SKKN sáng kiến kinh ngiệm “practising speaking skills for 11th graders at trieu son upper secondary school n0 2”

A. INTRODUCTION
I. REASONS FOR CHOOSING THE TOPICS
1. Rationale
The purpose of learning foreinge languages in general and the english
language in particular is firstly to communicate primarily through listening
comprehension and writing skills. This is clearly reflected in textbooks. Besides
the innovative teaching methods at all levels is big advocate of education and
training sector in the years to improve the ovetoral quality of education. One of
the requirements for education and training in the curent period is to promote
positive, dynamic and creative students, making students who passively receiving
knowledge of the initiative in knowledge discovery, having capable of solving the
problem or the assigned tasks effectively in the environment as well as individuals
in collaborative environment to eventually develop self- learning style to achieve
the highest effeciency.
2. Factual basis
With the development of today’s society, each student after school
wants to have a good job and a good income. In order to do that, students not only
practise their professional skills but also promote English language proficiency.
You can not work in a foreign company if you do not speak English. Because of
the reasons above that the general language, English in particular holds a very
important role in our lives. However, how to learn this foreign languages and use
it effectively is an extremely difficult to study in the conditions of students in
upper secondary schools, especially in Trieu son 2 upper secondary school. In
fact, many students in Viet nam graduated from universities can not speak English
although they have a large number of vocabularies. They are used to doing
exercises in textbooks. Besides, the number of students in a class are often over
crowded and students in rural areas often feel shy when they communicate with
other people so they have a lot of difficulties in speaking practice English. The
speaking test to date has not dome a systematic way. Tests rely heavily on reading
skills, grammar and writing. This habit leads to the direct consequences that
teachers only teach students about the word homework, reading comprehension,

and writing skills. They ignore the most important skill. That skill is oral.
From the above realities, all foreign language teachers have developed
their own beliefs. They know how to learn a foreign language. Their beliefs are
based on their experiences after each lesson. This promotes the foreign teachers in
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general and the English teachers in particular try to study to improve their
knowledge. They have to find new methods to attract their students, and help
students get knowledge in creative ways. Students must self- improvement
approach to learning in a positive direction and created from language thinking
ability through communication. The English teachers help students to develop
their four skills, reading, listening, speaking and writing skills in learning a
foreign language.
Over the years, I as well as my other colleague constantly learning to
find out for yourself the experience and appropriate teaching methods. Innovative
methods require teachers and students to work actively to shape dut ability to
form language to communicate. The English people have idiom “ practice makes
perfect”. For that reason I choose the topic “ Practising speaking skill for students
in grade 11”. I want to contribute my small part in the innovation of teaching
method and materials to consult colleagues and suggestions.
II. THE STATUS OF TEACHING AND LEARNING ENGLISH AT TRIEU
SON UPPER SECONDARY SCHOOL No2
1. Status
1.1. The situation of teaching English.
Recent years, English subject is one of the most important subject that
the administrators give a lot of attention and facilitate the teaching and learning in
order to help students have good knowledge to take the national entrance
examination. Facilities are also given a lot of attention so that the quality of
teaching is getting much higher. The implementation of the thematic workshops

for the teaching of natura allows school level regularly. However, teaching
English is very limited, inadequatae and not really have the results. In fact, it is
not practical to attract more students to participate. During the lesson is
sometimes longer reaction, heavy feeling sluggish for both learners and teachers.
1.2. The situation of learning English
With the development of the society, most of the people know the
important and the necessary of learning English. In fact, learning English has not
achieve the expected results. Although the students were familiar with English
courses from the secondary school but the reason is that they come from rural
familes with low living standard and poor living conditions, they often feel shy
when communicate with friends. Besides that there is no visual media. Students
only study vocabulary and grammar structures in textbooks. They are not
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voluntarily extended thought to ralate to the relationship other topics in life.
Besides they have little to say to lazy learning, lazy thinking led to the nature of
language learning to cope, not achieving learning outcomes.
2. The results of the current situation
Although students spent many years learning English at high school
did not meet the requirements of society. Students learn English from junior level
to train more 3 years but they still can not communicate in English. They can not
overcome their shyness to express and promote their own capacity.

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B. PROBLEM SOLVING
I. THE IMPLEMENTING SOLUTIONS
1. Guide students how to perform

Practice speaking must be taken into the meaningful situations to make
sense to be able to meet a number of requirements communication method.
Teachers should not see the technical training is major repeatation and
replacement. We should consider this techneque as first activity to provide in put
marterial for students. This helps students use information to communicate.
Practice speaking is not only based on each lesson in the class but also
help students remember structures and vocabularies to communnicate with
people. We should encourage students to practise English in their free time.
Teachers help students review their knowledge by setting situation. If we do so,
students can remember both vocabularies and structures. Teachers also encourage
students to be interested in learning English. Basing on my experience, some
language games can also create a controlled exercise. While playing the game
guide language, teachers must also speak to learners repeating pattern. With how
to manipulate not only the ability to feel comfortable while learning English that
teachers can control the knowledge that his offer to use on new lessons.
Example: in class 11 board basic, theme of the lesson is “Friendship”
teachers should require students to train some verbs like; have, give and take, to
be a true friend, take up an interest, feel, know each other and some adjectives
using in describe physical characteristics and personalities like; sense of humour,
funny,friendly, helpful etc... learners can interview each other as the following the
modal dialogue.
Student1: What do you and your friend have in common?
Student 2: We often go to school together, he/ she often helps me do my
homework.
Student 1: Can you describe your friend?
Student 2: He/ she is handsome/ beautiful.
Student 1 Why do you make friend with him/ her?,Why does he/she become your
best friend? Or what do you like about him/her.?
Student 2: Because he/ she has a great sense of humour. He/ she is very funny.
We have been through good times and bad times with each other. We have a lot

of the same interests.

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In addition, this lesson the teachers can give students a presentation on
his best friend. They can also describe the physical characteristics and
personalities of someone else. They must show the reason why they become
friends. Presentation to the class and help them somewhat relieved and gradually
they will confident when speaking English, and they will like learning English.
Students can write a short paragraph to introduce their friends like the example
below;
student1: My best friend is Lan. She is very friendly a nd helpful. She has a great
sense of homour and she is very funny. We have been friends for a long time. We
have been through good times and bad times with each other. We have a lot of the
same interests. She is a good friend and he’s a good listener.
Student 2:
My good friend is Minh. He lives near my house. We often go to school together.
We have been friend for a long time. He is tall and handsome. He is very funny
and good- natured. We have a lot of the same interests. We like to go fishing and
movies together. Etc...
.....
Teachers can require students to review the old lesson by summary the
content of the lesson. After that teachers ask them to study by heart to present to
the class. If we do so, learners can remember both structures and vocabularies
2. Ways to help students perform
Although students have learned how to perform in his speech but not
really accurate so teachers must use the appropriate sentence for the content that
they are doing so they are confident when presenting. Here are steps to check the
content that we have to guide them in the introduction. Through this work,

students will remember the structure naturally. They will take the initiative and
creativity rather than imposing manner of the teacher.
3. Assesment test results performed
After the student guide, here are steps for students to practicse by
presenting content that the intructor asked. Catogory of exercise at home or
lessons that students have to summarize the lesson content, the teacher can give a
child up table presents that content. The under layer is also presented his article
then moves the article for you to fix the line together in each other table. After
the student finished presenting on the board, teachers require other students stop
writing to check the writing on the board. Teachers comment the writing and
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guide other students ways to write, what experiences should be drawn after each
writing lesson. Note; in the presentation of the students, we should not fix many
grammatical errors as this activity is encouraging speech. If we are interested in
the grammatical error correction apprehensive students will lose confidence
before friends.
II. APPLY TEACHING
1. Time, materials, objects and apply the teaching environment
Time: this experience initiataives was reseached by me from the 28 th August,
2013 to the 20th April 19, 2014.
Materials to reseach: in the process of implementing reseach, I have
reference material for teacher, the book teaching English and also learn more
through Bristish Council website: hppt//:WWW.Teachingenglish.org.uk.
Application objects: students in grade 11B2 and students in grade 11B7
Applicable environment: Triệu Sơn 2 upper secondary school
Applicable lesson: Unit3: A Party ( part B: Speaking)- page: 35 (textbookgrade 11- standard program)
2. General characteristics of the subjects taught
2.1. Class 11B7:

There are 43 students in class 11B2. Most of the students have weak
academic.
Most students are from poor families so they are faint- hearted. They not
participating voluntarily post construction, many students do not participate when
teahers work. Whenever required and instructors also showed no attention.
The majority of children have homework to prepare but nature should
teachers with results not as expected.
2.2. Class 11B2:
Here is the original class of naturally setected, but the students have
academic average and weak academic subjects in English but their attitudes
toward learning harder. They often prepare their homeworm at home. In the class
children all participate in building excitement. From the general characteristics as
outlined above, I studied materials and teaching method then applied normal
method to 11B7 and with class 11B2 I applied the form of innovation practice
English speaking skill.
3. How to perform
3.1. For class 11B7
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As presented above, all of the students in class 11B7 have prepared the
lesson at home but reactive,during school hours on school students in a very low
class. Only some of them participated in all speech construction, the rest is
dealing with effective so teachers’ work sometimes not achieved as desired.
Therefore,to practice speaking skills for students to conduct classes I applied
conventional methods to speak specifically the steps:
Step1: Teacher reads the questions then explain the vocabularies, after that
teacher
requires students to answer the question in Task 1, textbook
(SGK),students work individually for 5 minutes. After finishing,teacher calls two

or three pairs to make dialoge.
Example: two students; Hùng and Hương ask and answer, using the sentences in
task 1;
Hung: Whose party was it?
Huong: It was Lan’s party
Hung: what was the occasion?
Huong: It was her birthday.
Hung: Did you take a gift for the host?
Huong: Yes, I did
Hung: Who did you go with?
Huong: I went with my friend
Hung: where was the party?
.......
......
Step 2: After calling two or three pairs to ask and answer, teacher can require
learners to prune the unnecessary questions, then change those questions to ask
their friends about a birth day party that they took part in. The ultimate goal is to
turn the questions and answer into the conversation but understandable logic.
Example:
Lan: Who did you go with to mai’s birthday?
Lien: I went there with my classmates
Lan: where was the party?
Lien: It was at home
Lan: Did you take a gift for the host?
Lien: Yes, I gave here a schoolbag
Lan:Were there a lot of people there?
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Lien: yes, there were

Lan: Were there a lot of people there?
Lien: Yes, there were.
Lan: Did you know most of the most of the people there?
Lien: I knew some of them ( or: I knew all of them)
Lan: what was the music like?
Lien: It was lovely
Lan: Did you meet any nice there?
Lien: .......
.........
Step 3: Teachers ask students at this time based on questions and answers acquire
details then convert it into a paragraph saying. They have time to prepare is five
minutes. After writing this paper, the teacher requires students to interchange to
fix if any. Then teacher calls from three to five students stood before his class
reading.
3.2. For class 11B2
The steps are the same as class 11B7 but there are some changes as
follow:
Step 1: teachers read questions, explain the vocabularies then ask students to
answer the questions in task 1 (textbook). Students work individualy for 5
minutes. After they have finished the teacher can call 2 or 3 pairs to ask and
answer as the dialoge.
Step 2: in this step, teacher requires student to omit the unnecessary sentences.
They can add some questions which related to their birthday party. Student can
use these questions to ask their friends’ birthday that he or she had participated.
The ultimate goal is to turn the questions and answer into the conversation but
understandable logical dialoge.
Example:
Lan: Did you go to Mai’s birthday last Saturday?
Lien: Yes, I did.
Lan: Who did you go with to mai’s birthday?

Lien: I went there with my classmates
Lan: where was the party?
Lien: It was at home
Lan: Did you take a gift for the host?
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Lien: Yes, I gave here a schoolbag
Lan: Were there a lot of people there?
Lien: yes, there were
Lan: Were there a lot of people there?
Lien: Yes, there were.
Lan: Did you know most of the most of the people there?
Lien: I knew some of them ( or: I knew all of them)
Lan: what was the music like?
Lien: It was lovely
Lan: Did you meet any nice there?
Lien:
.......
.........

Step 3: Teacher now requires students to base on the questions and the answers,
summarize the detail information then convert into a passage speaking. Students
prepare for 5 minutes. After students write on the paper, teacher asks students to
change their writing with their friend to fix errors. After that teacher call 3 or five
students to read his or her writing in front of the class.
Step 4: at this stage, I give them skills in the form of expansion by asking them to
write a paragraph about a party that they joined. It can be their classmate or other
classes. After they are ready to read before the class. When the lesson finishes,
they will have to complete the writing at home to be checked in the next lesson

Example: students can write as the following passage
Last week, I went to Minh’s birthday. She turned 17 years old. Her
parent held a birthday party for her at a nice restarant. The party began at 7 in the
evening and there are about ten of us gathering in that restarant with Minh. I gave
present to Minh and she happily opened it.when the cake was brought out, it was
decorated with pink and white icing. There were seventeen candles on the
cake.we all clapped our hand and sang happy birthday to Minh.
In this stage, I give students more time to prepare their writing. Besides I also
strict scrutiny to all to write about this event, there may be real or imaginary or
they may use the sugggestion questions in task 1. I check 5 to 7 students reading
their writing in front of the class to find out the best writing as an sample for the
group.

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III: APPLICATION ON A SPECIFIC LESSON

Unit 3
A Party
Lesson 2 : Speaking period: 14 (textbook 11)
Oblectives:
Educational aims : At the end of the lesson Ss will be able to know
how to plan parties.
Knowledge : Use appropriate language to talk about parties and know
how to plan them.
Use appropriate language to invite p.p to come to parties.
Skill : - Main skill : Speaking.
Sub skills : Writing, reading and listening
Teaching aids: Textbook, Whiteboard markes, Planning lesson,

Teaching method: regrate, Communicative

Procedures:
Teacher and Pupils’ activitives

Contents

Warm up: (3’)
T: Asks Ss some questions.
Ss: Answer individually.

1, Have you ever been to a party ?
Suggested answer:
Ss: yes, I have been to a party.
2,Whose party was it ?
Ss: It was my friend’s party.
3,On what occasion?
Ss: It was on her birthday.
4, Where was it?
Ss: It was in her house.
5, Was it fun ?
Ss: Yes, It was very fun.

T: Gives feet back and introduces the Today we will talk about a party which
new lesson.
we have been to.

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Pre-speaking:
Task 1 (7’)
T: Asks Ss to read the instruction of the
task.
Ss: Reads the instruction and questions
of the task.
T: Explains some words and give some
words.
Ss: Listen and copy.
T: Reads new words.
Ss: Listen and repeat.
T: Ask Ss to work in pairs to chose
from the list the things they want to talk
about.
Ss: Work in pairs.
T: Call on some pairs to give their
choice.
Ss: Answer.

Vocabulary:
Occasion (n) : Dịp
Decoration (n) : Trang trí, trang hoàng
Gift : flowers, souvenirs, a bottle of
wine, chocolate...
Decorations : balloons, flowers, lamps,
pictures...
Good and drink : main courses,
desserts, cakes, ice cream, sweets....
Music : pop music, jazz, classical
music..

1 - 2 - 5 - 6 - 7 - 9 - 12

Cues :
Last week, Lan invited me to her
birthday party in the evening, the party
was took place at an expensive
restaurant. I went there with some of
my class mates. The party was very
wonderful, It was quiet beautiful with
flowers candles and colorful light
blebs. Lan looked pretty and happy
with a white dress. She introduced us
Sample conversation
A: We were both at our classmate’s to people there. They were friendly and
birthday party two weeks ago.
sociable. We had a lot of fun. We
B: All people in your class were talked, ate cakes and danced together
invited?
at 10.pm. It was really memorable
A: Yes, We bought gifts for our friends party.
While-speaking:
Task 2 : (10’)
T: Ask Ss to work in groups of 3 to
answer the questions choosing from
task 1.
Ss: Work in groups.
T: Call on some Ss to report their
result.
Ss: Answer individually.

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and I gave him a couple of pens.
B: Where was the party organized?
A: At an expensive restaurant.
B: Did you play any music?
A: No, but we sang our favorite songs.
B: How long did the party last
A: The party last about 2 hours. We
enjoyed the party very much.
Task 3 : (10’)
T: Ask Ss to use the useful language of
the task to organize the party.
T: Give some structures for Ss to speak.
Elicit for inviting and persuading
Ss: Work in groups of 6 to make a plan
organize a party.
T: Call on some Ss to present their
plans.
Ss: Answer.
T: Write their plans on the board then
give feedback.
Post-speaking: Task 4 : (15’)
T: Ask Ss to work in groups of 6,
which group finishes first and has the
best party will be the winner.
Ss: Work in groups then report their
invitations and plantation to the party.

T: Give feedback.

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Cues :
Future with “ be going to”
Plan to do S.t : Lên kế hoạch làm gì.
Intend to do S.t : Dự định làm gì.
We would love to have you at our
party.
We welcome your present to my party.
Take notes:
- Budget
- Formal or informal
dress
- Date and time - Decorations
- who to invite - Entertainment
- Place
- Food and drink
Suggested
Teacher: Tell me about your party
Student: We’re having a Halloween
party
T: When are you going to have a
party?
S: At 7 p.m on October 31
T: How many people do you plan to
invite?
S: About 30 people.
We are planning to have a Christmas

party. It’s going to be taken place at
Lenin park at 8.pm next week. We are
going to decorate the party with


candles, flowers. We also have s radio
to give you a love song and romantic
compositions. Specially, you are going
to be enjoyed the special food and
+/ Homework:
drinks. We would love to have you at
T asks students to prepare for the our party. Thank you!
writing lesson at home.

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C. CONCLUSION
1. RESEARCH RESULTS
Teaching speaking skills
conventional methods

Speaking
skills
taught new
methods

Lớp 11B7

11B2

The
percentage
of
students
understand the meaning and
proficient use of the expression that
his party was involved.

40%

60%

The percentage of the students do
not yet understand how to express.

40%

10%

20%

30%

Purpose requirements

The percentage of the students
understand how to express but not
mature.

To meet the renewal requirements under which the education policy,
the proposed method improved the fit is very necessary and urgent. rất cần thiết
và cấp bách. Especially in foreign language teaching, the use of knowledge to
serve the communication is very important because it contributes positively to the
result in general language learning and English learning students in particular. By
experimental teaching to practice speaking skills for students who have obtained
many results. It is the motivation to all students in attendance must be dynamic.
To use the language they are learning to communicate and apply to the show:
The number of students understan the meaning and the wording is a
problem that will be easier.
Train students not only from the structures and particularly industrious
said they would help themselves better their pronunciation.
Promote self- discripline, students have to stimulate thinking and curiosity, inspire
learning atmosphere comfortable, more exciting class will.
After a testing time in class teaching 11B2 and 11B7 class I found the learning
outcomes of the students had changed and marked progress. Students no longer
timid, shy when they speaking English in class. Each lesson will bring comfort,
lively atmosphere while building all participate.
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2. Recommendations and proposals.
What is presented on my personal opinions about additional practice
English speaking skills for students. To achieve high results in teaching combined
with having to meet the requirements and perposes of education at uppersecondary school, I would strongly suggest some comments later:
All the upper- secondary schools must have separate rooms for students to
practice in listening.
- Classroom layout should not exceed 30 students.
- Invest more references, English books, enabling them to borrow
books, materials to self- study at home.

- Sessions arganized extracurricular activities, English exams or
discuss the topics in English to the students questioned, knowledge and hone their
skills to communicate his languages. English people have an idiom; Practice
makes Perfect”
Subjects performed by

Lê Thị Nguyệt

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TABLE OF CONTENTS
CONTENTS

PAGE

1
1
1
2
2

A. INTRODUCTION
I. Reasons for choosing the topics
1. Rationale
2. Factual basis
II. The status of teaching and learning
English in Trieu son upper- secondary
school No2
1. Status

1.1.The situation of teaching English.
1.2. The situation of learning English.
2. The results of the current situation.
B. PROBLEM SOLVING
I. The implementing solutions

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1. Guide students how to perform.
2. Ways to help students perform.
3. Assesment test results performed.
II: APPLY TEACHING
1. Time, materials, objects and apply the
teaching environment.
2.General characteristics of the subjects
taught
2.1. Class 11B7
2.2. Class 11B2
3. How to perform
3.1. For class 11B7
3.2. For class 11B2
III:APPLICATION ON A SPECIFIC
LESSON
C. CONCLUSION
1.Research results

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2
2
3

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4
4
5
5
6
6
6
6
6
6
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8
10

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2. Recommendations and proposals.

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