Some of my own experience in improving students ability of speaking english in junior high school

I. PROBLEM SITUATION:
1. Reasons for choosing the theme:
1.1. Rationale of theory:
Nowadays, English is playing a very important role in the global
development. Therefore, the teaching of English has been improved in method
of the communicative, learner-centered approach which is adaptable to give
students many opportunities to communicate in English. However, at many
junior high schools in Vietnam, the teaching of English has not really developed
students’ ability, activeness and motivation.
1.2. Rationale of practice:
Speaking is a crucial part of language learning. The mastery of speaking skill
in English is a priority for many language learners. Nowadays, many learners
even consider the ability to speak the language is the aim of language learning.
They often evaluate their success in language learning as well as the
effectiveness of their English courses on the basic of how well they feel they
have improved in the spoken language proficiency. Despite its importance, for a
long time, teaching speaking has been depreciated. Traditional teaching methods
have seemed to emphasize the learning of language system (rules of grammar
and lists of vocabulary items …) as a goal in its own right and failed to give
learners an ability to gain realistic experiences in actually using the language
knowledge gained. Moreover, very often when people study a language, they
accumulate a lot of 'up-in the head' knowledge, but then find that they can't
actually use this language to express what they want to. There seem to be some
difficulties in moving language from 'up-there' knowledge to actively usable
language. Without experience in using the language, students may tend to be
nervous about trying to say something. Nowadays things have been different.
Today's world requires that the goal of learning speaking English should develop
students' communication skill so that students can express themselves and use
the target language to state opinions, express their feelings and exchange
information. Many new teaching methods have been introduced and applied to
serve the basic need of English learners. Among them, communicative approach

and learner-centered approach seem to be the most effective ways to teach oral
communication. Also, we should apply these methods in teaching the four skills
and focus on designing speaking activities in appropriate stages of English
lessons while teaching other skills so that students always have a lot of chances
to practice speaking while learning English.
1.3. Urgency:
Now I am teaching English at a junior high school near my house. I used to
teach English at two other junior high schools in my district. What I have
realized is that a large number of students are afraid of learning to speak English
and say that it is difficult for them to be good at this skill and there is not a real
language environment for them to do their practice every day. Moreover, their
awareness of importance of being good at this skill is not really made clear
because speaking skill is not usually included in their exams, so they often learn
English only for their written exams, not for communication. In addition, some
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teachers of English do not still manage to put real interest in their lessons.
Another reason is because of the lack of necessary equipment for teaching
English at many schools in Viet Nam. Indeed, the school where I am working as
a teacher of English has been famous for its good quality in education for years.
Most students of my school are well brought up by their parents and they
identify a good motivation in their studying, which leads to their better study
results for English as well as other subjects at school. However, according to the
survey carried out at the beginning of this school year at my school, more than
70% of the students reported that they are worried about their English speaking
skill. They said that they could hardly make a simple conversation in English or
express what they thought. Importantly, most of them assumed that speaking is
very difficult for them to master. Therefore, if students do not learn how to
speak or do not get many opportunities to speak in the language classroom, they

may soon get de-motivated and lose interest in learning. On the other hand, if
the right activities are taught in the right way, speaking in class can be a lot of
fun, raising general learner motivation and making the English language
classroom fun and dynamic.
1.4. My ability:
Necessarily, among the teachers of my school I should work harder and harder
so as to master the language and always give my students good lessons, which
means that my students always have the chance to develop their speaking skill in
the language. That is the matter I have been absorbed in and that is the reason
for my theme.
2. Purpose of study:
I would like to give out some of my own experience in improving students’
ability of speaking English.
3. Researched knowledge:
Ways to make students more excited about developing their speaking skill and
ways to encourage students to feel confident enough to express their ideas in
front of the class.
4. Researched participants:
Students of my junior high school.
5. Ways to conduct the theme:
- My real teaching at my school
- Surveys
6. Time and place for conducting the theme:
- Time: School year 2018- 2019
- Place: At my junior high school
II. PROBLEM SOLUTION:
1. Logical basis:
The goal of teaching speaking skills is communicative efficiency. Learners
should be able to make themselves understood.
To help students develop communicative efficiency in speaking, instructors

can use a balanced activities approach that combines language input, structured
output, and communicative output.
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2. Practical basis:
For most learners, the ability to speak a foreign language is synonymous
with knowing that language because speech is the basic means of human
communication.
English learners no longer expect the traditional approach of their teachers
based on developing mainly the grammatical competence and using
methodology popular in the past.
Today, teachers are expected to provide their students with useful active
knowledge of the foreign language, not just theory about the language.
3. Developing students’ speaking skill while teaching speaking itself:
There are many rules teachers of English must remember while teaching
speaking so that they can help students improve their speaking skill.
3.1. Firstly, teachers must make sure that students feel safe and confident
while they express themselves:
In my point of view, the first thing that teachers have to do to help students
improve their speaking skill is that they have to help them overcome their
feelings of shyness and nervousness when practicing English in their class. One
of the best ways to solve this problem is to put them in 'safe' situations in class
where they are inspired and encouraged to manage to use the language from
their background. Organizing communicative activities in pairs, in groups is also
an effective way to serve this aim. Working in pairs, in groups, students will feel
less anxious when they are 'on show' in front of the whole class together.
Moreover, pair-work and group-work can help shy students who would never
say anything in a whole class activity have the confidence to open their mouths.
Students can also learn from one another's new ideas so that they will have

something to speak in front of the class later. Another thing that teachers should
remember to help students have confidence in speaking is teachers’ positive
correction and feedback. Making errors is a natural and unavoidable part of the
learning process, but how to correct students’ errors is particularly important.
Teachers need to provide appropriate feedbacks and corrections, but they ought
not to interrupt the flow of communication. Teachers should take notes while
pairs or groups are talking and address the problems to the class after the activity
without embarrassing the student who made the error. Teachers can also write
the errors on the board and ask who can correct it. Teachers should encourage
their students to speak whatever they can and focus on what they have got right,
not on what they have got wrong. Teachers should also help them to develop
positive attitudes towards their friends’ errors and to correct themselves.
Teachers should try to develop for themselves positive strategies of error
corrections. When students achieve success in oral communication, they will
feel confident and secure and they will enjoy learning English. Also, they will
have confidence to take part in communicative activities later.
3.2. Secondly, teachers must pay attention to warm-up activities:
Warm-up is also an important part which contributes to the success of a
speaking lesson. Warm-ups help learners put aside their daily distractions and
focus on English. Warm-ups also encourage whole-group participation which
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can build a sense of community within the group and warm-ups can help to
arouse students' interest in speaking.
Teachers should vary warm-up activities to attract students' attention and
interest because if they feel excited about their lessons from the beginning, they
will make a good contribution to it. In order to give students exciting readiness
for their speaking lesson, teachers can do different things to arouse students’
interest by using various teaching techniques such as brainstorming, word web,

chatting, etc.
Before a new lesson I often motivate my students by chatting to them about
the topic of interest, giving them preparation tasks or quick warm-up to get them
in the right mood for the new lesson. Brainstorming is one of the simplest
teaching techniques, but it is one of the most effective kinds of motivation
because it takes a short time. I can write key words on the blackboard and the
class is encouraged to think of ideas, words, phrases associated with them.
I have taught my grade 8 students English since the beginning of this school
year. The following slide was designed on my power point lesson plan for one
speaking lesson (Grade 8 selective subject - Period 5).
My students were divided into two teams. The first team tried to put as many
adjectives describing people’s characters as they could around the key word
“CHARACTERS” and the second team tried to do the similar thing with the
key word “APPEARANCE”. When the time allowed was over, the team with
more correct words was the winner. After that, the class was required to predict
the topic of the speaking lesson.
The fact is that they were really interested in their speaking topic
“DESCRIBING PEOPLE”
The possible answer key for the warm-up activity
For Period 15 (Grade 8 selective subject), I used the technique “word web” in
order to warm up the speaking lesson. This activity could help my students
revise the prepositions of place they had learned and could help them get ready
for the new lesson with more interest.
The possible answer key for the warm-up activity
Next, these pictures were shown so as to elicit the topic of the speaking
lesson and my students could easily find out that the speaking topic was
“DESCRIBING ROOMS IN A HOUSE”

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3.3. Thirdly, students must be well-prepared and well-instructed before they
practice speaking English:
Another point that makes it difficult for students to practice speaking English
is that their knowledge of the language is poor and they don't have enough ideas
to talk about the topic. As a result, in order to help students do their speaking
tasks better, teachers have to provide them with necessary language input and
give students clear instructions.
The following example is given as an illustration. This slide is extracted from
my power point lesson plan (Period 15- Grade 8 selective subject). Although I
was sure that the students had learned this grammatical knowledge from their
previous lessons in Unit 3 (Tiếng Anh 8), I still gave the students the chance to
learn this knowledge again. Moreover, the “WORDWEB” warm-up activity
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mentioned above also helped my students to look back the useful prepositions of
place. This necessary language input could make “DESCRIBING ROOMS IN
A HOUSE” speaking task easier for my students.
3.4. Fourthly, varying communicative activities is also important:
As I have just presented above, effective methods of teaching indirectly
encourage oral interaction and they can provide motivation. The direct way to
promote oral communication is to provide students with opportunities to
participate and to communicate with each other so that students can learn the
language from speaking. The more opportunities of speaking the language they
have, the more fluent they become. Actually, various activities in each lesson
add interest to students and help make students more dynamic and active. In
speaking, students will be motivated if teachers provide them with various
communicative activities. Below are some common speaking activities that I
often carry out in my classes to make my speaking lessons more interesting and

to motivate my students in practicing speaking English:
3.4.1. Discussions:
In a discussion, students may aim to arrive at a conclusion, share ideas about
an event, or find solutions. Before a discussion, it is essential that the purpose of
the discussion activity is set by their teachers. In this way, the discussion points
are relevant to this purpose. In a discussion, teachers can form groups of 4 or 5
students. Then each group works on their topic for a given time period and
presents their opinions to the class. For efficient group discussions, it is always
better not to form large groups because quiet students may avoid contributing
their ideas in large groups. Generally speaking, in class or group discussions,
whatever the aim is, students should always be encouraged to ask questions,
paraphrase ideas, express supports, check for clarification, and so on.
3.4.2. Role play:
Another way of getting students to speak is role-play. Students pretend they
are in various social contexts and have a variety of social roles. In role-play
activities, teachers give learners information such as who they are and what they
think or how they feel.
3.4.3. Information gaps:
In this activity, students are supposed to be working in pairs. One student
will have the information that the other partner does not have and the two
partners will share their information. Information gap activities serve many
purposes such as solving a problem or collecting information… These activities
are effective because everybody has the opportunity to talk extensively in the
target language. The aim of this activity is to get learners to use the language
they are learning to interact in realistic and meaningful ways, usually involving
exchanges of information and opinions.
An example is illustrated in Unit 11/ part A3-Period 67 (Tiếng Anh 7).
This is a speaking lesson. The grade 7 students were divided into close pairs. In
each pair, one was A and the other was B. They had to fill in the missing
information to complete the medical records (A and B). In order to encourage

my students to feel more confident for the speaking task, I first let them use
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different target language structures (which school does he go to?/ where does
he study?/ which school does he study at?/ how tall is he? / what is his
height?/ where does he live?/ what is his home address?/……….) which were
easy enough for them. Afterwards, I encouraged their classmates to give the
other ways of making the questions and the answers. In addition, good marks
were given to my students’ good work and no bad marks were given to any bad
speaking work.

This speaking lesson continued with another gap-information task. The class
was divided into pairs, too (not the same students are paired in different
classroom activities). In each of the pairs, one was a nurse and the other was a
patient. They had to make dialogues to complete their medical records.

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3.4.4. Brainstorming:
This helps students produce ideas in a limited amount of time. The good
characteristics of brainstorming is that students are not criticized for their ideas,
so students will be open to sharing new ideas. Brainstorming is one of the
simplest, but the most effective kind of motivation because it is not timeconsuming. Teacher can write a key word on the blackboard and the class is
encouraged to think of ideas, words, phrases associated with them.
3.4.5. Storytelling:
Students can briefly summarize a tale or a story they heard from somebody
beforehand, or they may create their own stories to tell their classmates.
Storytelling fosters creative thinking.

3.4.6. Interviews:
Students can conduct interviews on selected topics with various people. It is a
good idea that teachers provide a rubric to students so that they know what type
of questions they can ask or what path to follow, but students should prepare
their own interview questions.
3.4.7. Reporting:
Before coming to class, students are asked to read a newspaper or magazine
and, in class, they report to their friends what they find as the most interesting
news. Students can also talk about whether they have experienced anything
worth telling their friends in their daily lives before class.
3.4.8. Group planning tasks:
An example of this is planning a party or an excursion for the whole group.
In this activity, teachers should allow them a good amount of time to prepare for
a presentation in which they attempt to persuade the rest of the class to agree
with their arrangements.
3.4.9. Picture Narrating:
This activity is based on several sequential pictures. Students are asked to
tell the story taking place in the sequential pictures by paying attention to
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the criteria provided by their teachers as a rubric. Rubrics can include the
vocabulary or structures they need to use while narrating.
3.4.10. Picture Describing:
One way to make use of pictures in a speaking activity is to give students just
one picture and having them describe what it is in the picture. For this
activity, students can form groups and each group is given a different
picture. Students discuss the picture with their groups, then a
spokesperson for each group describes the picture to the whole class. This
activity fosters the creativity and imagination of learners as well as their

public speaking skills.
3.5. Last but not least, teachers should also pay attention to these points:
The communicative activities listed above can help teachers a lot in promoting
their students' speaking skills because they are quite interesting and they
give students a reason to speak in different situations and about different
topics. However, how teachers should run an activity effectively so as to
achieve their aims is also a problem.
Here I would like to provide you with a basic route-map plan for running
a simple EFL activity (English as a Foreign Language):
Activity route map: Teachers should:
1. Before the lesson: (teachers prepare at home)
- familiarize themselves with the material and the activity.
- prepare any materials or texts they need.
2. In class:
- lead-in and prepare for the activity (this may help to raise motivation or
interest, or perhaps to focus on language items that might be useful in the
activity.
- model the conversation or the talk. Typical lead-ins are: showing a picture
connected to the topic, asking questions/writing up or reading out a sentence
starting a viewpoint, eliciting reactions/ ....
3.
- set up the activity: giving instructions, making groupings, organizing the
class, ect.
4.
- run the activity: Students do the activity, maybe in pairs or in groups while
teachers monitor and help them.
5.
- close the activity and invite feedbacks from learners: Teachers ask some
groups to perform in front of the class and give feedbacks.
6. Post activity: - do any appropriate follow-on work.

Good atmosphere in the class and friendly relationship between teachers
and students:
Presenting their opinions and feelings in front of a lot of people in their native
language has been a challenge to many people and using another language
to convey what they want to say is of course more challenging. Therefore,
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if the teacher does not encourage his students and make them feel good
about their teacher and their lessons, the class will become tense and dull
and interaction cannot take place in the class effectively.
As a teacher in a language class, we should always create a good class
atmosphere from the beginning because our students, especially young
students, will have no communication if they do not feel good about their
teachers and their English class.
Teacher's and students' involvement:
The main aim of organizing a communicative activity is to get students to
speak, then one way to achieve that would be for a teacher to reduce his
own contributions. Probably the less a teacher speaks, the more space it
will allow his students. It could be useful to aim to say nothing while the
activity is underway, and save any contribution for before and after.
4. Improving students’ speaking while teaching other skills:
4.1. While teaching reading, listening and writing:
As it has been mentioned above, speaking is an important skill to any learners
of English or any other languages. Therefore, teachers must help students to
make full use of every chance to practice speaking. This can be done at different
stages of a lesson: Pre-, While- and Post-. Before students read or listen to a
text/ a dialogue/ a conversation or write about a certain topic, they should be
prepared for what they are going to read about in advance by discussing some
questions and talking about their own experiences relating to the topic. These

activities can be carried out in pairs or in groups, or sometimes teachers ask
questions and students answer. The teacher at this time should play the role of an
assistant. Teachers should use different ways to encourage students to be
engaged in oral communication and to present their ideas. Teachers can also
apply this when they present new language (vocabulary, structures, etc.) or
review what their students have learned. Teachers can make students think and
pay more attention to their teaching by asking students for their opinions,
suggestions, or by encouraging them to guess new words, by having them
contribute what they remember or already know instead of introducing directly
the new lesson.
Some of the communicative tasks teachers can give students while teaching
listening or reading or writing may be as follows:
• Discussing about the text
• Summarizing texts
• Reviewing texts
• Using a 'follow-up' speaking task related to the topic
Clearly, teachers can encourage students to share their knowledge with those
who do not and teachers can help students make full use of every chance to
practice speaking. And in fact, telling someone about what they have read or
listened is a very natural reaction to a text.
Speaking activities can be also used as a mean for students to check their
answers with each other after they listen or read a text/ a dialogue/…. Students
may answer their teachers’ questions directly or discuss the questions in pairs.
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Furthermore, teachers can encourage students to talk by asking them to
summarize what they have read or listened. Students take turns to talk in groups
and then they may present their ideas in pairs.
4.2. Some illustrations of TEACHING SPEAKING by using

communicative tasks while teaching reading, listening or writing:
4.2.1. Pre-reading stage:
I designed a discussion activity in the pre-reading stage of Period 30 (Unit
5/B3- Tiếng Anh 7). My students worked in groups of 4 or 5, discussing the
following two questions:
- As a Vietnamese student, what do you usually do at recess?
- Do you think American students often do the same things or different
things at recess?
Another illustration is that my students had to discuss the question “What
do you often do after school?” in the pre-reading part of Period 31 (Unit 6/A1Tiếng Anh 7). The students were encouraged to answer the question in close
pairs in a given amount of time and then they worked in two teams, completing
the wordwebs in a limited amount of time.

4.2.2. Pre-listening stage:
The following is a pre-listening activity designed to give my students the
chance to practice speaking English. I had prepared a photo of a library and in
the pre-listening part of the fifth lesson of Unit 4 (B3,4- Tiếng Anh 7), I told my
students to look at the photo and answer my question: “Is it a photo of a
library?”. It was quite easy for my students to give their answer “Yes”.

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Next, a series of other questions were raised and some individuals of the class
gave their answers to the questions when the rest of the class listened and
corrected their classmates’ mistakes if necessary.
“What are they?” (The answer key: They are the bookshelves.)
“What can you see on the shelves?” (The answer key: I can see many books.)

“What is it?”

(The answer key: It is the study area/ the reading area.)

“Who are they?” (The answer key: They are the readers.)

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Then, the picture of a library (Unit 4/B3- Tiếng Anh 7) was introduced to the
class and other questions were raised:
“What is it for number 8?” (The answer key: It is the librarian’s desk.)
“Where is it?”
“What is it for number 1?” (The answer key: It is the study area.)
“Where is it?”
“What are they for number 4 and number 5?”
(The answer key: They are the racks.)
“Where are they?”
ect.

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This activity helped my students practice speaking something by answering
my questions and by student-student correcting their mistakes and helped me
present the new vocabulary in an active interaction with the students.
Another illustration is a discussion question in the pre-listening activity of
lesson 5 of Unit 8 (B4 - Tiếng Anh 7). My students were asked to look at the
pictures of the five things that Mrs. Robinson buys and my students (in close
pairs) answer the question “What does Mrs. Robinson buy?”. I raised the
question so as to check my students’ knowledge for the vocabulary shown in the

pictures and gave them the opportunity to talk something.
4.2.3. Pre-writing stage:
In fact, almost all writing tasks are often designed in the post-reading, postlistening and post-speaking stages of the lessons in Tiếng Anh 6 and Tiếng Anh
7. The writing skill is taught much more officially in Tiếng Anh 8 and Tiếng
Anh 9.
In order to help my students better do the writing task “Write lists of things
you do in different seasons and then write about you, beginning with In the
spring, I…………” for Unit 13/B2 (Tiếng Anh 6), my grade 6 students were
first encouraged to make dialogues with their partners.
Example:
Student A: What do you do in the spring?
Student B: I usually ride a bike. What do you do in the spring?
Student A: I often go fishing. What do you do in the fall?
Student B: I ……………………………
……………………………
etc.
4.2.4. Post-reading stage:
Various speaking activities are often designed in this part of a reading lesson.
These are the illustrations:
For lesson 3 of Unit 1/ B1,2,3 (Period 4- Tiếng Anh 7), I gave my students
the chance to retell about Hoa as the post-reading activity. The
re-telling task was done with the help of the NET on the board.
Another example is the post-reading activity of asking and answering
questions about the library plan in B1 (“Where are the newspapers and
magazines?” / “They are on the racks in the middle of the library.” / …) and
describing this library.
4.2.5. Post-listening stage:
“Make your own dialogues, using the given cues” was a post-listening
activity of lesson 4 of Unit 13/ B1,2 (Tiếng Anh 7). In this activity, my students
worked in open pairs and close pairs. Good marks were given to the students

with their good demonstration and no bad marks were given in this activity in
order to arouse my students’ confidence, motivation and excitement.
Before that above-mentioned speaking task, a game (used as a
transitional tool) called MIMING was designed so as to fill in the activity with
more excitement.
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[ one student was miming playing soccer. The rest of the class tried to
guess what he was doing. Then, this student invited his classmate to play
soccer with him, basing on the following suggestion:

]
4.3. Improving students’ speaking skill while teaching “grammar practice”
or “language focus”:
Teaching grammar sometimes makes students feel passive and bored. Mostly,
teachers only teach grammar rules and ask students to do exercises in a passive
way. If we observe a Traditional Grammar Teaching class in most of the schools
in our district, we may find out that nearly every teacher follows a simple way
like this: Firstly, the teacher lists the grammar rules. Then, the students learn by
heart all the rules and do some exercises. Lastly, the teacher gives more written
exercises such as blank-filling or translation, …. This is quite similar to what we
called 3P theory: Presentation, Practice and Production. These three stages
convey different purposes. Presentation is to present new language in context
so that the meaning is clear, to present the new form in a natural spoken or
written text so that students can see its use in discourse, to link the new form to
what students already know, to check comprehension, to elicit the form from
students where possible and exploit their existing knowledge.
And when students learn English this way, some of them would have good
command of English especially in the examinations, but when they open their

mouth, they always find that they can’t get a proper word to express themselves
or sometimes when someone points out some mistakes in their speech they can
hardly believe that they have made such silly mistakes. Most of my students
mention that they are quite sure to have learned the corresponding term but they
can’t help making mistakes when they talk. That is the question which is going
to be focused on. Nowadays, most of us realize that in order to teach grammar
lessons effectively so that students can not only remember grammar rules but
also apply the language in communication, we should resourcefully move as
quickly as possible from certain pattern drills to oral interaction because each
student really likes talking about his or her own ideas and feelings. We should

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give them a reason to use the structure we teach in conversation. Let’s look at
some examples:
A very simple communication task is designed in the GRAMMAR
PRACTICE lesson immediately after Unit 14 (Tiếng Anh 6). A series of
questions were raised and my students practiced asking and answering them.
This activity was a transition to EXERCISE 5.

Another illustration is seen in LANGUAGE FOCUS 4 lesson (Tiếng Anh 7).
With the target grammatical knowledge of the PAST SIMPLE TENSE, my
students were asked to look at the given pictures and answer the question orally.
And immediately after this interaction activity was another interaction one

…etc…
Above are some examples in which we can use communicative tasks to help
students practice English while learning Grammar. Giving them as many
chances to practice speaking English as possible is the best way to help them

improve their speaking skill.
4.4. Developing students’ speaking skill while teaching “PresentationPractice-Production” lessons:
This illustration is extracted from lesson 1 of Unit 14 (Tiếng Anh 6).
This oral task was designed in the production stage of the lesson. In order to
make the communicative activity easy enough for my students to fulfill, I gave
each of them the hand-out and helped them complete their network on their
hand-outs first.
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* RESULTS:
After a period of time of conducting these solutions, to my expectation, I
have gained satisfying results. I've found that my students have become more
confident and active in their speaking lessons. Many of them said that they no
longer feel their speaking lessons stressful and too difficult. Most of them
admitted that their speaking skill has been improved a lot day by day.
In fact, I usually encourage my students to feel excited and confident in their
oral skill; therefore, I usually give them good grades when they do their
speaking tasks well or quite well and I do not discourage them by giving them
bad grades when they do not fulfill their oral exercises. Instead of that, I always
give these students positive feedbacks so that they will try their best later.
However, my students are told that their speaking skill is always assessed during
the school year and their constant progress is always positively taken into
consideration. In addition, their results for the final term oral exams account for
30% of the total results for this language subject.
Class

Number of Mark 5 and over
Under mark 5
students

total
rate
total
rate
7B
24
20
83,3%
04
16,7%
Grade
Number of Mark 5 and over
Under mark 5
students
total
rate
total
rate
6
44
37
84,1%
07
15,9%
III. CONCLUSION AND RECOMMENDATIONS:
1. Conclusion:
Speaking is an important part of second language learning to any learners.
The ability to communicate in English clearly and efficiently contributes to great
success of the learner in school and to far better success later in his life.
Therefore, it is essential that language teachers pay great attention to helping

students develop their speaking skill rather than leading students to pure
memorization. Teachers should provide students with a rich environment where
meaningful communication takes place while teaching any other skill. With this
aim, various speaking activities can contribute a great deal to students in
developing basic interactive skills necessary for life. These activities make
students more active in the learning process and at the same time make their
learning more meaningful and fun for them. And remember the English proverb:
“If at first you don’t succeed, try, try again”.
2. Recommendations:
2. 1. Recommendations to THE EDUCATION AND TRAINING
COMMITTEE DIVISION and my school:
- I recommend that THE EDUCATION AND TRAINING COMMITTEE
DIVISION hold more sample teaching lessons, using various useful teaching
techniques in an artistic way in order to attract students’ enthusiasm in
communication tasks.
- I suggest that THE MANAGING BOARD of my school buy more and
more materials of methodology for the teachers of the school. As a result, the
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teachers should have a better chance to develop their job.
2. 2. Recommendations to other teachers:
- Indeed, I know that I am not really full of experience in teaching because
the number of years I have involved in this job is still far smaller than many of
my colleagues. Therefore, I would need useful comments and supplements
from experienced teachers so that my initiative ideas would be much better.
Sincerely thanks!
Loc Tan, May 20th, 2019

The headmaster’s identification:

I am sure that I myself have
written this experiential initiative.
This document is not someone else’s copy.
The writer,

Vu Ngoc Hung

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