The research some methods of how to improve speaking lessona teaching more effectively, english 10

TABLE OF CONTENTS

TITLE
PAGE
A. Introduction………………………………………………………
3
I. Reason for choosing the research………………………………….
3
II. Aim of the research…………………………………………………
3
III. Scope, object and researching method……………………………
3
B. Solving problems………………………………………………….
4
I. Theory basic………………………………………………………..
4
II. The fact of study problem………………………………………. ..
4
III. Solutions……………………………………………………………..
5
1. Methods to carry out………………………………………………
5
1.1 Brainstorming………………………………………………………
5
1.2 Controlled speaking…………………………………………………
5
1.3 Two-tier task………………………………………………………
5
1.4 Flash method………………………………………………………
5
1.5 Free practice…………………………………………………………

6
2. The solutions to carry out.…………………………………………
6
IV. The study results of problems………………………………………
14
C. Conclusions and proposals………………………………………
15

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A. INTRODUCTION
I. REASON FOR CHOOSING THE RESEARCH
It is undeniable that English is an international language. English is
considered as the medium of communication in many different fields such as:
science, technology, aviation, international sport, diplomacy, and so on. English
is also the official language of many international organizations, such as:
ASEAN, WTO, WHO, UN, etc. With the spread of globalization and the rapid
expansion of informational and technologies, there has been an explosion in the
demand for English worldwide.
Thanks to the innovation of ways in teaching English, English lessons
are taught with four skills (speaking, reading, listening, writing) in one unit.
Moreover, there exists three stages – Pre - while – post - teaching in one lesson.
This really helps students improve their skills beside the grammar exercises to
pass the exams.
In the process of fact teaching at Hau Loc 2 Upper Secondary School,
fact teaching in classes , I find that most teachers have been strongly
influenced by the traditional methods. Emphasis has been placed on the
mastery of language structures rather than on how language is used.
Teachers as well as students are used to concentrating on grammatical

items. Some of them even ignore teaching speaking skill and focus only on
grammar exercises for the exams. As a result, this leads to the problem. their
English is not good enough to use in real communicating situations. So, through
the process of teaching and applying active teaching methods in the speaking
lessons. I found that students’speaking ability was improved .They didn’t feel
difficult to express their opinions in English. they were confident in the
knowledge and especially , they were also confident to present a problem in
front of the class ,they use their own language in order to carry out the
communication independently and confidently, So I choose this theme with the
aim to exchange some experiences of myself in the process of teaching “
Speaking lesson” English 10 (basic). I am very glad to receive the sharing and
contributing ideas of colleagues so that I can perfect in the process of applying
and teaching facts.
II. AIMS OF THE RESEARCH:
-Giving out the principles for teaching speaking periods.
-Helping students to be more active in speaking lessons and they can
speak English more confidently.
-Helping teachers to use active teaching methods in speaking lessons
more effectively in different classes.
III. SCOPE, OBJECT AND RESEARCHING METHOD.
-Scope: Researching in the process of teaching English at Hau Loc 2
Upper Secondary School.

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-Object: This subject is concerned with ways of organizing activities in
the class.
-Researching method: Reading reference books, discussing with other
teachers, applying in teaching, observing and drawing out experiences.

B. SOLVING PROBLEMS
I.THEORY BASIC:
In recent decades, English has been more and more important in Vietnam.
The importance of English is not only in how many people speak it but also in
what it is used for. Beside the native language is popularly used in all fields of
the society, English is now widely known as the major language of
intercommunication, international commerce and business, science and
technology and so on. Thus, people with good English proficiency are extremely
needed in any fields of society. As a result, there has been a positive trend of
teaching and learning English across the country. People, from children to
adults, learn English with different purposes. Children learn English because of
the requirement of their parents and school. Students learn English to pass the
exams, to study abroad or to find a good job in the future. Adults learn English
in order to be able to communicate with foreigners or do business. In general,
despite deriving from different purposes, everyone wants to turn English to
become their own instrument in their lives.
After every speaking lesson, the students have to be able to communicate
successfully in social situations such as talking about life or career. They have to
take part in discussion, negotiation or explanation of social issues, agree or
disagree with others’ opinions, .... They have to gain confidence in
communicating successfully, using communicative strategies to express their
ideas, and feelings appropriately and fluently.
II. THE FACT OF STUDY PROBLEM.
1. The fact of teaching and learning problem at Upper Secondary
Schools.
We are living in the global world in which English language has rapidly
become an international language. To meet this requirement, English has been
taught almost everywhere in Vietnam, especially in schools, colleges,
universities, English is a compulsory subject.
However, how to speak English well is a problem for many learners of English,

especially for the students of upper secondary schools. Despite the fact that most
of the students have been learning English since they were at lower secondary or
high school, they are deficient in English speaking.
As a teacher of high school, from our observation and our own teaching
experience, we see that during the speaking lesson classroom interaction is
restricted. Only some students get involved in the activities conducted by the
teacher while others keep silence or do other things. Thus, one of the challenges
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to the teacher is to find out the answer to the question “Why don’t many students
of English get involved actively in speaking lesson?”
To find the answer to this question it is necessary to investigate what motivates
and de-motivates students in English learning in general and in speaking in
particular. And the teachers ask their students to be willing to speak. They speak
a lot and understand what other people speak, they can reach the aims of
learning foreign language.
2. The fact problem of learning foreign language at Hau Loc 2 Upper
Secondary School.
Hau Loc 2 Upper Secondary School is located in Van Loc commune, Hau
Loc. The economic condition is not good and the social learning is also not
good so teaching and learning of teachers and students are having many
difficulties. The approaching with books, newspapers and modern
communication media is limited . Otherwise, the class is crowded . level is
uneven. Most students are in the status “losing basic knowledge” of Primary and
Lower Secondary School’s knowledge. Besides, they consider English a difficult
subject, so they are worried of learning. In the English period , the students are
not confident in communicating because they are worried of speaking wrong or
pronouncing not very exactly, so the application of communication practice
method in teaching is very difficult.

III. SOLUTIONS
1. Methods to carry out.
Some active teaching methods in speaking lessons, English 10 ( basic).
1.1. Brainstorming.
It is suggestion method for students to contribute general ideas for
speaking lesson. The teacher lets students work in pairs/ teams or the whole
class, they discuss and list ideas, after that they contribute with the whole class.
1.2. Controlled speaking.
It is a required speaking method and uses the things or given vocabulary
and structures.
The teacher let students work in pairs / groups to save time and practise
speaking the most.
1.3. Two-tier task.
This method is used for group students who have unequal levels.
Sometimes it is due to unequal levels, the time for group students complete of
the requirement of practice is uneven. So the teachers use this method to supply
further requirement for better student s. For example, after finishing speaking ,
they write in brief or find out causes , they are statistic quantity,compare…
1.4. Flash method
It is the method with the aim to mobilize the students’ involvement about
any theme, or to get reactive information or to improve communication status
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and the learning atmosphere in class, through the things that the members in the
class give quickly ideas about a theme or mission of the lesson.
1.5. Free practice.
In this stage, the teachers only give general requirement, don’t limit ideas
as well as language, they let students speak freely . The students speak about
their own experiences , friends , relatives or about hometown they live. In this

stage , students still work in pairs/ teams.
2. The solutions to carry out.
In this part , I give some examples about applying above methods in the
process of some speaking lessons basic English:
Unit 1: A day in the life of
Lesson: Speaking
Aims: Helps students to master the words related to daily routine , talk about
one’s daily routine and express their ideas about daily activities.
Warm up: In this part , I use “brainstorming” to lead students into the
lesson.The teacher gives some pictures with some phrases related to the theme
such as : Having breakfast, Going to school and Playing football.

Having breakfast

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Going to school

Going to bed

Students can discuss and speak easily and give some other phrases such
as:
Having lunch
Playing football
Doing the homeworks
Through the activities , students can know the aim of the lesson.
Task 1: Quan is a tenth-grade student. He goes to school every morning.
Ask and answer questions with a partner, using the information from the
timetable.

In this task , I use “ controlled speaking” method . I ask students to work in
pairs to ask and answer the questions : one student asks and another answers
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,then change the role. The teacher moves around the classroom to give help and
jot down students’mistakes in pronunciation and grammar for later correction.
After that , the teacher calls on some pairs to act out the dialogues:
Questions: 1. What time does Quan have a Civic education/ Literature/
History or Maths …..lesson on Monday/ Tuesday/ Wednesday…….?
2. What lesson does Quan have at 7:15 am/ 8:05am / 8:55a.m… on
Monday/ Tuesday/ Wednesday…….?
3. What date does Quan have two Literature / Maths lessons?
4. Does he have an English lesson on Thursday?
…………………..
Answers: 1. He has a ……lesson at…..
2. At……on…… he has a ………
3. On ……he has two Literature / Maths lessons.
………………………
Task 2: Talk about Quan’s activities.
In this task I use “two-tier task” . With weak and average students , I ask
them to ask and answer ( with other partner) , using questions such as: What is
Quan doing in picture a/ picture b/ picture c…….? Is he playing football? What
does Quan do at 2 p.m....... ? With better students, I arrange them to work in
groups of four or five and act as if they were members in Quan’s family ( the
father, the mother, the younger sister, the younger brother, and Quan ..) . Each
person in Quan’s family says about their daily routine.
When I use this method , I find that all students can speak very well . I
call one group to present in front of the class.
Suggested ideas:

- I am Quan, every afternoon I get up at 14:00. Then I study for about two
hours. I watch TV at 16:30 . At 17:00 I ride to the stadium to play football
with other boys in the neighborhood…….
- I’m Le Van Son. I’m Quan’s father , I work as a doctor in a big hospital
everyday I go to work at 7 a.m ………………
- As a mother, ……………………………………………..
- ……………………………………………………………..
Task 3: Tell your classmates about your daily routine.
In this task , I use method “ free speaking” . The teacher asks students to
practise speaking about their daily routine, based on the sentences in task 2.
Students in turns talk about their daily routine.
Example: I usually get up at 6a.m and then I brush my teeth……
In the afternoon, I often go to the library with my classmates….
……………………………………………………………..

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Unit 4: Special Education
Lesson B: Speaking
Aim: Help students to master the words related to school, to talk about
school life a student.
Warm-up: In this part , Teacher can use “brainstorming method” to lead
students into the lesson.
Teacher shows schools’ pictures and ask students to match the words
with their names:

1. Physical education lesson

2. Mid – term test

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3. English lesson

4. Break

Thanks to the activities , students can know the aim of the lesson about
school.
Task 1: Work with a partner. Fill in the blanks with the right questions.
Teacher asks students to read the requirement of the task. In this task, I
use “ controlled speaking method” so that students can ask and answer fluently
about the school life based on page 47 (textbook).
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Example: S1: Which lower – secondary school did you go to?
S2: I went to Long Bien lower- secondary school in Gia Lam, Hanoi.
S1: What was your timetable?
S2: Well, I went to school in the morning and I often had five
classes.
……………………………………………….
Task 3: Tell the whole class what you know about your partner.
For the requirement of the task , I can choose some methods such as
controlled speaking, two-tier task, flash method , free speaking.
In this part , I use “ flash method” to motivate students as well as to
insure time.
After students find out the task’s requirement and prepare in three
minutes , the teacher can ask some students to report their results the class , With

weak and average students , they can use simple sentences as in task 1.
Example:
Lan went to Loc Son Lower- secondary School in Hau Loc, Thanh hoa
Her subjects were Maths, Physics, Chemistry, Literature, Biology, History,
….
She went to school in the morning and she often had five classes
……………………………………………….
With better students, I arrange them to work in groups of four or five and ask
them to discuss more difficult questions and then call a student from each group
to report their group’s result.
Questions: 1. How did you feel about your school?/ Did you like it or not?
2. What subject(s) did you like best? And why?
3. What things did you like and what things didn’t you like?
(uniform ?/ subjects? / homework?/ the breaks?/ teachers?
/punishment?...)
4. What changes would you like to make?
Answers: Nam liked everything in his school, his teachers, his friends
and the different activities at school but if he could change one thing, it would
be the breaks between the classes. They were too short……………………
I always move around and help if necessary, jot down some
pronunciation mistakes for later correction. I find students can speak very well.

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Unit 13: Films and cinema
Lesson B : Speaking
Aim: Help students to master the words related to the film, to express their
opinion about a film, using attitudinal adjectives and tell what kinds of film
they like and dislike.

Warm-up: In this lesson , I use some pictures about films and ask students to
answer the question “ What are the kinds of these films?” (free practice).

1. Science fiction film

2. Cartoon film
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3. Action film
Through asking and answering the questions related to the theme of the
lesson , the atmosphere of the class will be exciting and lead students to the
lesson easily.
Task 1:
In this task , I use “ controlled speaking” method . I ask students to work
in pairs to ask and answer the questions : one student asks and another answers
,then change the role. I also ask pairs to replace underlined words with other
kinds of films.
Question: How much do you like science fiction film?
Answer:
Very much / not very much / not at all.
With this method , I find that average students have more opportunities to
practice speaking and the class is exciting.
Task 2: Find out what your friends feel about each kind of film.
For the requirement of the task , I can choose some methods such as
controlled speaking, two-tier task, flash method , free speaking.
In this part , I use “ flash method” to motivate students as well as to insure
time.
After students find out the task’s requirement, I ask some students to list
some adjectives that students can use to talk about the films, especially pay

attention to adjectives ending in -ing.
interesting / moving / good fun / violent / boring / exciting/
terrifying……..
The teacher sticks the handout with the model prepared at home on the
board:
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Example:

A: What do you think of ……………….?
B: Oh, I find them really ……………...
C: I don’t quite agree with you. I find them very ………….
The teacher asks students to work in group of 3 in five minutes with both
the good and the bad in a group to support each other. base on the model to
practise.
I always move around the class to control and give help if necessary and
then calling some groups to act out the conversations. With this method , I find
that students are excited about speaking and the class is exciting.
Task 3: Personalization.
For me, in this task , I use “ two-tier task” and “ free speaking method”.
With weak and average students , I ask them to ask and answer ( with other
partner) , using questions suggested below.
Question:
1. Where did you see it?
2. What kind of film is it?
3. What is it about?
4. Who is / are the main character(s)?
5. How do you feel about it?
6. Why do you prefer it to other films?

Answers:
1. I saw it …………………..
2. It is ………………………………
3. It is about ………………………… ……
………………………………………
For better students , I put students to work in groups of four or five . I
require them to talk much more ,depending on their opinion and understanding.
I always move around and help if necessary. I find students can speak
very well. Of course, I will correct mistakes if students make.
IV. THE STUDY RESULTS OF PROBLEMS.
Using some active teaching methods in speaking lesson textbook 10 really
have its effects because the students are active, enthusiastic, excited to learn.
By using this method, the students who are always afraid, shy, lazy now are
active in learning , makes the speaking period more and more exciting. In the
school years of 2015-2016 and 2016-2017 I carried out my theme in 10
grades at Hau Loc 2 Upper Secondary School , the general results of students
when they do the English tests are following:

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Kind
Excellent
Object
Don’t apply in 0%
10C4, 10C5 in the
school year of
2016-2017
Apply in 10C8, 5%
10C3

in
the
school year of
2016-2017

good

average

weak

Bad

25%

30%

35%

10%

40%

40%

15%

0

C. CONCLUSIONS AND PROPOSALS

This is suitable theme for teaching and learning of teachers and students.
This theme can apply to all students but if it is applied to good students , the
effect is better. Learning English , communication atmosphere is very important.
If the students can approach the facts, always use what they learn , their
communication and knowledge are more and more stable.
So, my theme can have good results and can be carried out widely and deeply
for students. I have some opinions to put forward:
Lesson learned:
- I always close to the students so that I can discover their abilities.
- I need to divive subgroup in a group of students with weaker students,
average students, good ones.
- I need to control the maximum time for a lesson.
- From reality itself, through theoretical study and learn from colleagues ,
I have some experience in teaching method " The organization for method
students practises in pairs and groups effectively
In this theme there are defects, these are the issues that I concern much.
From the fact that I draw the lessons and experiences in order to have the best
method in teaching English.
They are some my above experiences through process of teaching in the
last school year 2016-2017 . However, due to limit of documents and time, there
will be some shortcomings . I look forward to receiving sincere advices from
leaders and collogues
Some proposals:
For school managers, it is necessary to invest more consulted documents
for teachers, to have abundant library for students to study documents, to have
expenditures to help and encourage teachers.

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- Giving time condition to train weak, bad students; improve excellent and
good students. In order to do that , the theme can be applied widely and give
better results.
- Organizing more special subjects to innovate teaching methods for all
teachers of English to attend and they can have themselves the best teaching
method. At the same time , those special subjects should have concrete teaching
period in each grade for us to learn.
- Especially, it is vital to have both a suitable classroom and ensuring
enrollment.I suppose that this theme will be very effective.
Thank you for your attention to my study.
The head master’s confirmation

Thanh Hoa, 15th May , 2017
Undertaking not to copy

Nguyễn Minh Tâm

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REFERENCES
1. A course in language teaching - Practical and Theory (Penny Ur)
Cambrige university press
2. Giáo trình giáo học pháp (Khoa ngôn ngữ và văn hóa Anh - Mĩ - Úc –
Trường đại học quốc gia Hà Nội)
3. Harmer, J. 1984. The Practice of English Language Teaching. London:
Longman.
4. Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung)
5. Practical handbook of language teaching (David Cross)

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