Some activities help students practise speaking skill effectively in english 12 (basic)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
TRƯỜNG THPT4 THỌ XUÂN

SÁNG KIẾN KINH NGHIỆM

SOME ACTIVITIES HELP STUDENTS PRACTISE SPEAKING SKILL
EFFECTIVELY IN ENGLISH 12 ( BASIC)

Giáo viên: Nguyễn Trọng Thắng
Chức vụ: Giáo viên
SKKN thuộc môn: Tiếng Anh

THANH HÓA NĂM 2016

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TABLES OF CONTEN TS
1.Introduction
Reasons for choosing the study……………………………………..
Aims of the stduy…………………………………………………..
Subjects of the study……………………………………………….
Methods of the study………………………………………………
2. Contents of the study……………………………………….
2.1. Rationale of the study…………………………………………
2.2. Current status of the problem before applying the study………
2.3. Some activities help students practise speaking skills
effectively in English 12……………………………………………
2.3.1. Miss you most……………………………………………….
2.3.2. Interview…………………………………………………….
2.3.3. How much do you know about this?......................................

2.3.4. Response…………………………………………………….
2.3.5. Education dictation………………………………………….
2.3.6. Discussion……………………………………………………
2.3.7. Busy time……………………………………………………
2.3.8. Complete the words………………………………………….
2.3.9. Daily work……………………………………………………
2.4. Effectiveness of the study for educational activities, with
myself, the colleagues and the school………………………………
3. Conclusions and recommendations…………………………
3.1. Conclusions……………………………………………………
3.2. Recommendations…………………………………………….
Reference books……………………………………………………

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1. INTRODUCTION

Reasons for choosing the study:
In recent years the Ministry of Education and Training gave us 7 yeartextbooks on English subjects performed synchronously at secondary schools all
over the country, to meet the needs of today's new realities. Each unit of study was
compiled under five basic parts: Part A: Reading; Part B: Speaking; Part C:
Listening; Part D: Writing; Section E: Language focus.
Through the teaching process, we may find out that in the practice sessions
of design skills training activities are relatively reasonable, clearly help both
teachers and students can easily grasp its mission through each specific task in the
textbook.
However, over the years of teaching, I found that teaching speaking part at
high school has encountered many difficulties and obstacles. Students participating
in this class is not natural, and passive. This makes lessons become tedious, no
depth. Usually these classes are taught in a perfunctory, students do not
communicate effectively. Thus, the practice of language in communication in a
large part of students is not much.
2015-2016 school year, I was assigned to teach in schools grades12, I myself
have tried to learn, to explore ways to more effectively to teach speaking,
especially speaking lesson in textbook grade 12 ( basic). How to create training

activities share knowledge speaking skills classes become simple, practical, easy to
remember high communicative is what I always concern and think. Therefore,
initiatives in this study I want to share with colleagues:
"Some activities help students practise speaking skill effectively in
English 12 (Basic)".
Aims of the study
This topic was conducted to help students improve speaking ability and
confidence to help them communicate, as well as help them to have more interest in
the English subject.
Subjects of the study
This study will investigate the student's interest in learning English. Then set
out a number of activities to help students practise speaking skill in Speaking
lesson in English grade 12 (Basic)
Methods of the study
Methods to build the theoretical basis: Learn the reality of the problem then
find out the solutions to solve the problem.
Methods actual survey, gathering information: Distributing questionnaires
learning attitude of students towards subjects in English before performing the
subject. Then gather information to grasp the spirit of their learning
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Statistical methods, data processing: After applying the theme will be the
result statistics about the level of student progress to evaluate the success of your
project.
2. CONTENTS OF THE STUDY

2.1. Rationale of the study
Vietnam is on the development and international integration. Thus, English
is a powerful tool with requisite strength. Also for that reason that English is seen

as a major subject in the high school level. The teaching and learning English has
many ways, many ways and many different conditions, but are focused on the
development of creative dynamism, the activeness of students in order to make it
possible to identify and resolve their problems.
But in fact ability of listening, speaking, reading and writing skills,
especially speaking (speaking skill)) of students are facing many difficulties,
especially when communicating with foreigners. Because communication is the
favorable conditions to stimulate the use of foreign language learners to achieve the
most effective. However, speaking skills are sometimes forgotten by us only
through the assessment language proficiency, knowledge not measured by the
ability to use language. Therefore we must pay attention a lot to the skills to equip
students the ability to communicate confidently, fluently. To do this, teachers need
to organize attractive learning environment in order to attract more students to
participate. Do these,Students will be more confident and more boldly to
communicate in a foreign language later.

2.2. Current status of the problem before applying the study
2.2.1. For students:
To know exactly excited about studying English and learn whether they liked
speaking lesson or not ? We conducted the survey found, with 90 students in the
class 12A1 and 12A4 . Sample surveys are as follows:

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Please tick your choice.
1.You like or dislike studying English?
Like very much
Like
Normal

Dislike
2.You enjoy speaking not learn the details?
Like very much
Like
Normal
Dislike
3.Why do you like (dislike) to learn
lesson? ..........................................................
Thank you for your cooperation !

And this is the result:
T otal
Like very
Like
Normal
much
90 hs
Sl
%
Sl
%
Sl
%
Before
10
11.1 15 16.7 25
27.8
applying the
study

speaking

Dislike
Sl
40

%
44.4

From the above results, I noticed that: The majority of students have no
interest in learning English in general, speaking in particular. Most students said
that English was difficult subjects, most of them were afraid to study this subject.
Some students grasp knowledge is very little skill. They also said that the speaking
lesson learned for fun because their ability of practicing language was not noticed
at the begging of learning English. They also said that actually this part is not in the
entrance examination so they should not need to pay attention to it. Besides, some
activities in the textbook are not only difficult but also very poor, boring and
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monotonous. The lessons`about this part are often tedious and very few students
involve. For these reasons, they are very passive in the period and they are not
interested .
Besides, the high school where I am teaching myself located in areas of
rural ,the economy is difficult.. The main income of the people are dependent on
agriculture, so the investment in learning for their children has not been focused,
interested. Therefore, students have difficulties in learning, even they do not have
enough material serving for learning
2.2.2. For teachers:
The majority of English teachers were aware that teaching speaking skills is

important but in fact speaking part of the English 12 (basic) is found: They are
headache when they start teaching speaking period for the following reasons:
The number of students in a regular classroom in our country today is 45
students, even those classes of over 50 students. Therefore, teachers find it difficult
to organize a speaking lesson with the numerous number of students and they are
said to be very hard, can not control all the activities of the students.
Besides, the speaking activities in English 12 (basic) are not entirely suitable
for students, there are many activities designed too hard but there are too easy
activitis compared with levels of students . Therefore, the speaking activities often
end with chatting in their mother tongue.

2.3. Some activities help students practise speaking skills effectively
in English 12 (basic).
2.3.1. Miss you most.
Aims:Warm up to talk about the family
Unit 1: Home life
Time: 4 minutes
Preparation: No
How to organize: Work in groups
Process:
Step 1: The teacher divided the class into two groups A and B
Step 2: The teacher write on the questionnaire:
When you leave your home for university next year, what or who will you miss
most?
Step 3: One student from each group answered questions in turn, using the word
in the order of A, B, C ... Each student stand up to reply only once, and the
group can help.
Step 4: Teachers and students will decide to accept or not accept each answer
and the other group continued. If after 5 seconds that a group does not have the
answer, that group will lose the first turn and the other group continued. Each

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answer is acceptable scored 1 point. The team getting more points will be
winner
For example:
Student from A: when I leave my home, I’ll miss my aunt most
Student from B: when I leave my home, I’ll miss my bed most…
2.3.2. Interview.
Aims: Speaking about the work in every family.
Unit 1: Home life
Time: 5 minutes
Preparation : A printed form information in Task 3
.How to organize: Work in groups.
Process:
Step 1: The teacher divided the class into groups, each group of students and the
same number of groups: divide the class into four groups, each consisting of 4
students ...
Step 2: The teacher gives each student a preprinted form information.
Step 3: Each student in the group goes to another group to conduct the
interview following the suggested information.
Step 4: After 2 minutes, the students returned to the group and report to the
group about the new friend they have just interviewed.
For example:
Student A: Can you tell me who works in your family?
Student B: Both my parents work. My father is a doctor. My mother is a worker.
Student A: Who does household chores?
Student B: My mother does most household chores.
Student A: What is your responsibility in the family?

Student B: I help my mother do the washing up and clean the floor. I help my
brother with his homework.
Student A: What interest do your family members share closely?
Student B: our schoolwork and TV programmes are what we share closely.
Student A: Who do you often share your secrets with?
Student B: I often share my secrets with my mother
Student A: Who do you talk to before making an important decision?
Student B: I talk to my parents before making an important decision.
Report
I talked to Mai. Both her parents work. Her mother does most household chores
but she helps her a lot. Her responsibility is doing the washing up, cleaning the
floor and helping her brother with his homework. Her family members share the
schoolwork and TV programmes closely. She often shares her secrets with her
mother. She talks to her parents before making an important decision.
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2.3.3. How much do you know about this?
Aim: Speaking on the issues outlined in pages 22, 23 textbooks
Unit 2: Cultural diversity
Time: 5 minutes
Preparation: 8 pictures
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into 8 groups, ask each group to appoint a
representative.
Step 2: Teachers ask each group to draw 8 pictures. Each picture suggests one
of the culture mentioned in Speaking part in the textbook page 22.
Step 3: Each group's task is to observe the pictures and talk some understanding
of the customs and culture of their group through their picture.

Step 4: When the time is over, teachers call representatives of groups to present
their ideas to the class and other groups can ask questions.
8 suggested pictures:

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Answers: Topics mentioned in 8 pictures.
1. People go shopping once a week
2. Lovers hold hands and kiss in public
3. Children sleep in their own bedrooms
4. Three generations live under the same roof

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5. People ask questions about age
6. people celebrate their birthdays
7. Christmas is a national holiday
8. Marriage is based on love
2.3.4. Response
Aim: Practising repartee skill
Unit 3: Ways of socializing
Time: 5 minutes
Preparation: No
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into two groups A and B
Step 2: One student in group A give a compliment, a student group B respond.
Then a student in group B give other compliment and other student in the group

A respond .
Step 3: Continuously conducting the repartee; if any student interrupted for
more than 5 seconds (calculated by counting the class one, two, ... .five) then
stood up.
Step 4: Provisions for the repartee is that two students in the first desk talk to
each other , two students in the last desk talk to each other symmetry through
aisles or continuously according to orderly rows of desks and ensure every
student will participate.
Step 5: Teacher reward student group has fewer students who have to stand up
when the time is over.
Example:
Student A: You look very nice in your new dress.
Student B: Thank you. That’s a nice compliment…
2.3.5. Education dictation
Aim: Revise vocabulary about education system
Unit 4: School education system
Time: 5 minutes
Preparation: 8 sentences, each sentence with a missing word.
How to organize: Work in groups.
Process:
Step 1: Teachers divide the class into four groups, ask each group to prepare a
pen and paper and send representatives to record the answers on paper.
Step 2: Teachers read respectively 8 sentences have content about the education
system; each sentence with a blank. Teachers read from education in the blanks.
Each group's task is to find a word or a suitable replacement numbers for the
education of teachers to read each sentence.
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Step 3: After teachers reading 8 sentences, the group hand in the answers and

teachers read each group's answers to the class and remark them.
Step 4: Groups find many of the best will win.
Teachers’ reading part:
1. When I was five years old, I was sent to education by my parents.
2. In our country, it is education for children between the ages of six and
fourteen to go to school
3. Many children below the age of four go to education school.
4. Children between the ages of education and 17 go to Upper-Secondary
school.
5. A young child studies education 1 to 5 in a primary school.
6. Before entering Upper Secondary school, children have to spend education
years at a lower secondary school.
7. The highest grade in our general education system is the education.
8. When finishing Upper Secondary school, students have to take a national
examination for the education.
Answers:
1. Kindergarten
2. compulsory
3. nursery
4. 15
5. grades
6. 4
7. twelfth
8. GCSE
2.3.6. Discussion
Aim: Practising speaking about education systems in Vietnam and England
Unit 4: School education system
Time: 5 minutes
Preparation: 1 set of vocabulary cards for each pair
How to organize: Work in groups

Process:
Step 1: Teacher divided the class into many pairs and give vocabulary card for
each pair
Step 2: Two Students put on the table face-card vocabulary then choose the tag
vocabulary and speaking problems recorded in the card. A student will talk
about the education system in Vietnam and student B talks about the education
system in the UK to work together to find out the similarities and differences
between education systems.
Step 3: When the time for the discussion is over, teachers call the representative
of the group to report to the class about their results.
Step 4: Teachers call other couples to give comments or additional comments.
Vocabulary cards have been applied:
Levels of education
The age at which children start grade 1
The terms
Compulsory education
Academic year
The grades at primary school
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School fee
School system

curriculum
National examination

2.3.7. Busy time
Aim: Consolidate all about the process of applying to universities according to
specific time.

Unit 5: Higher education
Time: 5 minutes
Preparation: Round of 12 numbers for the 12 months
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into two groups and put the round in front of
the class
Step 2: Turn one student per group to dial. The hand points to which month,
Student talks about his work will be done in that month to prepare for college.
Step 3: Student talks according to the suggestion in Task 2 page 55 textbook
Step 4: Every good presentation will be scored 1 point, the group has more
points wins.
Answers:
Month
Work
October
Learn for the first semester at high school
Do 15 minute and one period tests
November
Learn for the first semester at high school
Do 15 minute and one period tests
December
Take first term examination
Januuary
Get first term results
Start second semester
February
Attend meetings introducing universities
Choose the favourite univrsity or college
March

Fill in the application form
Send the application form
May
Take the GCSE examination
June
Get the GCSE result
July
Take the entrance examination to the university of
August
Get the entrance examination result
September
Get a letter of acceptance from the university
Go to university as a university student

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2.3.8. Complete the words.
Aim: Revise vocabulary about jobs.
Unit 6: Future jobs
Time: 8 minutes
Preparation: Photocopy handouts
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into four groups and give handouts
Step 2: In handouts is 17 words, each word has only one of the key vertical:
choose the right job. The mission of the group is to read the clues and find the
right words in horizontal rows only occupation, the (-) denotes the number of
letters of each word, and a few from the compound.
Step 3: After 5 minutes the teachers receive teh answers of three groups

completing the fastest and give comment in front of the class. The group find
the most right words is the winner.
Handout made:
SHEET 1
Read the clues and find out the right words. The dashes show you the number of
letters of each word. Some of them are two- word.
1.
____C________
2.
___H_____
3.
_O___
4.
_O__
5.
S_____
6.
_E________
7.
__T______
8.
___H___________
9.
___E____
10.
___R______
11.
_I_____
12.
____G____

13.
_H___________
14.
__T
15.
____G_____
16.
__O_______
17.
____B__
SHEET 2: Clues.
1. He can arrest criminals ( two words )
2. He designs houses, buildings…..
3. She wears and shows her new styles of clothes
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4. He prepares food in the restaurant
5. He spends most of his working time at sea
6. She makes people’s appearance more beautiful
7. He travels into space
8. He designs clothes (two words)
9. He makes people laugh a lot by his performance on stage
10. He writes articles for some newspapers
11. He stops fire
12. She takes groups of tourists around the city
13. He sells you things in a shop(two words)
14. He cures animals when they are ill
15. He plays records at a jazz club at night
16. He plays football professionally

17. He repares things like water pipes in your house
Answers:
1. police officer 2. architect
3. model
4. cook
5. sailor
6. beautician
7. astronaut 8. fashion designer
9. comedian
10. journalist
11. fireman 12. tour guide
13. shop assistant 14. vet
15. disc jockey
16.footballer
17. Plumber
2.3.9. Daily work.
Aim: Practise talking about the job characteristics of different occupations.
Unit 6: Future jobs
Time: 10 minutes
Preparation: 9 pictures about 9 different jobs.
How to organize: Work in groups
Process:
Step 1: Teachers divide the class into three groups and each group of students
will be given a set of paintings including 9 the pictures.
Step 2: Each student in the group will select any 3 paintings and introduced to
the group about the daily work of each profession. The other students listened and
commented to his friends.
Step 3: After 5 minutes, teachers call the 9 students of 3 groups described the
class about the work of the profession mentioned in the pictures. Teachers call
some other students give additional comments. Teachers provide additional

comments and remarks.
These paintings were done:

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Suggested answers:
Tranh 1: A policeman directs the traffic, helps people in the streets with
information about traffic laws, prevents crimes, catches criminals….

2.4. Effectiveness of the study for educational activities, with myself,
the colleagues and the school
Thanks to the good use of the above activities, the achieved results during
the past school year in Grade 12 I taught are very positive. Comparing the results of

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the questionnaire from the begging to the end of the study, we can the following
results:
Total
Like very
Like
Normal
Dislike
much
90 studens(12A1,12A4) sl

%
sl
%
sl
%
sl
%
After applying the
25 27,8 40 44,4 15 16,7 10 11,1
study
The majority of the children are interested in the subject, ready to participate in the
activities required by the teacher during a period "speaking" in particular and
English in general. With this experience I have promoted students' positiveness and
creativeness in learning activities. A large number of students gain the knowledge,
skills and train speaking skill for themselves. The majority of students do not like
this subject at first, they have become confident in their capabilities. And the results
of their study have more positive change.
Results 2015-2016 academic school year: (Before applying the study)
Total
Excellent
Good
Fair
Very bad
90 students
sl
%
sl
%
sl
%

sl
%
(12A1,12A4)
3
3,3 15 16,7
30
33,3 42 46,7

Results 2015-2016 academic school year: (After applying the study)
Total
Excellent
Good
Fair
Very bad
90 students
sl
%
sl
%
sl
%
sl
%
(12A1,12A4)
10 11,1 30
33,3 40
44,5 10
11,1
3. CONCLUSIONS AND RECOMMENDATIONS

Conclusions
Teaching English at high schools, especially those located in areas where the
economy is difficulty is a hard work, however, that is not an impossible mission. To
solve these problems, the first thing that requires teachers to have the mind to the
job, hard to explore teaching methods to suit each student audience, gradually
resolve the difficulties, discipline problems of a most efficient way.

Recommendations
Through this study, I want to contribute a small part in helping students
practice speaking skills through specific training activities most effectively, and
also the desire to share a bit of teaching experience I taught in English 12 with all

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colleagues. I really hope that it will be a useful resource for the teaching of
speaking parts most efficiently
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 25 tháng 5 năm 2016
Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung
của người khác.
(Ký và ghi rõ họ tên)

Nguyễn Trọng Thắng

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REFERENCE BOOKS
1. English 10,11,12 (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ Tuấn Minh,
Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo dục.
2. English 10,11,12-Teacher book (Hoàng Văn Vân, Hoàng Thi Xuân Hoa, Đỗ
Tuấn Minh, Nguyễn Thu Phương, Nguyễn Quốc Tuấn)-Nhà xuất bản giáo
dục.
3. Thiết kế bài giảng Tiếng Anh 10,11,12 (Chu Quang Bình) –Nhà xuất bản Hà
Nội
4. Giới thiệu Giáo Án Tiếng Anh 10,11,12 (Vũ Thị Lợi, Đồng Thị Yến Trang,
Nguyễn Thị Ý, Võ Thị Minh Hồng, Tôn Nữ Hạnh Trâm, Nguyễn Thị Kim
Dung)-Nhà xuất bản Hà Nội.
5. Hướng dẫn thực hiện chuẩn kiến thức, kĩ năng môn Tiếng Anh THPT –Nhà
xuất bản Giáo Dục Việt Nam

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