The innovation of regular oral checking for students at tran mai ninh secodary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THE EDUCATION AND TRAINING CENTER
OF THANH HOA CITY

INITIATIVE

THE INNOVATION OF REGULAR ORAL CHECKING FOR
GRADE 6 STUDENTS AT SECONDARY SCHOOL

The writer: Pham Thi Nhu Loan
Position: Teacher
Unit of work : Tran Mai Ninh secondary school
Subject : English

THANH HOA, 2017
TABLE OF CONTENT

1

1. INTRODUCTION

2


1.1. Reasons for choosing the topic
1.2. Aims of the research

2

1.3. Scope and research methodology

2

2. MAIN CONTENT

2
3

2.1. Theoretical background

3

2.2. Practical background

3

2.3. Solutions and methods for implementation

6

2.3.1. Solutions

7

2.3.2. The tasks, objects and time for research

8

2.3.3. The methods for implementation

9

2.3.4. Some demonstrations for research
3. RESULT AFTER APPLYING THE RESEARCH

10

4. CONCLUSION

17

5. REFERENCE BOOKS

19

16

2


1. INTRODUCTION
1.1 Reasons for choosing the topic
In the process of teaching, testing and assessment of students' learning
outcomes is an important stage to determine the academic achievement as well
as knowledge and skills that students accomplish.
For students, the central character of the teaching process, testing and
assessment have the role to promote the learning process for continuous
development. Through test results, students can self assess their own gain in
order to review themselves, consolidate and supplement to complete the system
of education with the operation of their own thinking.

For teachers, test results and assessment helps each teacher self evaluate
their teaching process. Thereby, they can constantly improve and perfect their
professional qualifications and teaching methods.
1.2 Aims of the research
Results of assessment also helps education managers have grounded basis
to build a team of qualified teachers, develop the new directions for the content,
methods and forms of educational institutions in accordance with the
characteristics of their schools.
1.3. Scope and research methodology
Along with innovative textbooks and teaching methods, the innovation of
assessment stage is very important in the process of teaching and learning in
general, as well as the process of teaching and learning English in particular.
Innovative teaching methods and assessment are two activities that are closely
related to each other. Innovation of testing and assessment is the dynamics of
innovative teaching methods, contributing to the objectives of education and
training. Innovating assessment includes many stages, contents, steps in which
the regular check by eliciting students is very important because this is a routine
operation taking place continuously. This kind of assessment is an important
activity because it takes place not only at the beginning of each lesson but also
occurs throughout a lesson. If teachers neglect to check students regularly, the
process of students’ achieving knowledge may be interrupted, leading to the
shortage of needed the knowledge and skills for each lesson. This will affect the
results of the periodical tests. In fact the oral check in English class today is
inadequate due to the pressure of knowledge and skills needed to transmit and
acquire in each lesson so the time spent for checking students orally is very
little, maybe or even ignored. Besides, the majority of students are passive,
which means that they are familiar with rote learning to cope. Even some of
them lack of basis knowledge and they are lazy in studying previous lessons.
Accordingly, I am concerned and boldly propose the teaching initiative
"Innovating the method of oral check for students in English lessons" to help

children learn proactively, perceive knowledge and skills in an exciting and
comfortable way as well as create a lively atmosphere in English lessons.
3


2. MAIN CONTENT
2.1. Theoretical background
In the present case, teaching does not involve what to teach but also how
to teach. Innovating teaching method is an urgent requirement to improve the
quality of teaching. Innovating teaching methods requires synchronic change
from textbooks, teaching methods to testing and assessment of learning
outcomes. Testing and assessment have an important role to play, directly
impacting on improving the quality of training. Teaching and learning should
always have the feedback to adjust timely for creating the highest efficiency
which is best reflected through the quality of students’ learning. Regular check
often helps teachers adjust and supplement the knowledge, skills, attitude
proposed in different subjects, which enables students to form the suitable
motivation, learning attitude to accumulate necessary knowledge and skills.
The results of testing and assessment are the basis for adjusting teaching
activities, learning activities and educational management. The false results of
testing and assessment lead to false statements about the quality of training,
which causes great harm in the use of human resources. Therefore, innovating
testing and assessment becomes urgent needs of education and society today.
Precise, realistic objectives testing and assessment results will help learners
become confident and enthusiastic, which develops their innovative capacity in
learning. Therefore, in order to implement the process of testing and assessment
effectively in different subjects in general and English in general, every teacher
needs to understand and grasp some knowledge related to process of testing and
assessment.
2.2. Practical background

a. Testing
In the Vietnamese Great Dictionary, Nguyen Nhu Y defines testing as real
and actual consideration. According to Buu Ke, testing is the scrutiny, review of
work, consideration of the actual situation to assess and comment. Meanwhile,
Tran Ba Hoanh states that testing provides facts and information as a basis for
the evaluation.
To conclude, scientists and educators agree that testing is to collect data
and evidence, examine and review the actual work to evaluate and comment.
b. Assessment
Assessment is the process of forming judgments, judgments about the
results of the analysis based on the information collected, collated with the
objectives and criteria set out, in order to propose appropriate decisions to
improve the situation, further enhanced the quality and efficiency of work.
Assessment in education, according to Duong Thieu Tong is the process of
collecting and processing time, systematic information on the status and
effectiveness of education. Considered the learning goals as the basis for the
policy, measures and actions in the next education are put forward. It can be said
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that the assessment is the process of collecting analyze and interpret information
in a systematic way to determine the reach of the educational targets to the
students. Evaluation can be done by means of quantitative or qualitative
methods.
In summary, assessment is making the judgmental conclusions about
student performance. In order to assess the learning outcomes of students, the
first step is to check and review the entire their learning process, then proceed to
collect measurement information needed, and finally make a decision. Therefore
testing and assessment of students’ learning are two stages closely related to
each other. Testing is aimed to provide information to evaluate and assessment is

carried out through the results of the test. Two stages are combined into the
unified process named testing - assessment.
*. The forms of testing & assessment in the teaching process
+ The forms of testing
In the teaching process, there are four forms of the following tests:
- Regular oral check
- 15 – minute test
- 45 – minute test
- End- of- the- semester test
+. The forms of assessment.
In the teaching process, there are three main forms of assessment as
below:
- Diagnostic assessment: Conducted before teaching a program or an important
issue, which helps teachers understand the situation of the relevant knowledge
with students, which knowledge students masters and lack ... to decide how to
teach appropriately.
- Sectional assessment: Conducted many times in order to provide feedback to
teachers and students timely to adjust teaching and learning ways, commenting
partial results to implement the schedule suitably.
- Conclusive assessment and decision making: Conducted at the end of courses
with exams to assess the overall study results and compare them with those
goals, then decide specific measures to teach and help students
*. The pedagogical requirements to be complied with when assessing learning
outcomes of students.
In assessment, it is necessary to comply with the following requirements:
- Assessment must come from learning goals.
- Assessment tools must ensure a certain degree of accuracy.
- Assessment must be objective and comprehensive, systematical and
transparent.
- Assessment must ensure the convenience of using assessment tools.

- The principles for assessing learning outcomes of students
The assessment of learning outcomes should be based on the following
principles:
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- Evaluation is the process implemented systematically to determine the scope of
the achieved goals. Hence, it is critical to clarify the assessment objectives.
- When assessing, the goals are clearly identified and expressed in forms that
can be observed.
- Teachers should be aware of the limitations of each assessment tool to use
them effectively.
- When assessing, teachers should be aware that assessment is a means to move
to an end, but itself is not the purpose. The aim of assessment is the right and
optimal optimal for the teaching process.
- Assessment always goes with the student's learning, that is first to pay attention
to the learning of students. Then a new stimulus efforts of student learning,
finally evaluated by the score.
- Assessment is always accompanied with students’ learning, which means
teachers should care about their learning process, then motivate their efforts and
finally assess with marks.
- Assessment should have remarks for students to recognize their mistakes about
knowledge, skills and methods, which help student research and exchange
knowledge.
- Through the mistakes of students, teachers need to learn from experience to
detect errors in the process of teaching and assessment in order to innovate their
teaching method.
- Assessment should use a variety of methods and different forms in order to
increase the reliability and accuracy.
- Motivate and encourage students to participate in the evaluation process.

- Teachers must notify the types of questions for assessment to help students
orient the answers.
- It is essential to base on teaching methods to consider the results of an answer
of a test, combined with diagnostic functions or pedagogical decisions.
- In qualitative questions, teachers ask students to explain in words to determine
the awareness of students.
- Method and manner of assessment must take place in comfortable situation,
students feel voluntary, without worry or fear.
- Do not ask questions that teachers themselves cannot be answered with
certainty.
- Basis for evaluating learning outcomes of students
The assessment of students’ learning outcomes should be based on the following
basis:
- Aims of the subject
- Objectives of the subject
- The relationship between the aims, learning objectives and assessment of
learning outcomes.
The aims of the subject, learning objectives and assessment of learning
outcomes have close relationships with each other. If the aims of the subject and
6


learning purposes are determined correctly, they support each other in the
assessment and meet the requirements set by the assessment of students’
learning outcomes. the aims of the subject and learning purposes are the basis
for determining the schedule, methods and processes of teaching and learning.
At the same time, it provides a basis for selecting the method and process for
evaluating students’ learning outcomes. Assessing learning outcomes based on
aims of teaching will receive accurate feedback to complement and complete the
educational process.

*. The process of assessing learning outcomes
- Teaching aims and learning objectives are based on to determine the
assessment objectives:
- Quantifying the teaching aims to set out the required level of knowledge,
skills, attitude ... in order to determine the content and assessment criteria;
- Selecting the assessment methods in line with the objectives and contents on
the basis of the characteristics of the measured object in social circumstances;
- Drafting tools: Write questions, problems based on the aims and contents
needed to evaluate;
- Sort questions, exercises from easy to difficult levels, pay attention to the
equivalence of the problem (if there are multiple threads) and review the
answers;
- Carry out measurements;
- Analyze the results, evaluate the reliability and validity of the test;
- Adjust and supplements to improve assessment tools of the exams. Assessment
in education is a very complex issue and difficult because many factors are
involve in this process. Therefore, to accurately assess a student, a class, or a
course, the first thing the teacher has to do is build process, choose a method as
well as collect the information needed for the evaluation. Thus, the evaluation
process may include four steps: measurement, quantification, assessment and
decision making.
2.3. Solutions and methods for implementation
With detailed understanding of the theoretical basis of the assessment
process, I have been actively observed and learned from teachers and students in
my school as well as the other schools in Thanh Hoa city to be more aware of
the real status of the assessment in English today at the junior schools.
The reality shows that there are many difficulties from the students. The
first one is due to the features of English subject, which is seen as a difficult
subject which requires students to remember a lot. Moreover, a large number of
students do not have the firm knowledge from the primary school, while the

English program at junior schools follows that of elementary. This affects the
attitude, passion and quality of learning outcomes in this subject and leads to the
low motivation. To cope with their teachers, students use a reference book
named "Guide to learn English well” without hard work and practicing
vocabulary skills, and reviewing previous lessons at home.
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From the teachers, there have exists many reasons that the regular oral
check in the class usually does not promote its role and significance in the
teaching process in general and the assessment in particular. Many teachers still
consider this form of assessment as the unimportant method and the final
purpose is to get enough points. Some teachers still perform regular oral check
in the traditional way, they often call one or two students to answer questions on
the board. It just takes a lot of time while causing psychological stress for
students without checking many students at the same time. Therefore, it is
difficult to assess the ability of students. Some teachers arbitrarily raise
questions. Meanwhile others repeat only one requirement when checking
students. There are even some teachers who seem to ignore the regular oral
check in the class.
All these factors make students lazy, passive in learning, leading to the
low quality of teaching and learning results.
Aware of this situation, I did take the time to learn, study and concern to
find new ways of regular oral check in the English lesson, creating significant
changes in the evaluation of students, promoting the teaching of English in a
positive direction, thereby improving the quality of education in my school.
2.3.1. Solutions
Regular oral check the first and basic form in four types of the process of
testing - assessment. Regular oral check provides the primary but regular basis
for testing - assessment process. In English subject, regular oral check serves a

special role. The renovation of the oral check at the class not only creates
stimulating learning environment but also helps students avoid rote learning,
passive learning, thereby promoting a positive, proactive creativity of students
and providing high effectiveness in teaching and learning.
To optimize the efficiency of the regular oral check in English lessons,
I've implemented the following measures:
*. Innovating the preparatory stage for oral check
- Preparatory work is first to determine exactly what needs to check. I identify a
minimum level of knowledge and skills that students have acquired in the
learning process in the classroom, in the previous lessons, thereby preparing test
questions suitably.
- The questions must be precise, clear to the students so that they do not
misunderstand.
- If questions are from textbooks, I redesign the requirements and exercises or
design a similar exercise to prevent them using the answers available in the book
"Guide to learn English well" in order to cope with with teachers.
- Questions for students are presented in my lesson plan and read to students or
do the small hand-out, a picture of the contents in accordance with lessons ...
and then I ask students to read independently.
*. Innovating time for regular oral check
Previously, I only check students at the beginning of each lesson to have
8


their marks, which makes the learning atmosphere very stressful. At the
beginning of the school year 2016 – 2017, I boldly apply flexible time for oral
check during the lesson:
- Check at the beginning of class.
- Check during the lesson: when I need students to recall difficult knowledge in
previous lessons to make connection with new lessons, I'm willing to give

students 10 points to encourage learning; ask students to find friends’ mistake
and correct it (the difficult question); give marks fir students positively
participating in the lessons; marks for group activities; marks for preparing the
information I assign from previous lessons; I attach the special importance to
check students’ knowledge in the post - teaching. With the regular oral check
during lessons, I can help them to improve the attention for the lesson, capture
knowledge at the classroom and encourage them to involve the lesson.
*. Innovating forms and contents of questions in the regular oral check
The questions raised include essay questions and multiple choice
questions. I have combined two forms of questions flexibly in the test.
I often use essay questions to check short content, or sentence structure
and grammatical structures.
I often use multiple choice questions to examine the longer contents of the
knowledge requiring students to memorize or difficult knowledge which can
make students confused.
Oral check should examine multiple skills without focusing on any
specific skills. I can read the question and then ask students to answer so that
they can practice listening and speaking skills. Besides, I prepare hand-out at
home, ask students to read and understand the answer, so students practice
reading comprehension and speaking skills. In addition, I can ask students to
write answers on the board after listening to the question, so students practice
listening and writing skills.
Questions for oral check should ensure the classification and suitability
for students. For difficult questions, I often ask students with above average
level and for easy question, I pose for weaker students.
2.3.2. The tasks, objects and time for research
- Person giving comments:
Previously, I usually give comments, but this year, I strongly encourage
students to participate in the evaluation process. I just play the role of final
person who gives the final score or in the case of difficult decisions. After each

answer, or exercises in which students give, I do not comment, but often
encourage other students to give remarks. Therefore, I can both assess the
student who directly answers and evaluate the attention and knowledge of the
rest. Accordingly, I give marks to the students directly answering questions or
homework, the students giving comments. Sometimes, I ask the students
evaluate their answers themselves.
I have coordinated many forms of test and at the same time can check
9


many students: while I call some students to the black board, I also raise
questions for other students and then collect their scrap-books to mark.
- Language and attitude for comment:
After students give answers, the teacher must give comments and marks.
Teachers’ scores and remarks help students know the extent of right and wrong
answers they put forward, then realize the amount of knowledge they have
grasped. Moreover, the comments of teachers contribute to motivate student
learning, so, after each answer (entirely true, partially true or not true) I still find
comments to encourage students to make final remarks.
Attitudes and behaviors of teachers and students have great significance
in the oral check. Teachers need to listen to the answer, monitor students’
activities and on the basis of which to draw conclusions about the attained
knowledge of students. Understanding the personality of students, the
pedagogical delicacy and sensitiveness in many cases are the basic elements to
help teachers assess correctly the level of knowledge and skills of students
tested.
During the lesson, if students give wrong answer, teachers should not
interrupt the students. Teachers must know what mistake to be corrected
immediately and what mistake should be corrected after students finish.
When carrying out the oral check, the teacher should address the

following major problems: when a few students are called to the board, what the
other students in the class have to do and how to do it. Teachers call many of
them at the same time, give different requirements in accordance with the level
of each student and then raise questions to others after the students have
completed their tasks as follows: " Is this answer true? ""Do you agree with that
answer?" "Is there any point wrong or lacking?"... In addition to these basic
questions, the teacher can use the additional questions during the oral check.
Thanks to the additional questions, teachers can imagine the quality of students’
knowledge.
2.3.3. The methods for implementation
I prepare for each class a notebook for recording marks. I split it into
three columns: M1, M2 and M.
- Column M1 used to score the students directly going to the board to answer
questions or exercises.
- Column M2 used to score students sitting below to answer questions, give
comments or exercises.
- Column M used to give the average marks of columns M1 and M2 colums.
=> The final marks for regular oral check recorded in the teacher’s mark
notebook issued by the Ministry of Education is the average of M1 and M2.
For example: class 6F’ own result in regular oral check (Semester 2 - Academic
Year: 2015-2016)
10


Số
TT
1
2
3
4

5
6
7
8
9
10
…..

Họ và tên học sinh
Lê Thị Quỳnh Anh
Bùi Thiên Bảo
Nguyễn Quỳnh Chi
Nguyễn Cường
Nguyễn Ngọc Diệp
Hà Quang Đức
Nguyễn Trung Hiếu
Nguyễn Thế Hưng
Phạm Khuê
Đàm Lê Tuấn Kiệt

M1
8
6
10
9
9
7
8
6
6

10

M2
10
10
10
10
10
9
10
6
9
10

M
9
8
10
9.5
9.5
8
9
6
7.5
10

2.3.4. Some demonstrations for research
As we already know, oral check is frequent and continuous activities in
the English lessons. So these activities should be diverse to avoid the monotony,
creating lively atmosphere in the classroom and help students learn better in a

more creative, active and effective way.
Depending on class and requirements of the knowledge and skills, I have
applied different ways for oral check as follows:
a. For vocabulary check
Option 1: Call four students to board simultaneously. The teacher gives the
question to these students, the first students answer question. The remaining
students will answer other questions or add more information to their friends’
reply.
Example: Check the vocabulary of all: Communication- Unit 3 - English 6
The requirement that teachers give: Write a word in English that means "độc
lập"
Student 1: give word (independent)
Student 2: determine the part of speech (adjective)
Student 3: give antonyms (dependent)
Teacher can encourage better student to make sentence with the word teacher
wants to check and give them good marks if they make a correct sentence.
By this way students are less frightened and get more choices
Option 2: Call eight students to sit in the front rows, each student may bring one
sheet of paper numbered one through ten, the remaining students in the class
will use the scrap to write words. Teacher reads ten words in Vietnamese and
asks students to write the corresponding word in English. Then, he or she
collects all of eight pieces of paper and some of the other students. Each correct
word corresponds to one point
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Also in this way, teachers can also check the "Pronunciation" of students by
passing the "handouts" with some words and ask the students to choose words
with different sounds or stress in comparison with others.
Option 3: Teachers can use pictures, objects to check in order to help students

relaxed.
Example: Check vocabulary : A closer look 1- Unit 7 - English 6

Option 4: In listening lesson - Unit 12 - English 6, I check students by passing
students the handout with crossword and ask them to find 13 adjectives about
weather in the table. After that, I guide students to the new lesson logically and
students can review vocabulary necessary for the new knowledge

b. For reading check
Even at the stage of "While- Reading", teachers can also check students for oral
marks.
Example 1: Reading - Unit 5 - English 6
Normally during the reading comprehension, I can check students through many
12


different activities. For example, in Reading - Unit 5 - English 6
- At the beginning, I call one student to answer these questions below:
+ How many do you learn new words a day?
+ Do you translate the new words Into English?
+ Do you write sentences with new words?
+ Do you find difficult learning new words?
After students have answered, I call another student to give comment. Then I
give marks to them.
- In the Post- Reading, I raise questions for students:
+ How should you learn English? (With questions students may choose one of
the best way to study mentioned in the reading passage. Depending on the
wording, fluency and confidence of students, I can give them suitable marks)
+ Besides new words, how do you learn new words? (This question is for gifted
students)

For example Skill 1 - Unit 8 - English 6

- With this lesson, I check students at the pre – teaching stage: I give the
following pictures of Pele and put some questions for students to discuss before
the text.

13


+ Who is this?
+ What sport does he play?
+ Does he play it well? Why do you know that? (He won many gold medals)
+ Where does he come from?
+ What other things do you know about him?
- I can check at the stage of While - speaking: After students read the text, I give
them "hand-outs" and ask them to determine whether these statements are true
or false compared with the content in the textbook.
1. Pele is international famous football player.
2. He was born in the countryside of Brazil in 1945.
3. His grandfather taught him how to play football.
4. He started playing for a football club when he was 15.
5. Did Pele win four World Cups?
6.Did poeple call him “The King of football”?
How to check: After giving the handouts, the teacher asks students to work
individually, read the text and then do the exercises in about 8 minutes. During
this time the teacher goes around the classroom to support them and make sure
that students do not look at each other. After the specified time period, teacher
collect paper of some students, then ask the whole class to answer and give
scores. And the marks will be inserted in the column M2.
- I can examine good students at the Post – speaking stage:

+ Can you tell me something about Pele?
c. For Speaking lessons
This is a very important skill, if the oral check is done well, it will have a
great effect on promoting students to learn English. However, depending on the
level of students, teachers should have the appropriate requirements in order to
encourage and motivate them to practice English. In speaking lesson, depending
on the task, I will ask studnets to practice in pairs, groups or individuals. I also
point students to practice this skill. For this skill I only apply the task suitable
with them. In speaking class, I usually prepare the questions from easy to
difficult levels to give them the opportunity to respond to the practice in
accordance with different levels of learners. Through these activities, I can have
bonus points for students to encourage them participate actively, create exciting
language learning atmosphere.
d. For Listening lesson
This skill is difficult because their vocabulary is limited and they are not
familiar with the native voice. Therefore, it is very difficult to check students
this skill. Instead, I check students’ listening and speaking skills as well as the
knowledge that they have learned from the previous lessons.
This test is done at the beginning of the next class:
How to check: Call a student to answer a question they have learned and
consolidated carefully in previous lesson (5 points), second sentence this student
chooses another student (sitting beneath) to answer a question in the book (2
14


points), 3rd sentence asked by this students to another (sitting beneath) (3
points). Points that first pupil achieve will be recorded in column M1, points that
two other students have will be recorded in the column M2. The questions
students ask their friends should be improved after time.
Example: Oral check: Listening Unit 9 - English 6.

The questions are used to check (learned in previous period)
1. What do you do to make preparations for a typhoon?
2. Can scientists predict the time when an earthquake happens?
3. What will happen during an earthquake?
4. Should we run out of the room quickly or stay inside when an earthquake
suddenly happens ?
5. If we stay inside, what place should we find to shelter: under a strong table,
in the corners of the room or in the middle of the room?.............
Obviously, this innovative testing and assessment method: actively
promotes students’ creativity, facilitates thought-provoking abilities, the
dynamics of all activities in the classroom, reduces "the teacher-central” while
enhancing “student-central” learning. However, teachers should flexibly
suggests students to ask questions to suit the content, so as not to digress and
save time to new lesson.
The check by allowing students to make questions does not only apply to
check "Listening", but also applies to the other skills "Reading, Language
Focus". To promote more positives and creativity of students, teachers can make
homework for them as follows: Based on the lesson each student will give
teacher the five similar questions (two multiple choice questions, three essay
questions with both theory and practice. In the next lesson the teacher will
collect all the questions and randomly select a number of students to answer
these questions.
e. For Writing lesson
This skill requires students to have accurate and comprehensive skills. For
students who have average or lower abilities, this is a difficult task. Therefore, in
order to help them more actively participate in the writing lesson, teachers can
design some writing tasks for weak students to have the opportunity to work and
get marks. Moreover, I also help students avoid using reference books by
designing suitable exercises such as sentence building, sentence transformation,
etc, then students do and the teacher corrects and gives marks for students or

groups of students.
For example : Writing - Unit 8 - English 6: Guided sentence building
a. I can design one sample form following exercises: sentence arrangement.
1.I / playing / so much / like / soccer.
2.Is / a / team / it / sport.
3.are / eleven / there / each / team / print / players.
4.A / match / lasts / soccer / 90 / minutes.
5.sport / needs / this / ball / a / trainers.
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b. I can design one sample form following exercises: Guided sentence building
1. I / fond / play / soccer.
2. It / team / sport.
3.there / eleven / player / each team.
4. soccer match / last / 90 / minute.
5.This sport / need / ball / trainers.
6. I / like / it / because / want / become/ soccer / player.
After students do one of two assignments, I will let them heal all the points
together and then take oral comments.
Since the exercises are easy to do this, students can grasp the sample write one
article about the sport they love, especially the catch phrases used in the article,
which makes them easy more posts. If not enough time in class to finished
writing, I assigned to the C and will get points oral examination for the next
lesson.
f. For grammar lessons (Language Focus or looking back)
+ For all the new lesson:
I often redesign some of the exercises in the textbook (to avoid the
situation in which students use reference book to answer) and add some multiple
choice exercise in the production part, then call up the students to the board or

collect some products for marking
Example: In Unit 6 - English 6, before going on exercises 1.2 of passive
sentences, I prepare "hand-outs" at home with 2 forms of exercise as follow:
Exercise 1: Write the past pasticiple form of the verb root element
following:
infinitive
build
show
make
blow
wash
break
bring
melt
grow
start

as

Past Pasticiple
built

The multiple choice quiz is included to check students’ knowledge and give
them marks
Exercise 2: Choose the best option
1. This bridge is ……………ten years ago.
A. to build
B. building
C. build
D. built

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2. Lan is............to be very good at English
A. known
B. knew
C.know
3. English …………….nowadays.
A. widely speaks
B. widely is spoken
C. is widely speaking D. is widely spoken

D. knows

+ For consolidation and review lessons
Pressure time in more "Language Focus" is great as this lesson has to
ensure the "Pronunciation" section and the "Grammar" section so the time spent
examining students is limited. Accordingly, the lesson supports for Language
Focus lessons and some writing lessons. These lessons will help students review
the conditions and strengthen the skills and practice exercises on phonics and
grammar as well as the modified sentences (they can be seen in the periodical
exams or tests)
In these lessons, I will distribute ten multiple choice questions for class to
do in 10 minutes, then call two students to the board, each student does three
essay questions (usually change or rewrite the sentences using suggestions given
...) After 10 minutes, I collect 5 students’ work and assign 5 others to marks, two
students on board continue doing while the teacher corrects 10 quizzes. The
teacher then record 5 marks for students in column M2. The teacher continues to
guide 2 students on board check each other while teacher and the whole class
observe and give remarks.

This checking method can promote proactive and positive abilities of
students, reduce stress in the oral check while promoting innovation by
combining two forms of testing and check reviewing students’ knowledge.
3. RESULT AFTER APPLYING THE RESEARCH
In order to evaluate objectively and accurately the changes in the oral test
that affect how the quality of the mouth point, the results of student learning, the
effectiveness of the teaching hours in English, I have a strong bold experiment
of this innovation in class 6F, and compare with the class 6D, classes do not
apply the changes in the oral test.
-. Results in class 6F - Class not tested innovations in the oral test.
- Checkpoint their regular oral test is not high, there are many children with
scores below average and 0 points because they learn old lessons
- Course GPA lower than any of them.
Marks in second semester of the school year 2015 – 2016 of class 8D
class
6D

The total number
of students
45

8-10
marks
25
(56%)

6-7
marks
11
(24%)

4-5
marks
3
(7%)

1-3
marks
6
(13%)

0
marks
0

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The statistics point average in school subjects in second period 2015 – 2016 of
class 8F
class
6F

The total number
of students
40

8.0 -10.0

20

50%

6.5 -7.9

5.0-6.4

10
(25%)

6
(15%)

3.5-4.9

0-3.4

2
(5%)

2
(5%)

- Results in class 8D - Grade testing the changes in the oral test.
- After a year of applying this new method, most of my students have higher oral
test scores last year and higher than the other classes and grade 8, no child below
average scores and score 0.
- Average marks of English in school knob is also significantly increased.
Marks in first semester of the school year 2016– 2017 of class 8D
Class

The total number
of students

6D

45

8-10
marks
30
(67%)

6-7
marks
13
(29%)

4-5
marks
2
(4%)

1-3
marks

0
marks

0

0

The statistics of oral check in second semester of the school year 2016-2017 of
class 8F
class
6F

The total number 8.0 -10.0 6.5 -7.9 5.0-6.4
of students
40
23
14
3
(58%)
(35%)
(7%)

3.5-4.9
0

0-3.4
0

Clearly, innovations that I have boldly researched and applied have
brought significant results in improving the learning outcomes of students in
English subject, thereby contributing to improving the quality of education in
general.

4. CONCLUSION AND RECOMMENDATIONS
In short, the fact that, educational innovation must be associated with

innovation in testing & assessment process in which innovation in oral check is
extremely important and urgent that teachers must implement regularly to
improve the quality of education and promote actively in the process of students’
perceived knowledge. Obviously over a year to apply the changes in the oral
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examination, I find the learning atmosphere lively, high learning attitude with
self-discipline. In response, they are more excited with every lesson, even those
who used to bend their heads whenever I put the question in the oral check. In
this school year, the students have found really comfortable and amused in the
middle of teaching hours, with a simple answer to a question, they get even 8, 9
or 10 points. Consequently, student's academic performance has improved
significantly. It is also the driving force that helps teacher to be more enthusiatic,
buoyed in the teaching hours.
In addition, through the form of regular oral examination, the teacher will detect
the ability of students as well as they know how weak for timely help
supplement their knowledge and skills .Also help teachers adjust their teaching
process in accordance with the level of knowledge, awareness of students.
However, to apply these improvements effectively, requires very careful
preparation of teachers. Teachers must redesign exercises, tasks of textbooks and
additional forms of exercises close to the recommended inspection and
examination questions. In addition, teachers must be evaluated very fair,
objective and behavior have delicate, encourage, motivate them timely and
sensitive to the level of difficulty - easy of questions when given to each pupils.
While checking all of the students, the teacher must have a way to attract the
participation of other students to solve problems, to avoid teacher with a
question and answer. Teachers put questions t for the whole class to think and
mobilize knowledge, so they have the ability to check the level of knowledge of
the students in the class.

Through practical teaching and performing this subject I would like to
propose a number of the following:
- The textbook should be reduced to allow teachers more time for oral check
- Form of assessment and examinations should be improved, the test subject
does not have much exercise test, as this will not assess skills "Speaking,
Writing" ... The students. Thereby limiting dependence, lazy students to gain the
knowledge, skills, vocabulary ... .that help students self evaluate their true level.
These are innovations that I have boldly applied in the oral check for students to
improve the quality of assessment in particular, and the quality of teaching in
general. I hope to receive many comments of colleagues to my teaching
initiative.
CERTIFICATION OF
PRINCIPAL

Thanh Hoa, March 20th, 2017
I declare this is my work. I do not copy the content
of other people.
Written by
Pham Thi Như Loan

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