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TABLE OF CONTENT
Sr. No.
I
1.1
1.2

Topic

Page No.

INTRODUCTION
Rationale
Purpose of the study

3
3

1.3
1.4

Scope of the study
Methodology of the study

3
3

II

DEVELOPMENT

4

2.1

Theoretical background of English speaking
skill and its importance

4

2.2

The setting of the study

5

2.3

What are obstacles when students speak
English?

5

2.4

Suggestions for teachers

6

2.5

Applying suggestions

10

2.6

Results

16

III

Conclusion

16

1


ABBREVIATION
YD2SS: Yen Dinh II secondary school
Sts: students
T: Teacher

2


I. INTRODUCTION
1.1. Rationale
In our modern society, English plays an integral part in many sectors
including medicine, engineering, education, advanced studies, business,

technology, banking, computing, tourism, etc. Never before has learning English
become so important. As a result, English is being taught and learned around the
world as a second language today. Children start to learn at the early age.
Teenagers learn English at school as a compulsory subject. Besides, a lot of
people are attending different high quality English centers so that they can
master this language.
However, there is a worrying problem is that most of English learners are
not confident to communicate in English, even they are afraid of doing speaking
tasks in their classes whereas they are really good at vocabulary and
grammatical structures. As an English teacher, I am always wishing to find out
my students’ obstacles in speaking English and how to help them overcome
these barriers. That’s why I chose the issue: “Obstacles in speaking English and
how to motivate sts in grade 10 at YD2SS to speak English during their optional
periods:”. I hope after these speaking lessons, they can improve their English
speaking ability effectively and efficiently.
1.2. Purpose of the study
The main purpose of the study is to find out obstacles which make the 10th
form sts at Yen Dinh II secondary school (YD2SS) afraid of speaking English.
This also offers some appropriate strategies to better the current context.
Research questions:
1. What are obstacles of the 10th form ss at YD2 StS’ in speaking English?
2. How to motivate them to speak English actively.
1.3. Scope of the study
This study was conducted among the 10A1, 10A2 and 10A9 Sts at
YD2SS during the school year 2018-2019.
1.4. Methodology of the study
Both qualitative and quantitative methods are used.
First of all, for the theoretical basis, a lot of reference materials on English
speaking skill have been collected, analyzed and synthesized carefully with the
due consideration for the ss’ learning situations.

Secondly, class observation has been carried out with ss to find out
barriers among sts while they are speaking English. Based on what I have
collected, I would like to give some ways to improve this problem.

3


II. DEVELOPMENT
2.1. Theoretical background of English speaking skill and its importance
This second chapter provides readers with the relevant literature of the
study by introducing some key concepts necessary for the best understanding of
this research, as well as the review of previous studies related to the topic. There
are some most crucial concepts chosen to be clarified in this part such as English
speaking skill, its importance in communication,
2.1.1 What is speaking skill ?
Speaking is an act of making vocal sounds. We can say that speaking
means to converse, or expressing one's thoughts and feelings in spoken
language. To speak often implies conveying information. It may be from an
informal remark to a scholarly presentation to a formal address. Speaking skills:
Speaking skills are the skills that give us the ability to communicate effectively.
These skills allow the speaker, to convey his message in a passionate,
thoughtful, and convincing manner. Speaking skills also help to assure that one
won't be misunderstood by those who are listening.
2.1.2. Importance of English speaking skill for EFL learners
2.1.2.1. Language is a tool for communication. We communicate with others, to
express our ideas, and to know others’ ideas as well. Communication takes
place, where there is speech. Without speech we cannot communicate with one
another. The importance of speaking skills, hence is enormous for the learners of
any language. Without speech, a language is reduced to a mere script. The use of
language is an activity which takes place within the confines of our community.

We use language in a variety of situations. People at their work places, i.e.
researchers working either in a medical laboratory or in a language laboratory,
are supposed to speak correctly and effectively in-order to communicate well
with one another. Any gap in commutation results in misunderstandings and
problems.
2.1.2.2. For a smooth running of any system, the speakers of a language need to
be especially and purposefully trained in the skill of speaking.
2.1.2.3. In-order to become a well rounded communicator one needs to be
proficient in each of the four language skills viz., listening , speaking, reading
and writing, but the ability to speak skillfully, provides the speaker with several
distinct advantages. The capacity to express one’s thoughts, opinions and
feelings, in the form of words put together in a meaningful way, provides the
speaker with these advantages. The joy of sharing one’s ideas with others is
immense. When we speak to others we come to have a better understanding of
our own selves, as Robert Frost once said: ‘‘I am a writer of books in retrospect,
I talk in order to understand, I teach in order to learn.’’ Undoubtedly, the clarity
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in speech reflects clear thinking.
2.1.2.4. An effective speaker can gain the attention of the audience and hold it
till the completion of his message. Speaking skills are important for career
success, but certainly not limited to one’s professional aspirations. Speaking
skills can also enhance one’s personal life.
2.2. The setting of the study
2.2.1. The setting of the study
The study was conducted at YD2SS in Yen Dinh district, Thanh Hoa
province. Here, English is taught in classrooms with five parts: Listening,
Speaking, Reading, Writing and Grammar within 37 weeks and speaking skill is
taught for from 40 to 45 students each class for 1 period per week.

This year, the number of English periods increases from 3 to 4 periods
every week, one of them is spent on the piece of knowledge that is thought to be
necessary for their students. While many of my colleges chose grammatical
structures, I taught my sts speaking skill because they are learning grammar and
vocabulary all the time at school, at home and at extra classes whereas they can’t
gain the final vital aim, which is to communicate in English. That’s why I chose
my own speaking curriculum for optional English periods. It will be clarified in
the next part.
2.2.2. The students’ background and their English levels
The 10th form students at YD2SS are aged from 15 to 16. They came from
different places of Yen Dinh district. Most of them have learnt English including
the speaking skill since they were at grade 6. However, the students’ level in
English is very low. They don’t take part in any English speaking club. Besides,
most of their families live on agriculture so that they do not have the best
conditions to learn English. Moreover, they don’t have the habit of practicing
speaking skill to improve their pronunciation. It is grammar that is focused so
that Ss can pass the exams
2.3. What are obstacles when students speak English?
2.3.1. Environment
The environment does not support the students to speak English
frequently. The environment here means the people outside the class. Those
people may think that the students just want to show off when they speak
English for daily conversation. The response that the students get makes them
loose their self-confidence to improve their speaking. Since the students do not
want to be rejected by the people around them, so they use their native language
in daily conversation. That makes the students unable to communicate in
English fluently outside the class.
5

2.3.2. Inhibition.
They are scared about committing mistakes while they speak. They
cannot also express themselves well or adequately because they lack adequate
and appropriate vocabulary.
2.3.3. Shyness
Another factor that makes students to hesitate to speak in English is that
they are shy and nervous. They feel fearful to speak English in front of other
people because they lack confidence about their own competence in English.
2.3.4. Nothing to say: Students have no motivation to express themselves.
2.3.5. Low or uneven participation. Only one participant can talk at a time
because of large classes and the tendency of some learners to dominate, while
others speak very little or not at all.
2.3.6. Mother-tongue use. Learners who share the same mother tongue tend to
use it because it is easier and because learners feel less exposed if they are
speaking their mother tongue.
In addition, a researcher also pointed out that there are many factors that
cause difficulties in speaking English among EFL learners. Some of these
factors are related to the learners themselves, the teaching strategies,the
curriculum, and the environment. For example, many learners lack the necessary
vocabulary to get their meaning across, and consequently, they cannot keep the
interaction going. Inadequate strategic competence and communication
competence can be another reason as well for not being able to keep the
interaction going. Some learners also lack the motivation to speak English. They
do not see a real need to learn or speak English. Actually motivation is the
crucial force which determines whether a learner embarks in a task at all, how
much energy he devotes to it, and how long he preservers (Littlewood, 1984,
p.53). The development of communicative skills can only take place if learners
have the motivation and opportunity to express their own identity and relate with
the people around them (Littlewood, 1981). Teaching strategies also contribute
to this problem as they are inadequate, and they do not put emphasis on

speaking, which results in a meagre development of this skill. Besides,
vocabulary items are taught in isolation, and listening materials are not used by
the majority of school teachers because of the large number of teachers
compared with the number of cassettes available. Teacher-training programs
were found to be not very successful in changing the teachers’ methodology.
The lack of a target language environment can be considered another problem,
which of course results in a lack of involvement in real-life situations.
2.4. Suggestions for teachers

6


2.4.1. Establish your 100% goal from Day 1.
On the first day of class make your expectations clear to your students. I
usually have my students make a pact with both me and themselves. The
students read the promises (see below) and I elaborate on each a bit. Next, the
students sign their names in agreement.
My Promises
I promise to try to speak as much as possible.
I promise not to be afraid of making mistakes.
I promise not to speak any Vietnamese.
I promise to use English to communicate.
I promise to ask questions when I do not understand.
I promise to try to have fun!
If sometimes my students forget their promises, we will go back to these
promises from time to time throughout the course
2. 4.2. Teach Classroom English
In the second or third lesson students should be taught useful classroom
English. The students should thoroughly memorize and practice using these
expressions. It is essential that you explain that these expressions are not just for

use with the teacher, but for use with each other as well. Some examples of
useful classroom English are:
Beginning of the lesson:
*Good morning. How are you?
*Did you have a nice weekend?
*Have you done your homework?
*Let’s play a game now, shall we?
*Are you ready?
Ask for repetition:
*Would you mind repeating…?
*Could you say it again?
*Pardon?
Asking for clarification:
*What is it? Please tell me again.
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*What do you mean?
*Could you explain more about..?
Ask for ideas/opinions
*What do you think about that…(name)?
*Do you have any ideas/opinions?
*How about you?
Checking:
*Is that clear?
*Okay so far?
*Have you got it / that?
2.4.3. Start (almost) every class with free conversation
Before starting our lesson, I ask my sts to sit facing a partner and tell them
to talk on a topic for a set time. They absolutely must not speak any Vietnamese

during this time! Possible topics are yesterday, TV, movies, sports, etc. This
simple tasks usually last 2-3 minutes at the beginning of the lesson. Free
conversation works because it warms the students up, and it gives them the
comfort to speak the whole period.
2.4.4. Setting Clear Lesson Goals
It is crucial that teacher be clear about what he wants students to learn
during each lesson. If teacher cannot quickly and easily state what he wants the
students to know and be able to do at the end of a given lesson, the goal of the
lesson will be unclear. Clear lesson goalshelp teacher (and students) to focus
every other aspect of lesson on what matters most.
2.4.5. Showing & Telling
Teacher should normally start lessons with show and tell. Put simply,
telling involves sharing information or knowledge with the students while
showing involves modeling how to do something. When teacher has cleared
about what he wants students to know and be able to do by the end of the lesson,
a teacher needs to tell them what they need to know and show how to do the
tasks.
2.4.6. Questioning to Check for Understanding

8


Research suggests that teachers typically spend a large amount of teaching
time asking questions. However, few teachers use questions to check for
understanding within a lesson. However, a teacher should always check for
understanding before moving onto the next part of their lesson. Techniques such
as randomized sampling, student answer-boards and tell-a-friend are helpful.
2.4.7. Summarizing New Learning in a Graphical Way: Graphic outlines
include things such as mind maps, flow-charts and Venn diagrams. Teacher can
use them to help students to summarize what they have

2.4.8. Pick topics and activities that your students find interesting and
useful.
None of the techniques elaborated above will be successful in getting your
students to speak English if your students simply don't want to talk about the
topic you've given, or if they don't find the topic useful. Motivating and practical
activities and topics are necessary to get your students talking in English.
2.4.9. Plenty of Practice
As said by Killian, practice makes perfect. Practice helps students to
retain the knowledge and skills that they have learned while also allowing
another opportunity to check for understanding. If teacher wants to harness the
potent power of practice, he must ensure that students are practicing the right
things. Finally, research shows that students do better when their teacher has
them practice the same things over a spaced-out period of time.
2.4.10. Providing Students with Feedback
Feedback is the breakfast of champions, and it is the breakfast served by
extraordinary teachers around the world. Put simply, giving feedback involves
letting the students know how they have performed on a particular task along
with ways that they can improve. Unlike praise, which focuses on the student
rather than the task, feedback provides students with a tangible understanding of
what they did well, of where they are at, and of how they can improve.
2.4.11. Getting Students Working Together (in productive ways)
Group work is not new and teachers can see it in every classroom.
However, productive group work is rare. When working in groups, students tend
to rely on the person who seems most willing and able to the task at hand. To
increase the productivity of the groups, teachers need to be selective about the
tasks they assign to students and the individual role that each group member
plays.
9

2.4.12. Teach SS Strategies Not just Content Teachers can increase how well
students do in any subject by explicitly teaching them how to use relevant
strategies. When teaching children to read, teacher needs to teach them how to
attack unknown words, as well as strategies that will deepen their
comprehension. When teaching them Mathematics, you need to teach them
problem-solving strategies. And, just as with content, you need to tell students
about these strategies, to show them how to use them and to give them guided
practice before asking them to use them independently.
2.4.13. Amp up the competition
There’s nothing like competitions to motivate reluctant speakers. Games
or reward-based speaking activities are very useful tools that allow students of
all ages to practice valuable skills. And you don’t have to teach students to
incorporate games into your ESL class; adults love games too! If you really want
to up the ante, you can always offer the winner a point on the next test.
There are plenty of games to choose from, such as 20 Questions, Catch
phrase or Two Truths and a Lie. Look for games that require students to say a lot
in order to accomplish the objective, especially games that encourage students to
ask questions or describe things in English. Plus, having fun is motivation in and
of itself.
2.5. Applying suggestions
I myself have applied these suggestions in teaching speaking skill,
especially in independent English periods. Firstly, I have my students research a
topic of interest because I can choose speaking topics (in optional English
periods, you can teach any skill, any aspect of English that is necessary for your
students as long as it relates to the lesson in textbook you are teaching them).
For example, Unit 1 in the textbook has the theme In the life of…….” , so we
decide to study the speaking topic Daily activities
In particular, my curriculum includes the following subjects (I only teach
17 optional periods for the 1st term. We only have 3 English periods each week
during the second term)

- Topic 1: Daily activities
- Topic 2: Family members and their daily routines
- Topic 3: Small talks about school, subjects, extra classes
- Topic 4: Small talks at home between family members
- Topic 5: Background of the person you love most
- Topic 6: School violence
- Topic 7: How is your ideal teacher?
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- Topic 8: Giving opinions about the problem “we should or shouldn’t take
extra classes”
- Topic 9: Uses of household appliances ( fans, cookers, TV, …)
- Topic 10: Opinions about advantages and disadvantages of the Internet in
your daily life.
- Topic 11: how Facebook overuse affects your life and your study?
- Topic 12: Your knowledge about Ho citadel (our school is near Ho citadel)
- Topic 13: Things you should or shouldn’t do at tourist destinations
- Topic 14: Are children allowed to use telephones at home and at class?
- Topic 15: Do you like living in the countryside?
- Topic 16 : Describe your village when you were a child and then compare
with it at present.
- Topic 17: Talk about your plan after the first term exam finishes
Below is one of my lessons in which I have applied some ways to
motivate to my Sts to speak out.
Daily activities
I/ Preparation
1. Time: 45 minutes
2. Objectives: Using the present simple tense to talk about daily routines and
different times of a day.

3. Structures: "I ... at (8 o'clock in the morning)", "What time do you ...?",
"When do you ...?"
4. Target Vocab: morning, afternoon, evening, night, wake up, get up, eat
breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive home,
watch TV, do homework, go to bed.
5. Lesson Materials:
Flashcards: morning, afternoon, evening, night, wake up, get up, eat breakfast,
eat lunch, eat dinner, go to school, start school, go home, arrive home, watch TV, do
homework, go to bed.
Supplies:
- 5 cardboard boxes
- Blue-Tack or tape
- a clock with hands that can be moved (either real of a craft clock)
- board with markers / chalk
II. Procedure
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T’s activities
A. Pre speaking
* Warm up: T divides the class into 2 teams, ask them to think as
as many words as possible about their daily actions . Then, Sts
take turns to speak out their words. Team A speak one word, team
B continue to speak (they mustn’t repeat the words are mentioned).
The team which has more word will be the winner.
T asks sts the question: Which tense is used for daily routines?
T repeats the present simple tense

Sts’ activities
- Take part in the

game
Suggested word s :
wake up, get up,
have breakfast, go
to school, take a
shower, study for
exams,

When talking about everyday, habitual activities we use the
present simple tense. This shows that these are things we do on
a regular basis.
The present simple tense for daily routines is formed as
follows:
Use the present simple form of the verb, e.g. "I eat breakfast at
7 o' clock."
Use "s" or "es" for 3rd person singular form (he, she, it), e.g.
"He plays video game after school", "She watches T.V. in the
evening"
For negatives, use the present simple form of the verb
"do" as follows: do/does + not + infinitive without to, e.g.
"I don't do homework on Saturdays", "She doesn't drink tea in
the morning"
For questions, use the present simple form of the verb
"do" as follows: do/does + subject + infinitive without to, e.g.
"Do you play rugby on Tuesdays?", "Does Maria eat lunch at
school?"
B . While speaking: New Learning and Practice:
1. T teaches times of a day
Draw the sun high in the sky for "morning". Next, erase
the sun and draw the sun high up in the sky and

teach/elicit/chorus "afternoon". Then draw the sun low in the
sky on the other side of the house for "evening’. And finally a
moon and stars for "night"
Next erase the moon and starts and invite a student up to
the board. Say, "Draw afternoon". Help if necessary and have
the student draw the sun high in the sky. Erase the sun and
invite other students to draw the other times of the day.

- Ss answer: the
present simple
tense.

- Listen to the T
and take notes if
necessary

- Listen and do as
required

2. Play "Times of the day boxes" game
12


T will need to prepare 5 cardboard boxes and print the
flashcards for morning, afternoon, evening, night, wake up, get
up, eat breakfast, eat lunch, eat dinner, go to school, start
school, go home, arrive home, watch TV, do homework, go to
bed. T can also add some other flashcards for daily routines,
such as brush teeth, play video games, etc. The more
flashcards, the better.

On 4 of the boxes, stick one of the morning, afternoon, evening
and night flashcards on the outside of each and place in
different corners of the classroom. In the remaining box put lots
of small objects, e.g. balls, bean bags, blocks, etc. and place in
the middle of the classroom.
Model the activity: hold up one of the flashcards (e.g.
- Do as required
"get up") - say the word "get up". Then pick up an object from
the object box and point to the 4 boxes around the room. Ask
"Which one?" and then go and drop the object into the morning
box. Say "morning" as T drops the object into the box.
Now let's start the game. Hold up a flashcard (any from the
daily routines set) and shout out the verb (e.g. eat dinner). Get
everyone to come up together, pick up an object and drop it in
the correct box (make sure they say the time of the day word as
they drop). Then proceed through all of the flashcards quickly
as students rush around the classroom putting objects into the
- Take part in the
correct boxes. It may be the case that some students will need
game
to visit two boxes for some activities (e.g. watch TV could be
morning and evening) - this is fine.
Finally, ask everyone to guess which box has the most objects then count out the objects in each box to see which is the
winning time of the day!
3. Create a "Times of the Day" chart on the board
Draw a vertical and horizontal line to create 4 equal squares
and title each square with "in the morning", "in the afternoon",
"in the evening" and "at night"
Have Sts copy the chart into their notebooks or onto a sheet of
paper.

- Take part in the
game

Next, Sts are going to stick the daily routines flashcards onto
the board. First model: take a random flashcard and show it to
the class. Elicit the word (e.g. "wake up") and stick it into the

13


"in the morning" section of your board. Write "I wake up" next
to it. Have your students write "I wake up" into the
corresponding square on their charts.
Then have different students come up to T and select a card
(hold face down, fanned out, like a card trick). Have them stick
the cards onto the board in the right section. For more advanced
students you can help them write each sentence, otherwise the
teacher can write the sentences next to the cards. Each time,
have students copy onto their charts. Continue until all of the
cards are on the board with sentences, for example:
My name is Mary. I always wake up at 5 o’clock in the
morning then I take a shower and put my clothes on.
I have my breakfast and then I get the car out of the garage. I
arrived to hisghchool at 7

- Take part in the
game

At 11 o’clock I finish teaching classes then so I often take my

lunch break and talk with my friends.
At around 12 noon I continue teaching classes until 4: 20 then
I drive home.
When I get home, I usually watch some TV and chat with my
family. At 9 o’clock I read a book and go to sleep.
T asks Sts to speak out these sentences after they finish the
task
4. Play the "Daily Routines Memory Game"
Erase the chart from the board and take off the flashcards. Put
students in pairs and get them to swap charts. Students are
going to test each other on the times they do things.
Make sure T models with 2 students first:
Student A: selects a sentence on Student B's worksheet (e.g. I
do homework at 6 o'clock). S/He does the action of doing
- Work in pairs
homework (e.g. writing in an imaginary notebook).
Student B: must guess the action and say the exact sentence on
their chart (e.g. "I do homework at 6 o'clock in the evening").
Then it is Student B's turn to select a sentence and do the
action. Pairs keep going until they have done all of the

14


sentences on their charts. Make sure students don't allow their
partners to get away with mistakes - if they get the time wrong,
make them guess again!
5. Do the "What time do you ...? (Survey)" exercise
Give each student the survey worksheet and explain that they
are going to ask 6 people in the class (or less, depending on

class size) about their daily routines on school days. Before
starting, go through the survey sheet with everyone and make
sure they write an additional activity on the last row. Then
model with a student, showing writing their name at the top of
the column and asking and answering questions using the
following structure:
Student A: What time do you (wake up)?
Student B: I (wake up) at (7 o'clock) (in the morning).
Have students stand up and mingle, filling in their surveys.

- Move round in
the class and
interview
classmates

6. Daily Routines Theater
Now let's do a fun activity - students will make a short theater
play! Pair up students but make sure each pair has surveyed the
other in the previous activity. They are going to use their survey
sheets to make a short play.
For each pair, one student will act out their day whilst the other
- Work in pair
is the narrator (using the survey to make the narration). Give
each pair 5 minutes to practice before coming up to the front of
the class and acting out their daily routines, for example:
Ken (narrating): Hello, my name is Erika!
Erika: (waves to audience)
Ken: I wake up at 7 o'clock in the morning.
Erika: (Pretends to sleep, wake up, stretch and yawn, etc.)
Ken: I eat breakfast at 7:30 in the morning.

Erika: (Pretends to eat cereal, drink juice, etc.)
etc.
T encourages sts to make their plays funny and also allow them
to add extra parts (e.g. play video games, read a book, ride a
bike, etc.).
At the end, get everyone to vote for their favorite play.
3. Wrap Up:
1. Wrap up the lesson

15


2. Talk about one of their friend’s daily routines.

- Do the task

2.6. Results
This year, I taught 10A, 10A2, 10A9 in 10th grade. All of these classes
couldn’t do well in speaking skill. (Although students from A1, A2 are excellent
at grammar)
After I applied some methods to motivate them to speak in optional English
periods, I asked my sts to do an oral English test. The result is satisfactory.
Class Time
Exellent sts Quite good Average Bad
sts
sts
sts
st
10A1 The beginning of the1 term
1%

`22 %
68 % 9 %
10A1 The end of the1st term
2%
25 %
68 % 5 %
st
10A2 The beginning of the 1 term
0%
`17 %
73 % 10 %
10A2 The end of the1st term
1%
24 %
69 % 6 %
10A9 The beginning of the 1st term
0%
`1 %
61 % 38 %
10A9 The end of the1st term
0%
8%
62 % 30 %
Excellent : 9-10 points
Quite good: 7-8,9 points
Average: 5-6,9 points
Bad: < 5 points
III. CONCLUSION
1. Limitations of the study
Being one of English teachers of at YD2SS, I can see clearly the current

situation of learning English speaking skill here. Therefore, I have conducted
this with a view to finding out obstacles encountered by the 10th form students.
However, to improve the situation is not easy and it needs a lot of time and T’s
patience. As I mention in this study, only some basic and simple ways are found
out to motivate Sts to speak
Although I have tried best to offer some insightful findings through the
study; however, the limitations are unavoidable. I only have taught for several
year so that I do not have much experience. Besides, as I mention in this study,
only some basic and simple ways are found out to motivate Sts to speak. I would
like to receive ideas from my colleges.
2. Suggestions for further research
On the basis of the findings and the limitations of the study, several
suggestions for further research are made.

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Because speaking skill involves a lot of pronunciation aspects, many other
researches should be carried out such as common mistakes in pronunciation,
outdoor activities to motivate students to speak English or activities outside
classroom to help students speak English confidently.

XÁC NHẬN CỦA THỦ TRƯỞNG Thanh Hóa, ngày 20 tháng 5 năm 2019
ĐƠN VỊ
Tôi xin cam đoan đây là SKKN của mình
viết, không sao chép nội dung của người
khác
Lê Thị Sáu

REFERENCE

1. Alderson, J. C., Krahnke, K. J. & Standfield, C. W. (Eds.). (1987).Reviews of
English language proficiency tests. Washington, DC: TESOL.
2. Allan, D. (1992). Oxford Placement Test. Oxford: Oxford University Press.
3. Barnes, R. (1992). Successful study for degrees. London: Routledge.
4. Biber, D. (2006). University language: A corpus-based study of spoken and
written registers. Amsterdam: John Benjamins.(1999).Longman grammar of
spoken and written English. Harlow: Longman.
5. Collins COBUILD (1996). Grammar patterns 1: Verbs. London:
HarperCollins.
6. Comfort, J. (1995). Effective presentations. Oxford: Oxford University Press.

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7. Hetrakul, Kavin. 1995. The Second Language.
(Accessed on
October 28, 2005)
8. Littlewood, W. (1984).Foreign and second language
learning.Cambridge:Cambridge University Press.
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APPENDICES
Flash card:

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1. Time of day

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2. Daily activities

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