably and change the tips flexibly
to attract students’ attention.
- The pair work and group work activities need to be guided concretely,
clearly and exactly. Teachers should use pictures, handouts, real objects and
easy dialogues to help students to practice more naturally and confidently.
- To achieve the success, both teachers and students have to endeavor to
overcome a lot of difficulties in present teaching and learning conditions.
Besides, it also depends on teachers’ qualification, pedagogical art and
enthusiasm.
- We have to love the subject and spend time researching the relevant
materials to find out the best methods to teach students and help them more and
more interested in the subject.
- Through the teaching, we must elicit the experience for ourselves.
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- Through the study, I myself enhance the qualification and find out the
optimal materials in teaching.

3. Proposal
* For the principal
- Provide the English teaching classroom in which teaching means are
equipped sufficiently.
- Make chances for teachers to take part in the advanced level courses and
training classes organized by the Department.
- Make chances for the students to participate in the extracurricular
activities, the contests organized by the Department.
* For the Department of Education and Training:
- Plan to carry out the professional training courses for teacher.
- Provide more reference books and teaching aids for the subject.
- Organize the talks, workshops where teachers can exchange their
teaching methods, learn experiences from each others in order to enhance the
teaching quality.
4. Conclusion
With the experience of myself and the comments of my dear colleagues, I
boldly give out some small tips with the hope that all of us- the English
teachers- will find out the most effective methods to organize and manage the
classes. However, the above methods should be coordinated with the other skills
in order to help the teaching and learning get better results. Although I myself
make every effort, the ability and preparation are limited, so there may have
some mistakes. I hope to get a lot of contribution from my dear colleagues.
Bien Hoa, May 15th, 2016.
Writer
By Tran Thi Thao

Page 22


Some experience in improving English speaking skill for students

TRẦN THỊ THẢO

By Tran Thi Thao

Page 23


REFERENCES
1. English Text book 10, 11 (basic).
2. Dwaft Version- English Language Teacher Training Project.
3. Celce-Murcia. M. 2001. Teaching English as a Second or Foreign
Language (3rd ed). USA: Heinle&Heinle.
4. Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.

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QUESTIONAIRE
Student’s name: …………………………………………
Class: ………………………………………………….....
Question 1: Do you like learning English?
A: Like very much

B: Like

C: Normal

D: Do not like

E: Hate

Question 2: How long have you been learning English?
A: Five years

B: More than five years

C: Less than five years

Question 3: Which skill do you like most in four skills?
A: Reading

B: Speaking

C: Listening

D: Writing

E: All four skills

D: Writing

E: All four skills

Question 4: Which skill is the most difficult?
A: Reading

B: Speaking

C: Listening

Question 5: What do you think about the speaking lesson?
A: Difficult

B: Very difficult

C: Easy

D: Interesting

E: Boring

Question 6: How often do you speaking English in class?
A: Very often

B: Often

C: Sometimes

D: Rarely

E: Never

Question 7: Do you like to practice speaking English with friends?
A: Like very much

B: Like

C: Normal

D: Do not like

E: Hate

Question 8: Do you do the task in speaking lesson at home?
A: Very often

B: Often

C: Sometimes

D: Rarely

E: Never

Question 9: Do you feel excited about the current method?
A: Like very much

B: Like

C: Do not like

D: Normal

E: Hate

Question 10: Do you want to have a new creative English teaching method?”
A: Like very much

B: Like

C: Do not kike

D: Normal

E: Hate

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