Some experiencec of teaching english speaking skill for students grade 6,7 camngoc secondary school

A - INTRODUCTION
I. THE REASONS OF CHOOSING TOPIC:

Vietnam has been currently developing and integrating with the world - a
knowledge-based economy and an informative society with difficulties and
challenges. To have a common language with other countries in the region and
the world, English plays a really important role.
Foreseeing the importance, English was taught at the early time. Besides,
many people understand that they have to use language to communicate and
work. This is also the reason why learning English in secondary schools is
always concerned by parents, students and teachers. Therefore, English has
become a necessary subject at all educational levels.
However, learning English is a process of trying, effort. Both teachers
and learners must always cultivate more knowledge everyday. In order to have
patience during the process of learning English, teachers should evoke
excitement of learning a foreign language.
In fact, evoking the excitement of learning English is not a simple thing
but it requires creativity, mobility of teachers and rhythmic combination of
learners.
Being an English teacher, I always research and think of solutions and the
effective direction which helps them be fond of their suject and apply flexible
speaking skill in life. However, according to the program of changing the new
English textbooks, a book whose both good content and form satisfies the topics
throughout four skills: listening –speaking – reading - writing I would like to
mention is speaking skill. The combination of active teaching methods in
speaking skill which helps lessons become more lively and students feel
confident to speak English is not easy.
Thus, how do we do to apply the methods of active teaching to teaching
speaking English skill which help students become confident when using
English?
With my small experience as well as through experience of teaching in

the classroom, I explore the following issue: "Some experiences of teaching
English speaking skill for students grade 7 in typical English program at Cam
Ngoc secondary school"
II. RESEARCH PURPOSES:

By presenting this topic, I would like to share my small effort to help
English teachers in secondary schools in the district to have more ideas on
teaching speaking skill making lessons lively and flexible. Besides, I also made
a selection of methods which suit the activities in class. Moreover, I would like
to contribute a little of my effort to create excitement of English suject.
III. RESEARCH SCOPE:

In order to research on this issue deeply and carefully, I focused on how to
apply active teaching methods in teaching and practicing English speaking skill
at secondary schools. However, the object of study I tended toward was students
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class 7. In the process of teaching students class 7, speaking skill is not new but
it is not easy to apply. Therefore, practicing speaking skill will be necessary. It
creates a solid foundation to help students feel confident of communicating in
English in schools and their life.
IV. RESEARCH METHODS:

To research this initiatives experience, I used two main groups of method:
1. Method of theoretical research.
- Look at the pedagogical documents related to research problems on
active teaching methods and teaching speaking skills in English subjects.
2. Method of practical research.
- Checking , remarking , actual observations, exchange, conversations,

summarizing the experience. One of the most important methods is summarizing
the experience.
V. NEW CHARACTERS OF INITIATIVES EXPERIENCE.

Comparing with previous experience , this one is researched on teaching
speaking skill and applied to new textbook 7 in English typical program.The
content and structure researched mainly are in Communication part.Steps in
teaching this skill mainly tend to teaching and learning actively. The speaking
skill’s activities are very various and can help students speak English fluently
and confidently.
B - CONTENTS
I. RATIONALE:

According to the project "Teaching and learning foreign languages in the
national education system in period 2008 - 2020" approved by the Prime
Minister on September 30th, 2008. The main aims of foreign language education
system is to complete renovation of teaching and learning foreign language in
the national education system, implement the program of new foreign language
teaching and learning at all educational levels, train levels in order to achieve a
significant step into qualifications by 2015, capabilities of using foreign
language of human resources, especially in some priority fields ; by 2020 the
majority of young people who have graduated from secondary schools, colleges
and universities have the capacity of using foreign language independently.They
are confident in communicating and learning, working in integration,
multilanguage, multicultural environment ; make foreign language become
variable strength of Vietnamese people.
Thus, learning English is not only reading text, understanding grammar
like it ever did before but learners now represent in four skills : listening,
speaking, reading, writing, and especially, speaking English proficiently,
confidently will serve usefully for work and integration life.

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So as to achieve above aims,it requires innovation in teaching and
learning foreign languages in the curriculum with content, appropriate training
programs to overcome the limitations and difficulties that students encounter.
Therefore, teaching English speaking means that teaching students:
- Fluency in English to express purposes, capable of thinking and logical
sequence.
- How to say sounds in English and use English sentence patterns.
- Use words, accent and intonation.
- Select the appropriate words and phrases in every context.
- Proficient, fluent use of English as possible.
II. STATUS OF PROBLEM:
1. Structure English textbook 7:
According to the educational renovation programs and project of changing
new textbooks by 2018, teachers have the opportunity to use English textbooks
7. With topics as well as content are extremely various tied to the students’
daily life .The content of the book includes 12 units and is divided into four
main topics:
+ Topic 1: About the people: Unit 1: My hobbies, Unit 2 :Health, Unit 3:
Community Service.
+ Topic 2: About Culture: Unit 4: Music and Arts, Unit 5 : Vietnamese
Food and drink, Unit 6: The first University in Vietnam.
+ Topic 3: About Travel: Unit 7 : Traffic , Unit 8 : Films, Unit 9 : Festivals
Around the World.
+ Topic 4 : About society in the future : Unit 10 : Sources of Energy, Unit
11:Travelling in the future, Unit 12: An overcrowed World.
Interspersed among these topics is Review 1,2,3,4 helps students review the
vocabulary, grammar and how to communicate in every topic.

In addition, each unit in English textbook 7, there are 8 parts divided into
seven periods:
+ Period 1: Getting Started: Helping students become familiar and excited
with the topic of the lesson.
+ Period 2: A closer look 1: Provide students the necessary vocabulary for
the topic of the lesson.
+ Period 3: A closer look 2: Provide the necessary grammar for the topic of
lesson.
+ Period 4: Communication: Create practical opportunities for students to
communicate.
+ Period 5 : Skills1: Develop reading and speaking skills in each topic.
+ Period 6: Skills 2: Develop listening and writing skills.
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+ Period 7: Looking Back and Project: Review the knowledge of total
lesson and provide opportunities for all students to do small projects in groups
or pairs .
With new content and structure of English textbook 7, four skills :
Listening - Speaking - Reading - Writing are focused, especially speaking skill
is mentioned more than it was in old textbooks. In 8 parts , despite learning
either grammar or vocabulary , speaking skill is used as an important
complementary skill , it gives the final result of the lesson. Especially, all of the
parts Communication, Project and a part of Skills 1focus mainly on speaking
skill.
2. Status of teaching to speak English 7:
In fact, In the current teaching, the application of textbooks in teaching
English 7 had a certain number of difficulties.
* About teacher’s qualifications:
According to the project of teaching and learning English in the national

education system by 2020, English teachers must have the capacity of teaching
language two levels higher than general teaching level. However, the current
situation is that some teachers do not have enough standards to meet appropriate
requirement of teaching the new textbook and they are afraid of learning to improve
their expertise and follow the content of English textbooks 7.
Besides,teachers felt embarrassed in designing complementary activities
and combine the activities in the book. The content is relatively long compared
to the time prescribed in a period. Teachers had difficulty in arranging activities
in a period and they didnot have much time to correct students’ speaking English
and pronunciation.
It isnot only about the foreign language competence but also the
knowledge of the unit, some teachers still felt quite new to the topic of the
lesson. Sometimes they have searched to get ideas about new topics.
Example: English 7-Unit 8- Films . It is about the film in textbook,
many English teachers didnot understand the information of films,so sometimes
they are embarrassed to explain the content.
Or : English 7-Unit 11 - Travelling in the future -Communication,
the topic is about transports in future, teachers had no idea to find a good
solution to the traffic problem in the future.
* About renewing teaching methods:
Besides, the traditional methods trend to spread information one way:
teachers explain, students copy. These methods waste teachers almost the time
in class and students are modest to practice. Such learning no longer suits with
current trends and especially, learning a foreign language is necessary to practice
constantly until fluently, turning what we understand to what they used.
Therefore, it requires teachers to renew active teaching methods to help students
speaking English more confidently.
With speaking skill focused on the period like Communication, Project
and a small part of 6 periods. This skill is the most difficult of four skills but is
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particularly important. With such difficulties, if teachers make arrangement as
well as combine flexible alternative activities, the students can speak more
fluently and confidently.
3. Status of learning to speak English 7:
In fact, teaching as well as educational programs of orienting capacity
development of the current study, students are centeral and focusing on the
output quality of learning is very noticeable.
When teaching speaking skill I conducted the following three-step
procedure: Pre - speaking ,While - speaking , Post – speaking. For each step, I
have known the most common difficulties students encountered in the learning
process.
a. In step "Pre - Speaking":
*About thematic vocabulary:
This is one of the most common problems students have.Because of not
enough vocabulary to use in speaking English, so they find it dificult to express
ideas.How to learn vocabulary, structure traditionally by recording repeatedly
words and structures with Vietnamese meaning that limit them to remember
longer and make confused to find the appropriate words to the circumstances.
* About thematic general knowledge :
With English textbooks 7, it require students to have the basic
background knowledge of each topic. However, there are some new topics that
students do not know making them confused when giving their ideas.
Example: English7 - Unith 10 : Sources of Enenrgy, students will find
rather confused for some specialized words "carbon- footprint "or nuclear
energy that also makes students reluctant to classify kinds of energy.
* How to choose the appropriate information with topic:
After having basic background knowledge, students will express their idea.
However,the ideas about the topic are too broad with many different opinions

and students cannot choose which idea is right for questions or speech teachers
give so, it makes them afraid to speak, fear wrong and lack of idea.
Example: Unit 1- My hobbies - Getting Started , when students
express their hobbies , they donot know to choose the typical ideas to say
making the others can not guess her hobby referred to.
b. In step "While - Speaking":
Besides the difficulties in the step “ Pre-speaking”, in this part students
have too many problems focusing mainly on how to work:
* Presentating ideas when speaking :
With the topics in English textbooks 7,in spite of being interesting,
arrangement ideas is not simple.While students were speaking,they often
expressed so messy that listeners could not understand what their idea and
content . It caused students’ speech to be incoherent, inconsistent.
* About Thinking of Vietnamese translation into English:
The habit of thinking in Vietnamese to hear and speak English will make
students inconfident to speak . This is the main reason that makes them not keep
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up the speed of the speaker and it is very difficult for them to describe his
thoughts in English smoothly, fluently.
* In groupwork skills:
Groupwork skill is an important skill for every student in their learning
process. About division of groups, because students have not been practised a
lot, assigning groupwork is not clear yet .Excellent students work well while
other students are lazy to practice .
Groupwork skill is not really good, students sometimes have too many
ideas but they do not know which choice is right. Students do not listen to the
other members and have many arguments in groups.It takes much time to
discuss.Therefore, if we solve this difficult,students will have a good groupwork skill.

c. In step "Post - Speaking":
This is the output of speaking skill but students have many difficulties in
practicing speaking in class.
About performance, I noticed that the students were not comfortable to
speak English, many students were not themselves when comunicating in
English. Some became bolder, others were ashame or serious. Besides, when
they spoke in front of class,they were often afraid of wrong grammar and that
other students laughed at, so it limited speaking or they often spoke very quietly
with bow hand gestures. It also made express many information ineffective.
About contact practicality, students often have difficulty in contacting
and moving the content they have learned as a tool to communicate.
Through the research and pointed out the difficulties students often
encountered in learning English in secondary schools, it inspired me to apply the
appropriate mehods to overcome the maximum difficilties and help them have
good conditions to develop their speaking skill.
III. MEASURES TO SOLVE THE PROBLEM:
Foreseeing the difficulties of teachers and students as well as restrictions
of facilities conditions, I have studied and applied some specific solutions in
teaching English speaking in grade 7 and has made remarkably results.
Depending on each lesson, teachers will have different ways to build the
process of his lectures. With teaching speaking skill , I usually rely on the
following steps :
1. Before speaking (Pre – Speaking ) : introduce new language:
As having analyzed above difficulties, to help students with inspiration, I
started lessons quickly with the simple questions to lead a comfort, confident to
speak English. . With Pre-Speaking, I have applied the following activities:
+ Greeting / chatting in English
+ Observing a picture then asking and answering about the picture.
+ A riddle
+ A language game (Crosswords, noughts and crosses, ect)

+ Do not drop the ball
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1.1. Greeting / chatting in English:
Facing with the difficulty is that not know to choose the appropriate
information for students, I have used how to explore student ‘s knowledge by
eliciting or brainstorming tips . In addition, I contacted old lessons related to
new lessons with many forms such as: Ask related questions ; give exercises
they learned ;create the context or reasons related to the part " speaking ".
With this technique, I have performed in some lessons in English
textbooks 7 as follows:
Example: English 7 - Unit 11: Travelling in the future Communication: Before starting the lesson, I elicit students some questions
closer to everyday life:
+ "How do you go to school everyday?"
+ "What do you see traffic problems khi you go to school?".

Students enthusiastically answered these questions closer to everyday
life making students comfortable to speak English. And sometimes some
students' answers were really interesting and special. (Example: The students
saw the problems: the rubbish is on the road and the People use the places to
buy breakfast,... etc.)
1.2. Observing a picture then asking and answering about the picture:
As one of the important items in teaching English, pictures or illustrations
are used in the "Before" and has many advantages, helping students navigate the
lesson and answer some questions involved. The observations helps students
have a clear vision of the topic of the lesson today.
Example : English 7 - Unit 3 - Community Service - A closer look 1, I
used the tonation of native speakers to teach students vocabulary then test their
knowledge. I let them select pitures suiting learned words (Checking

vocabualary: matching the pictures with the Phrases). From such activities I
have expanded for them to discuss and describe, gave the way to help
characters in those situations.
+ People in a flooded area: people are in the water → They need food
and clothes
+ Elderly People: there are old people → They need to look after.
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+ Sick children: the children are in the hospital. They need some
medicines.
+ Homeless people: The people are in the bench without a house→ Give
them a place to live.
+ Diabled people: They can’t walk or they can’t see → They need our help.

Example 3: Unit 9: Festival Around the World- Communication.
Before entering the lesson, I supplied the students with some vocabularies
related to the content of the new lesson to help students have a look on the West
festivals Thanksgiving.

TURKEY

GRAVY

CANEBERRY

STUFFING

FEAS

Instead of reading, I got students to hear the tonation of native speaker,
then repeat chorus ,chorally. To check vocabulary ,teachers can check in several
ways such as: Get students to work individually and correct their pronunciation
or teachers speak Vietnamese, students repeat English or get students to play
games called "make sentences by using these words"; "what and where",
"ordering vocabulary"... This helps students understand faster and apply the to
the context better , prepare better for the coming lessons.
1.3 A riddle:
In teaching English to children, using games as an effective and useful
measure to create fun learning environment and attract students into the lesson,
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contribute to improving the ability to acquire knowledge and training foreign
language skills for students. And I used the puzzle method (A riddle) to help
students have a look on the topic they are ready to speak and give some further
information.
Example : English 7- Unit 9: Festivals around the world- A closer
look 1: I help students remind the previous lessons and consolidate their
knowledge about the name of the festivals by calling students to describe the
picture that they chose and offer their simple typical description.
+ "You can see the old man in red"
+ "You can throw the water Into everyone. What is it? ".

1.4 A language game (Crosswords, noughts and crosses, ect)
In teaching English to children, using games as an effective and useful
measure to create fun learning environment and attract students into the lesson,
contribute to improving the ability to acquire knowledge ; training foreign
language skills for students and stimulate their pleasure and inspire their
speaking ability.

Example: English 7- Unit 5: Vietnamses Food and Drink Communication: I got students to participate in games to consolidate learned
vocabulary and consult to talk about food of the groups. By participating
noughts and crosses game in groups, It will stimulate the struggle between the
groups and make them to forget shyness when speaking English.
bitter
fragrant
tasty

Delicious
Sour
Sweet

Salty
Spicy
terrible
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Eg: The lemon is too sour to use this food.
1.5. Don’t drop the ball:
This technique is used as a familiar game to communicate. It helps
students remember longer and create their speaking reflections.
This method is often used in Pre-Speaking. When entering the class I took
a little ball with me and asked a few short questions, for example: "Did you
have a good weekend ? ".
After finishing the question, I tossed the ball toward students so that they
could catch it.If the student did not answer the question, I quietly took the ball,
repeated the question and did again to another child.
When students answered the questions, I signaled to them to toss the ball
back to me. If the student answer a short answer, for example, "Yes", I did not

catch the ball when they came back me and let it fall off the floor and expressed
dissatisfaction. After a short time, I picked up the ball and asked that student:
"Where did you go?" and tossed the ball back to that student. I continued doing
until the students answered more fully and asked again, for example: "To the
movies. How about you? ". At that time, I expressed satisfaction and caught the
ball,then tossed it toward another student for them to answer the question.
2. While speaking ( While- speaking ) :
After attracting the concentration, attention of all students in the
classroom, teachers give speech purposes and the instructions.
* The types of exercises in "speaking" skill, I have applied as follows:
- Controlled Speaking (Controlled practice)
+ Repetition drill and Substitution drill
- Free Speaking (Free practice / Production)
+ The list of main ideas and Hot seat
- Practice groupwork skills
2.1. Controlled Speaking (Controlled practice)
Students relied on situations tips (through drawings, words, given
sentence structures or conversation samples) to practice speaking as required.
Studnts practiced in individuals/pairworks/groups under the control of the
teachers (correct pronunciation, grammatical errors, given word cues...).
Students call individuals or pairs to practice (talk again) speaking as required.
a. Repetition drill (repeated exercise ):
With the advantages of this exercise form, the students will get used to the
stress system, rhythm and intonation of English. Therefore, the meaning is
expressed. Besides, students can get used to the sound system of English
through listening - speaking. Then students will get used selecting appropriate
vocabulary for each question and context.
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For example: Unit 1: My hobby - Getting Started. I gave questions and
answers cues, each student practiced as models..
Eg: A: Do you like cycling?
B: No, I do not / Yes, I do.
Students practice based on a table of hobbies given phrases, it helped
students shape what the speaking content was.

b. Substitution drill: (Replaced Exercise)
Substitution assignments mainly appear in "GRAMMAR PRACTICE" in
some units. Students practice listening – speaking as samples based on
structure. Therefore, we should proceed from the simplity to the complexity so
that students can practice easily and deepen the knowledge of learned language.
In addition, I also used more pictures and photos in order to develop the
use of this method.
For example, English 7- Unit 5: Vietnamese Food and Drink - A closer
look 2. Students have been learning the structure “ How much and How many “
then I gave them assignments when they had understood the usage and I got
students to make questions based on cues.

2.2. Free Speaking (Free practice / Production):
a.Speaking outline of each lesson . (The list of main ideas)
When speaking about the students’ own experience, their friends,
relatives or hometown .Teachers should not restrict their ideas and language
and should get them to speak freely to promote their creativity. We should
combine frequent use between pairswork and groupswork so that they have
more opportunities to use English.We also should encourage them relate to the
real situation in their own lives.

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Example 1: English 7- Unit 2 : Health- Skills 1. I got students to make
3 main ideas when talking about sport habits and calorie consumption. I asked
students to write basic ideas as follows:
+ What activities you do.
+ How long you do them everyday.
+ How many calories you use to do these activities.
After students made outline, I asked them to work in group of 2 or 3 and
practice speaking topic. Students listen and comment on their partners’ speech.
b. Hot seat :
I guided students to work in groups and in turn students would sit on the
hot seat position.Their task was to talk about the ideas of the topic I gave.Then
they moved to other groups to share their group's ideas.
Example: English 7- Unit 8: Films- Skills 1: I got students to work in
groups to choose the movie the group liked best and build information for
outline they and I had designed . Students would base on the outline : types of
film, actors / stars, the plot, review,... and prepare information to share . Then I
guided students to move to other groups to receive different information and
listen to the share of the group.

Besides, students would listen and note the information they heard and
understood from other groups.Finally, I would get the students to choose which
group has the best film.

Student ‘s note samples
2.3. Practice groupwork skills :
In order to solve the problem of groupwork skills, I did as follows :
Students would practice speaking in pairs and in groups. I arranged in pairs or
in groups with all excellent,good, average, weak levels so that they could
exchange knowledge with each other. I set out a monitor to assign its members

to work obviously.
Example: English 7- Unit 6: The first University in VietNamCommunication. I got students to work groups of 5 or 6 and learn about the
worshiped statues at the Temple of Literature. After dividing each group a statue
of famous man, I asked them to list of specific step,content and time so that each
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members could study before learning the next lesson, according to the ideas as
follows:
+ Time of his Life
+ The success of his life
+ The special activities in his work
Besides, I asked members in groups to present and the whole group
evaluated themselves.
3. After speaking ( Post – speaking) :
When the speaking time finisshes, teachers ask students to give results of
their pairs, groups tested and evaluated by the whole class and teachers.I often
used some activities such as: Discussions, Picture Describing, Interviews,
Reporting, Dramma Technique.
3.1. Discussions:
In teaching, I often use this method to make students excited and
concentrate on speaking. When discussing they will forget the embarrassment
and focus on protecting their ideas. Therefore,they will speak English in a
natural way, which bring the highest efficiency.
Example 1: English 7 - Unit 2 : Health - Communication - EX1: I
divided the group and asked them to argue with each other about the clause in
the textbook.

However, because of incompetitive topic in exercise 1 I added some new
topics such as:

+ If you want a good health, you must play sport?
With this topic, they passionately argued : a group agreed but other groups
claimed that there were many other activities, not only sports brought health.
Or Example 2: English 7 - Unit 4 : Music and Arts - Communication:
I gave the discussion topics:
+ Do you think music and arts should be compulsory subjects at school in
Vietnam? Why or why not? Group agreed and other groups disagreed.
AGREE

DISAGREE

- Help Students relax after the difficult - Put some pressure on students
lessons.
to learn these subjects.
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- Earn money
- Communicate with the friends in the world.

- Be difficult to learn these
subjects.

3.2 . Picture describing:
One of the difficulties students have in speaking is that they donnot find
the topics, content or ideas to talk. To solve this problem I got students to draw
pictures involving lessons and describe them.
For example, English 7- Unit 11 :Travelling in the futureCommunication, I got students to express their ideas of transportation in the
future to solve the current traffic problem based on the outline provided. From
that, they developed their ideas and presented by quick, simple drawing

expressing groups’ ideas.

A bullet train

A heart leaf teleporter car.

3.3 . Interviews:
Students can work in pairs and interview sharing issues related to the
lesson topic. Sharing the information they have known with their partners helps
them expand knowledge of the topic.
Example: English 7 - Unit 9: Festivals around the worldCommunication. I asked students to work in pairs and find out information of two
festivals: Thanksgiving and Harvest Festival in the two countries.

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3.4. Reporting:
After the students have done the survey or questions,they can give a
general speaking content and results.
Example: English 7 - Unit 10 : Sources of energy – Communication. I
guided students to answer the survey "How big is your carbon footprint?” Then
they worked in pairs comfortably. When having the results, they compared with
the ones in the textbook. When students were embarrassed. I helped them make
main ideas of the report:
+ The partner's total points.
+ What activities to save the environment.
+ What things to do in the future.
+ The Reason to do.
After giving main ideas of the report, I made the sample once so that
students could understand how to do. Then they listened and made reports as

sample.
By applying these measures, the difficulties in learning and teaching
English speaking have made increasingly changes.
3.5. Dramma Technique:
Another way helping students be better at either vocabulary or spirits
is acting drama method. Dramma makes their mind remember deeply by
simultaneous activities of the senses.
In order to implement this approach, I usually asked them to prepare a
play of the topic of the next lesson. As follows:

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Example: English 7 - Unit 8: Films. I divided the class into small groups
of 4 - 6 pupils. Then they summarized a brief content of a film that they liked in
a short script. In this section, they could play role, write short dialogues for each
character. For example, in my class, they chose a film “Descendants of the Sun”.
Through this process teachers should help them finish the script and style.

When finishing the script, they learned by heart the dialogue under
teachers’ monitoring. In this stage, I asked them to speak and combine with
body languages, gestures. Then groups in turns acted their script in class. They
would be estimated by teacher and other groups.

Thanks to applying the dramma method my students develop speaking
skills and they are very confident, natural.
3.6. The methods after school.
Studying at home and after school are very important to speak English
because it is time for them to review and understand deely the lectures in class.
Therefore,I introduced them to use computer software. If they had some

problems, I would help them support and answer their questions.Besides, My
school sometimes held some contests such as “ Ring Gold Bell”, contests for
“Youth Pioneer establishment ‘s day”.
IV. APPLICATION IN PARTICULAR LESSON:
UNIT 8: FILMS
Period 65: LESSON 3: COMMUNICATION
I. Overview:
1. Objectives:
By the end of the lesson, students will be able to communicate about
favorite actors / actresses, films, cartoons...
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Therefore, their language ability and skills will be improved
2.Language Focus:
- Vocabulary: survey, go ahead, violence, Violent
- Grammar: the simple present, present prefect
II. Resources:
- Materials: Ss’ books, text books, recording
III. Procedure:
STEPS

Warm up
(5'):

LEARNING
ACTIVITIES

- Ss play the game.

CONTENTS

MODES

Kim’s game:
Teamwork
“Titanic”, Jdirector ames
Cameron.
starring
Leonardo DiCaprio and
Kate Winslet, sainking on
its maiden voyage….

- Before Ss open their
books, Ss answer what
kind of films they like
to see, who their
favorite
actors/
actresses are.
I used the technique A language game to create excitement when
starting the lesson.
Extra
Aim: to get to know some vocabulary used in the recording and for
vocabulary communication
(5')
- Ss answer teacher’s I. Extra vocabulary
Individuals
questions
- survey /ˈsɜː.veɪ/ (n): (an Whole class

- Ss listen and repeat in examination of opinions,
chorus
and
then behaviour, etc., made by
individually
asking people questions)
- Ss say the meaning - (to) go ahead:
and stress.
- violence (n)→violent /
- Ss write down on their ˈvaɪə.l ə nt/ (adj):
notebooks.
Checking:
Make
the
sentences by using these
words.
I provided some vocabulary related to the topic and got students to
make sentences with contextual words.
Listening Aim: to listen to a model conversation about the best actors and
(8’)
actresses.
- Ss look at the pictures II.
Listen
to
the Whole class
& read the conservation conversation & fill in the Individuals
& guess what the blanks with the words Pairs
missing words from the you hear.
blanks may be.
Key:

- Ss listen and check 1. Survey
their guesses. Ss listen 2. Actor
to the recording again to 3. Tom Cruise
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Communic
ation 1
(10’)

Communic
ation 2 (5’)

Communic
ation 3 (8’)

check the answers.
4. Actress
- Ss focus on the 5. Angelina Jolie
questions
in
the * Tape script : ( in tape)
conversation to prepare
the next part.
I provided some necessary information or form template for students
to explore the speaking content outline.
Aim: To communicate about their favorite actors, the best films,
action films and cartoons
- Ss read the questions (While speaking)
Groups

in the table carefully 2. Work in groups of four
and note their answers. or five. Each student
- Ss share their answers chooses one of the
in pairs to find out what following sets of survey
they have in common questions.
with their partners.
Ex: Survey on favorite
- Ss take the survey actors:
with their group & then 1. Who do you think is the
fill the table (in the
best actor
worksheets)
- I think the best one is
Jack Dawson
I used Interview tips, help students feel comfortable to communicate
and express their opinions.
Aim: to summarize the information
- Ss summarize the 2. Make notes of their Whole class
information by taking
results
notes.
Example:
- Ss practice reporting - Most people like to watch
individually and follow cartoons
3 main ideas
- About half of the people
have recently watched the
film “Pan”
- Almost noone thinks it is
ok for children to see

violence on TV
Before getting students to report the results, I guided students how to
present the content of the report.
Aim: To report their results
- Ss report the results of
the survey as the notes
of part 3 before the
whole class.
Other
Ss
give

(Post speaking)
3. Report your results to
the class
Example:
Most people like to watch
18


Outcome
and
homework
(4’)

comments and take cartoons….
notes
teacher’s
feedback
Students practiced in given samples.

Aim: Ss consolidate the main point of the lesson and know how to
self-study at home as well as prepare for the next lesson
- students recall and Remember: how to ask - Whole
class
consolidate the lesson
and answer about favorite
actors, the best films,
action films and cartoons
- students write down in - Make some sentences - Individuals
their notebooks
with some words.
- write the report in their
notebook again.
- Prepare: Skills 1: your
favourite film.
- Take the room in Skype
to do another survey about
“ Tom Hank” at 8 p.m
In students’extra practice part at home,I asked them write down what
they had reported then I checked their results at the beginning of the
following day.

The worksheet for the student.
Period 65: LESSON 3: COMMUNICATION
A SURVEY ABOUT …
favorite
action
Name
best films
cartoons

actors/actresses
films
1.
1.
1.
1.
2.
2.
2.
2.
V. RESULTS
Before applying these methods, students grade 7 I was teaching were
fraid to communicate and express their opinions in English.The rate of poor
students is rather much. Through the process of applying new methods in
teaching speaking skills for grade 7 at Cam Ngoc secondary school, I found my
students have increasingly changed in speking English. They are initiative to
talk and communicate with their classmates and me in English.
As a result ,In first semester ( 2016 - 2017 ), class 7A from the fifth
position has risen to the fourth; class 7B from the sixth position has risen to the
fifth.
Class
Numbers
Excellent
Good Average
Poor

19


7A

7B

30
30

SL
21
26

%
64
86

SL
8
4

%
26
14

SL
1
0

%
10
0

SL

0
0

%
0
0

C - CONCLUSION
1. Experience lesson
Through researching this methods, I clearly found that teachers should
always actively explore new methods suiting each student and class. However,
they need use the old methods skillfully to provide the highest efficiency.
These experiences have shown through practicing and testing and brings
real results. However, due to short time and few materials, I have had
limitation.I am looking forward to the feedback from teachers and colleagues in
the district so that my small experieces are more perfect and effective.
2. Recommendations
2.1. For teachers:
Teachers should be active, creative and continuously improve their
qualifications and teaching skills. They should regularly update the new methods
to improve the quality of English teaching.
2.2. For schools:
They should organize extracurricular activities, take the best facilities and
advantageous environment for teachers and students to improve maximal
effectiveness of teaching and learning English.
They also ought to prepare the best facilities such as English learning
rooms, Internet net, English textbook / reference books to support teaching and
learning English.
2.3. For district education department
They had better constantly organize learning days, education workshops

so as to improve English teachers’ qualifications and teaching skills in the
district.
It would be better to establish English clubs and English speaking contests
so that all students at every ages can attend and speak English fluently.
Special thanks!

20


Certificate
THE HEAD OF THE OFFICE

Cam Thuy, 0n 18th March, 2017
Finally, I swear this is my experience
event, I do not copy other people's
content.
Written by

Tong Thi San

21


REFERENCES

1. English language Teaching Methodology - the Ministry of Education in
2003.
2. Strategies for Developing Speaking Skills, NCLRC, 2015
3. Using Creative Strategies to Promote Student's Speaking Skills, Mona
Khamels, 2007

4. English 6, Ministry of Education and Training, 2014
5. English 7, Ministry of Education and Training, 2014

22


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Tống Thị San.
Chức vụ :
Giáo viên
Đơn vị công tác: Trường THCS Cẩm Ngọc – Cẩm Thủy –Thanh Hóa.

TT

Tên đề tài SKKN

1.

Developing speaking
English skill for grade 6
students through
pronunciation practice in
Cam Ngoc secondary school

Kết quả
Cấp đánh

đánh giá
Năm học
giá xếp loại
xếp loại đánh giá xếp
(Phòng, Sở,
(A, B,
loại
Tỉnh...)
hoặc C)
PGD & ĐT Giải B
2013-2014

23


MỤC LỤC
A - INTRODUCTION...............................................................................................1
I. THE REASONS OF CHOOSING TOPIC:.........................................................1
II. RESEARCH PURPOSES:................................................................................1
III. RESEARCH SCOPE:......................................................................................1
IV. RESEARCH METHODS:................................................................................2
1. Method of theoretical research...........................................................................2
2. Method of practical research..............................................................................2
V. NEW CHARACTERS OF INITIATIVES EXPERIENCE................................2
B - CONTENTS.........................................................................................................2
I. RATIONALE:.....................................................................................................2
II. STATUS OF PROBLEM:..................................................................................3
1. Structure English textbook 7:.............................................................................3
2. Status of teaching to speak English 7:................................................................4
3. Status of learning to speak English 7:................................................................5

III. MEASURES TO SOLVE THE PROBLEM:....................................................6
1. Before speaking (Pre – Speaking ) : introduce new language:...........................6
2. While speaking ( While- speaking ) :...............................................................10
3. After speaking ( Post – speaking) :...................................................................13
IV. APPLICATION IN PARTICULAR LESSON:...............................................16
V. RESULTS........................................................................................................19
C - CONCLUSION..................................................................................................20
1. Experience lesson.............................................................................................20
2. Recommendations............................................................................................20

24