Applying conversation method to practise english speaking skill in the post listening stages of listening lessons

THANH HOA EDUCATION AND TRAINING DEPARTMENT

YEN ĐINH 3 UPPER SECONDARY SCHOOL

CONTENTS
EXPERIENCE
CONTENTS INITIATIVE

PAGE

A. PREFACE
I. Reasons for choosing the theme
2
1. Basis of theory
2
2. Basis of practice
3
II. Aims of the research
4
III. Objects of the research
5
CONVERSATION METHOD TO PRACTISE5
IV.APPLYING
Methods of the research
B.
CONTENTS SPEAKING SKILL IN THE POST - LISTENING
ENGLISH
I. Definition of Game
5
STAGES
OF

LISTENING
LESSONS
II. Effectiveness of games in speaking lessons
5
III. Games and the ways to organize them in speaking lessons of English 10
6
1. Game “ Nought and Cross ”
6
2. Game “ Lucky numbers / stars ”
8
3. Game “ Shark attack ”
9
4. Game “ Magical Wheel / Hat ”
11
5. Role play game
12
C. APPLYING THE RESEARCH IN TEACHING
13
D. RESULTS OF THE RESEARCH
14
E. RELEVANT LESSONS
16
F. CONCLUSION
16

Performer : Mai Thị Thu Phương
Position : Teacher
Subject : English

THANH HOA 2019

0


CONTENTS
CONTENTS

PAGE
A. PREFACE
2
I. Reasons for choosing the theme
2
II. Research task
2
III. Scope of the research
2
IV. Purpose of the research
2
V. Reseach methods
3
B. CONTENTS
3
I - Rationale
3
1. Purpose of teaching
3
2. The basic factors directly affect the effectiveness of the speaking
3
lessons
II - The reality of teaching English subject at Yen Đinh 3 High School
4

1 - Advantages
4
2 - Disadvantages
5
III - A number of practical solutions to conduct an effective speaking
6
lesson
1- Making plans for a speaking teaching lesson
6
2 - Good implementation of the teaching process
7
C. APPLYING THE RESEARCH IN TEACHING
11
D. RESULTS OF THE RESEARCH
14
E. RELEVANT LESSONS AND RECOMMENDATIONS
16
F. CONCLUSION
16

1


A - PREFACE
I. REASONS FOR CHOOSING THE THEME :
The goal of teaching English is to form and develop students' basic
skills in English and the intellectual qualities needed to get further study or lead
labouring life. Therefore, the new English textbook is compiled according to the
same programmatic point of view, which is the thematic approach and
appreciates active and positive learning methods of students.

All four skills of listening, speaking, reading, and writing are concerned
and coordinated in exercises and activities which are designed and organized in
class.
According to the policy, today's teaching methods are shifted in the
direction of "overcoming a one-way transmission, training the creative thinking
of learners, gradually applying advanced methods and modern facilities to the
teaching process ” 7. This orientation has been legalized in the education law
that is " The method of general education is promoting the activeness, selfawareness, initiative and creativity of students, in accordance with the
characteristics of each class and subject ". Fostering self-study methods, training
skills to apply knowledge into practice, emotional impact, bringing excitement
in English subject.
For the above reasons, I boldly choose the topic "Applying
conversation method to practise English speaking skill in the post listening
stages of the listening lessons " in upper secondary level as my research topic. I
would like to help teachers gradually overcome these difficulties to teach
students how to speak English better, and at the same time help students be
active and proactive in acquiring and comprehending knowledge of lessons.
II. RESEARCH TASK :
In order to well implement the research topic, the researcher who
implements this topic needs to perform the following tasks :
1- Research English instruction materials, speaking teaching techniques of
speaking.
2- Teaching and mock teaching
3- Observe colleagues’ teaching, exchange and draw experience.
4- Test and evaluate the results of the students' handbook so that they can adjust
and supplement appropriately.
III. SCOPE OF RESEARCH :
The topic centers around the topic of teaching and learning Englishspeaking subjects of teachers and students at Yen Đinh 3 Upper Secondary
School. But the object of typical research that I have boldly applied this topic is
classes 10A2 and 11C2.

IV. PURPOSES OF RESEARCH :
With successful research, this topic and initiatives it brings in will help
teachers get the following experience :
1. How to organize a speaking lesson , an effectively speaking activity.
2


2. Steps to smoothly conduct a speaking lesson.
3. Guiding students to practise and train themselves to acquire and apply good
speaking skills when communicating in English in practice. 2
V. RESEARCH METHOD :
1. Observation method : the person who implements the topic self-studies and
conducts the class visit time of his colleagues.
2. Methods of exchange and discussion : after studying the colleague's time, the
colleague now expects the subject, colleagues and practitioners to exchange and
discuss from which to draw the scriptures and experience for the lesson.
3. Experimental methods : teachers conduct teaching tests for each purpose and
specific request of some teaching periods.
4. Method of investigation: teacher asks questions to check and assess the
content comprehension of students.

B - CONTENT
I - Rationale :
1. Purpose of teaching :
Teaching foreign languages is not merely to provide students with
knowledge of that language, but the ultimate purpose of teaching foreign
languages in general and English in particular is to teach students the ability to
communicate in English. The ability of students to communicate is reflected in
the skills: Listening, Speaking, Reading and Writing which enable students to
have conditions to receive and exchange information, improve English

proficiency, and have a better understanding about cultures of the world, give
them the habit of having immediate response in communication. English
speaking skills of students are formed through a process of learning and
practising in the English language environment. In addition to studying at
school, students must practise speaking through different forms and methods
such as communicating with friends, with teachers and with native speakers ...
1
Speaking skills are demonstrated by the ability to use linguistic
knowledge for communicative purposes to be understood in English.
2. The basic factors directly affect the effectiveness of the speaking lessons :
a. Teachers :
- With new and positive teaching methods, teachers play the role of directing
and controlling students to work in class hours. 3
- In order to conduct an effective speaking lesson, teachers need to perform well
the following basic elements :
+ Choose and flexibly use techniques, design speaking activities in accordance
with the content of each lesson. 6
+ Organizing and controlling classes, allocating reasonable time.
+ Proficient use of facilities and teaching aids for teaching and speaking.
3


+ Create appropriate teaching aids for teaching.
+ Accurate, inspiring, engaging and engaging pronunciation for students.
b - Methods - speaking teaching techniques :
Speaking teaching techniques are specified by the content of teaching
speaking. In other words, the content of the speaking lesson governs the
selection, applying the combination of the methods and teaching techniques.
Each teaching technique is suitable for a specific form of teaching (teaching
grammar, teaching listening, teaching writing ...) 4.

c - Equipment and teaching aids for teaching speaking :
- The use of equipment, images to support teaching and learning in foreign
languages in general and English in particular is considered a means of
expressing a part of the main content of textbooks 5. In order to perform well
these speaking practice exercises, learners must listen to the lesson contents as
the dialogue models in the tapes or through the sample clips. Moreover, teaching
equipment also serves as a positive means of innovating teaching methods,
creating motivation and stimulating learning.
* The equipment needed for the subject :
- Cassette tape transceiver.
- Recorder of reading and listening texts in the textbooks.
- Painting pictures illustrating lesson content in textbooks
- Photos and teachers' self-created belongings ....
d – Students :
In the relationship between the methods of teaching and learning :
Teachers are the ones who organize and control students to self - master
knowledge by their own manipulations and intellectual acts under the role of
teacher’s control.
In order for the speaking lesson to be good, students need to have the
necessary skills in communicating in English.
II - The reality of teaching English subject at Yen Đinh 3 High School :
1 - Advantages :
Although there are many difficulties and limitations in the teaching
process, we have overcome the difficulties ahead, gradually improve the quality
of English teaching hours to meet the objectives of the curriculum and the latest
textbooks .
a - In terms of teachers :
- Taking the first successful step in accessing to the relatively good use of the
specific teaching techniques – speaking teaching techniques.
- Being used to and active with the method of designing a speaking lesson.

- Coordinating quite flexibly the teaching techniques.
- Creating a variety of teaching aids suitable to the content of teaching periods,
so many teaching lessons become lively, charismatic and highly effective.
- Using flexibly body language to attract students and make class more
excitingly.
4


- Using modern teaching equipment to serve the teaching and learning process:
video tapes, cassette players, video players, projectors.
b - In terms of students :
- Many students have spoken and recognized the spoken voice of native
speakers, use and know how to start and learn phonics and intonation more
accurately when communicating.
- Most students speak better and are more confident especially in topics close to
everyday life from using simple sentences to more complex sentence structures,
fulfilling requirements, teachers’ homework after listening for the 3rd time.
- Some students have formed skills in learning.
- Students have become accustomed to speaking subject.
2 - Disadvantages :
a - In terms of teachers :
There are still some teachers who encounter certain difficulties in
implementing speaking techniques and teaching steps, selecting techniques
which suit each lesson, each stage of teaching period. They are also afraid to
use or not exploit proficiently the teaching aids for speaking lesson (projector,
cassett radio, computer, illustration ...)
b - In terms of students :
- The motivation to speak English is limited.
- Many children have less opportunity to speak and lack confidence when
speaking English.

- Some children are afraid to listen and speak in English, and are afraid of
making mistakes.
- Students are not familiar to the speed of reading and speaking in English
tapes.
c - Means of teaching aids :
- The teaching aids for teaching are too few, some are missing or not good
enough: pictures, photos, tapes and casstte.
- There is no language room for listening and speaking. Classrooms are heavily
influenced by background noise.
d - Specific investigation :
In the process of teaching, I myself took over the 10 and 11 blocks. With
the sense of studying the characteristics of the students' learning situation, while
learning from the experience, I was oriented from the beginning of the school
year give myself a specific plan and method to proactively investigate students'
learning situation by their class. Through the investigation, I realized that most
of the students have a poor vocabulary, their English speaking and listening
skills are limited. The survey results are as follows :
Class

Total

Excellent
%

Rather
good
%

Average
%

Bad
%

Very bad
%
5


10A2
45
0
0
9
20
29 64,4 7 15,6 0
0
11C2
45
5 11,1 15 33,3 21 46,7 4
8,9
0
0
III - A number of practical solutions to conduct an effective speaking
lesson :
1- Making plans for a speaking teaching lesson :
a- In terms of teachers :
In order to conduct a good speaking teaching lesson, the teacher should
follow these steps :
- Researching the content of lessons from teacher’s books and textbooks:

Textbooks, teacher’s books are an important basis for teachers to make
their teaching plans for their lessons. The careful study of textbooks and
teacher’s books will help teachers organize and control the speaking lessons to
center around the focus and allocate time for steps, activities in a scientific way.
- Study the purpose of the lesson requirements :
The purpose and requirement of the lesson is the goal that both teachers
and students need to achieve after the lesson . For speaking lesson, it is common
that the purpose and the requirement of the lesson is to help students practise
and develop skills: Listening, Speaking, Reading, Writing (in which listening
skill is essential), after finishing listening, students understand the main content
of the listening and perform some language requirements or exercises.
- Select and coordinate speaking techniques in a flexible and appropriate way :
The selection of speaking techniques must be determined on the basis of
the content of the teaching period, characteristics and capabilities of the class
and stages in the speaking process. In each stage, there are specific speaking
techniques suitable for each stage.
- Good use of teaching facilities and equipment for teaching periods :
* Use of illustrations :
+ Pictures in the textbook :
One of the strengths of the textbook compiled under the new program
is that there are many illustrations. Taking maximum advantage of the pictures
in the textbook to help students understand the new lesson is the need to focus
on all the lessons.
+ Painting illustrations : ( self - created or purchased ) to introduce and practise
new lessons is a mandatory requirement. No illustrations are required to ensure
high aesthetics, but there must be a close relationship with the lesson content. If
there are no conditions to buy, you can enlarge the illustration in the textbook.
- Need to build a reasonable, scientific lesson plan :
Teachers need to plan their teacher activities, game activities, time for
activities, the requirements of each exercise, and student responses.

- Discussing and discussing teaching plans :

6


The effectiveness of the lesson will be improved if the teaching plan is
discussed with colleagues before teaching. This work not only brings positive
results for the lesson, but other skills have the same results.
b- In terms of students :
Teacher asks students to be well prepared for the next lesson by :
- Prepare vocabulary and sentence structure for the lesson, the topic of the
upcoming lesson.
- Give out of the system of open questions about the lesson that they are about to
learn so that students have time to think, learning materials ....
- Ask students to do some exercises related to the content of listening lesson,
but for other skills lessons also have the same results.
- Encouraging and encouraging students to be confident, proactive and creative,
creating dialogues related to the content of the lesson.
2 - Good implementation of the teaching process :
The structure of the conversation is completely different from the
structure of a reading text. The words of the conversation must be short and
concise.
The main activities of the conversation are to work in pairs, in groups
and in roles.
For a grammar or vocabulary lesson, usually in the course of the lesson,
there are three stages : Presentation - Practie - Production. The process of a
speaking lesson must also go through three stages : Presentation, Practice, and
Production. This teaching process not only helps students understand the lesson
but also helps them use speaking skills in real communication. But the
prerequisite is that teachers need to clearly identify the goals that require each

specific topic to guide students to perform well in the next phases.
* Approach to the conversation :
Steps

Content

Presentation
Step 1
( about 10 minutes)

Practice

Purposes
- Motivate students'
interest.
- Create a need to
communicate
for
students.
- Encourage students to
think about the topic
they will learn in
English.
Help students to :
Understand
content
of

Activities
- Introducing the topic of

the
conversation,
introduce the context and
characters.
- Giving suggestions.
- Introducing new words.

Perform
speaking
the exercises through :
the Practice
with

7


Step 2
( about 20 minutes)

Step 3

Production
( at least 15 minutes)

conversation.
instructors' instructions.
Memorize
the
dialogues
of

the - Practice freely.
characters.
- Know how to apply
the structure in the
sample conversation to
build similar dialogues
under the guidance of
teachers.
- Help students to - Performing exercises.
develop
their Speaking
practice
communication skills.
through free practice and
contact with reality.

* Tips and activities for a conversation teaching steps :
We can use many different tricks to introduce the conversation in an
appropriate and attractive way for each of your specific students. Here are some
suggested activities to introduce the conversation :
* PRESENTATION (Introduction) :
You can use visualization (Using visuals) : Use pictures or real objects
to introduce :
Use drawings, introduce characters and the context of the conversation.
Use pictures of characters, introduce characters and context by asking
students questions based on pictures to answer.
Use visual aids such as drawings or real objects, and students build a
conversation.
Example : Lesson 6 of English 10 : “An excursion” ( page 68 ) . You can use
one of the following activities for the Post - Listening section :

- Use a zoom picture about a group of friends who are planning to go camping.
Let's listen to the group's conversation.
- Use a picture of a group of friends : two male friends : Tuan and Hung, three
girls : Hoa, Dung, Mai are sitting at Tuan’s house. Ask questions for students to
answer basing on the picture. Some of the following suggested questions can be
selected :
+ Who is this ? (pointing to Tuan)
+ Who are they ? (pointing to the rest)
Or : What can you see in the picture ?
What is Tuan doing ?
What are the others doing ?

8


- Use real objects : 2 backpacks, 1 bag of bread, 2 boxes of milk, drinking
water ... Introducing the character and context of the conversation by giving the
suggestions and questions, then teacher can play the role with some good
students in class. Encourage active groups.
You can use cassette tape :
- Turn on the tape for students to listen to the sample conversation.
- Read a sample of conversations according to the voices of the characters in the
conversation.
- Work together with students who have a good voice in class to read a similar
conversation form.
- Work together with some pretty good students in the class, play the role of a
similar conversation model.
* PRACTICE :
- To help students understand and practise conversation more effectively, I often
use the following types of activities :

• Ask questions and answers.
• True / False statements.
• Selected exercises (Multiple choice).
• Fill in the appropriate word in the blank (Gap - fill)
• Use similar words and phrases to build a substitutions (controlled practice).
• Use words and groups of similar words to build a similar conversation (free
practice).
• Sort questions and answers accordingly (Matching questions and answers).
• Based on the structure of sample dialog, build a situation - based role play.
• Retell the conversation content (In the form of monologue or dialogue retelling).
Here are some suggested activities to help students practise speaking
skill in the Post – Listening stage of a listening lesson.
Multiple choice for Post - Listening :
English 10 – Unit 1 : " A Day In The Life Of " – Part C. Listening ( Page 17 )
1. Every morning Mr Lam ……………….. at 4: 30
A. gets on
B. gets up
C. gets off
D. gets away
2. Mr Lam’s first passenger(s) is (are)..............
A. an old man
B. a lady
C. a boy and a girl
D. a doctor
3. Mr Lam has lunch…………………
A. at home
B. in a restaurant
C. in a foodstall
D. in a pub
4. After a short rest, Mr Lam………………

A. goes home
B. goes back to work
C. plays sports
D. chats with his fellows
Ask and answer questions for Post – Listening :
English 11- Unit 2 : “ Personal experiences” – Part C. Listening ( Page 28 )
1. What is Christina’s job ?
2. When did the fire happen to her ?
9


3. What was she doing when the fire happened ?
4. Who came to rescue her ?
5. Did she lose everything in the fire ?
6. What did the experience teach her ?
Gap- filling for Post – Listening :
English 11- Unit 12 : “ The Asian Games ” – Part C. Listening ( Page 142 )
GROUP 1 – YUKO : Yuko, coming from ……., was first and got
a………...medal. She broke the old ………….. and made a new one
of.................minute and…………....seconds.
GROUP 2 – LILY : Lily is a ……… coming from …….. She’s won a ……..
…… medal with an average of …….....points.
GROUP 3 – LEE - BONG - JU : Lee - Bong - Ju comes from …….. Last time
he jumped….…metres in the long jump.Today he’s won a ……... He was able to
jump………….metres.
GROUP 4 – VICHAI : Vichai, coming from ….. couldn’t jump over the bar,
which was………… metres. He …………. into the bar. After his performance,
he was very ………………
Situation - based role play :
English 12 - Unit 2 : “ Cultural Diversity ” – Part C. Listening ( Page 25 )

Tourist : Excuse me ! Can you tell me something about Vietnamese wedding ?
Tour guide : ……………………………………………………….
Tourist : How is the wedding day decided ?
Tour guide : ……………………………………………………….
Tourist : What does the groom’s family have to do on the wedding day ?
Tour guide : ……………………………………………………….
Tourist : How about the wedding ceremony ?
Tour guide : ……………………………………………………….
Tourist : When do the bride and the groom exchange their wedding rings ?
Tour guide : ……………………………………………………….
Tourist : How about the wedding banquet ?
Tour guide : ……………………………………………………….
Tourist : What do the groom, the bride and their parents do at the wedding
banquet ?
Tour guide : ……………………………………………………….
Tourist : Thank you for some interesting information about Vietnamese wedding
* PRODUCTION :
Suggested tips to help students use the lesson to produce speech :
• Discussing in pairs / groups about the knowledge they have learned through
the listening lesson.
English 11 - Unit 11 : “ Sources of Energy ” – Part C. Listening ( Page 130 )
Sources of energy
Nonrenewable
Renewable
Coal
Geothermal heat
10


Petroleum

Solar energy
Oil
Wind energy
Gas
Eg : …………..belongs to……………….source because ………………….
• Matching questions and answers :
English 10 - Unit 16 : “ Historical Places ” – Part C. Listening ( Page 174 )
Questions
1. What is it well-known for ?

Answers
a. It was in Southeast Asia.
b. It was well-known as a major trading
2.Where was Hoi An located ?
centre in Southeast Asia between
the 16th and the 17th centuries.
c. They are the Japanese Covered
Bridge-one of the main attractionbuilt in the 16th century and Tay Ky
3.What were its roles ?
House- contructed nearly 200
cwnturiees ago for a vietnamese
merchant.The house looks exactly
as it did in the early 19th century.
d. It is famous for its old temples,
pagodas, small tile-roofed houses
4.What are its main tourist attractions
and narrow streets. All of the
and their features ?
houses were made of wood and
their pillar were caved with

ornamental designs.
• Expressing your views, attitudes about the content or characters (expressing
feelings and opinions)
English 12 - Unit 1 : “ Home Life ” – Part C. Listening ( Page 17 )
After listening to the conversation between Paul and Andrea, students
can give their views on their family.
Example : Paul’s family isn’t a close - knit family. They live seperately and
rarely get together on holiday. But Andrea’s family is a crowded and close - knit
one. They often get together.

C - APPLYING THE RESEARCH IN TEACHING
UNIT 6 : AN EXCURSION ( ENGLISH 10 )
Period 34 :
Part C : Listening
Time : 45 minutes
Class : 10A2
Planning date : 19/ 10 / 2018
Teaching date : 22 / 10 / 2018
11


A. Objectives :
1. Educational aim :
- Ss appreciate the importance of learning about the nature and protecting it.
2. Knowledge :
- General knowledge : Listen for specific information.
- Language : The past simple tense.
- New words : Words related to to the topic : picnic / excursion
3. Skills : - Listening and speaking skill through Ordering, Gap – filling and
Answering questions exercises.

- Listening comprehension.
B. Method :
- Intergrated, mainly communicative.
C. Teaching aids :
- Tape, board, chalks, textbook.
D. Procedure :
Teacher’s Activities
Students’ Activities
I. Warm – up (5 mins) :
- Greet Sts : Good morning
- Stand up and greet the tc.
- Ask Sts to do the game : Find someone who…
- Do the game
+ Prepare a two – column table with Yes / No questions
and name.

Do you.........
Name
like to go for a picnic ?
go with your friends / family ?
always go to the beach for a picnic ?
bring food with you when you go for a
picnic ?
+ Get Sts to go around the class and ask other Sts
what thay used to do when they were small. If the
answer is Yes, write his / her name in the table.
The winner is the first one who completes the
name column.
II. New Lesson ( 35 mins) : LISTENING
A. PRESRNTATION : ( 5 mins) :

* Pre – teach vocabulary :
- Choose some words from the listening to teach.
+ glorious (a) :đẹp trời
- Listen to the teacher.
+ destination (n) : điểm đến
+ left-over (n) : thức ăn còn thừa
+ delicious (a) : ngon miệng
+ Botanic Garden (n) : Vườn Bách Thú
+ spacious (a) : rộng, nhiều không gian
+ sleep soundly (V) : ngủ say
12


+ assemble (V) : tập họp

- Write the word on their
notebooks.
- Write all the words on the board.
- repeat once or twice
- Make sentences using the
- Readsand has students repeat once or twice.
new words.
- AsksSts to make sentences using the new words. + What a glorious day!
- Get Sts to read the sentences aloud
+ Ha Long Bay is our
destination.
- Lead Sts to the listening.
…..
B. PRACTICE : ( 20 mins ) :
- Read the sentences aloud

- Introduce the listening: You are going to listen - Go to the listening.
to a short talk by a student about his picnic with
classmates. You listen to the tape and do the tasks - Listen to the teacher.
followed.
Task 1:
- Work in pairs and study
- Ask Sts to work in pairs and study the pictures the pictures carefully and
carefully and guess the answers before listening. guess the answers before
listening.
- Work in pairs listen to
- Get sts to work in pairs listen to the tape and the tape and do the task.
number the pictures in the order they hear.
- Listen to the tape again
- Ask Sts to listen to the tape again
- Explain their answers.
- Ask some Sts to explain their answers.
- Give feedback and corrects answers.
1. a
2. e
3. b
4. c
5. f
6. d
Task 2 :
- Read the sentences and
- Get Sts to read the sentences and guess the guess the missing words
missing words first.
first.
- Listen to the tape again
- Ask Sts to listen to the tape again and fill in the and fill in the blanks with

blanks with exact words they hear.
exact words they hear.
- Compare their answers.
- Get Sts to compare their answers.
- Give the answers in front
- Call some Sts to give the answers in front of the of the class.
class.
- Listen to the teacher.
- Give feedback and correct answers.
1. most was just a few weeks ago
2. to pay a visit
3. at the school gate
4. a short tour
5. playing some more
Task 3 :
- Guess the answers in
- Ask Sts to guess the answers in pairs first
pairs first.
- Listen to the tape and
- Ask Sts to listen to the tape and answers the answers the questions.
13


questions.
- Call Some Sts to give the answers in front of the
class. One asks and the other answers.
- Give feedback and correct answers.
1. the weather was very nice.
2. Yes, it was.
3. The garden was beautiful.

- Give the answers in front
of the class.

C. PRODUCTION : ( 10 mins) :
- Ask Sts to work in groups making a dialouge to
map out the plan for the picnic this weekend.
- Ask Sts to use mapped dialouge:
You
Your friend
Where
Sam Son
beach
too far, not much time
Lam
Kinh
Ok, but no bike
bus
Ok, when
7:00

- Work in groups groups
making a dialouge to map
out the plan for the picnic
this weekend to map out
the plan for the picnic this
weekend.

4. They could sleep
soundly because it was so

peacefyl and quiet in the
garden.
5. They took pictures,
played games, talked, sang
and danced.

- Present their answers

- Present the dialogue using sympols, cues,
visuals....
- Have students make each sentence then form the
dialouge.
- Go around the class and provide help if
necessary
- Give models.
- Call one or two groups to go to the board to
present their answers.
III. Consolidation ( 4 mins) :
- Ask students to summarise the main points of
the lesson.
IV. Homework ( 1 mins) :
- Ask Ss to study the new vocabulary.
- Require Ss to prepare WRITING for the next
period.

- summarise the main
points of the lesson.
- study the new words.
- prepare WRITING for
the next period.

D - RESULTS OF THE RESEARCH

14


Through experimental lessons and experimentation in some classes
through teaching hours, I found that the application of diverse and advanced
teaching methods is necessary. With experimenting on the method above,
students are more interested, and have better judgments and attitude toward the
subject which is not new but bears many limitations to access. Students have
been stimulated by exciting games, activities, new approaches and feel that
learn to play and play to learn, which helps learners have better access, love
English and be more confident in using English to communicate. That is also the
reason for the positive results that I have received in this school year 2018 2019. The number of excellent good and good students increased, the number of
weak and very weak students decreased. The specific results are :
Class

10A2
11C2

Before applying experience
( the beginning of the
school year )
Excellent Average
Weak
– good
(bad)
30%
45%

25%
37%
40%
23%

10A2

45

Excellent
- good
%
9
20

11C2

45

13

Class

Total

Type
Excellent - good
Rather good
Average
Weak (Bad)

28,9

Rather
good
%
27 60
25 55,6

Grade 10
Increase by 20%
Increase by 40%
Decrease by 44,4%
Decrease by 15,6%

After applying experience
( the end of the school year )
Excellent
– good
35%
40%
Average
9

%
20

7

15,5

Average

Weak
(bad)
7%
5%

58%
55%
Weak
(Bad)
%
0
0

0

%
0

0

0

0

0

Very bad

Grade 11
Increase by 17.8%
Increase by 22,3%
Decrease by 31,2%
Decrease by 8,9%

It is indicated from the tables of statistics above that the quality of the
subject has considerably changed . They are much higher and better than those
at the beginning of the school year . Up to now, there’s been enough evidence to
affirm that applying conversation method in the post – listening stage of the
listening lessons to help students practise speaking has resulted in much effect
in teaching English particularly speaking skill.

E - RELEVANT LESSONS AND RECOMMENDATIONS
I. Relevant lessons :
15


After applying this research with some remarkable successes, I have
accumulated valuable experiences for myself in the teaching process as follows :
1- It is always necessary to create a language learning environment during
school hours and must use English as the main language to communicate.
Depending on grades and students, teachers can use short, simple, easy-tounderstand, easy-to-remember and easy-to-use English sentences.
- It is essential to motivate students to use the knowledge they have learned to
use in communication when learning English in particular and in daily
communication in general.
- Let the children listen and speak naturally. Encourage students to discover
errors themselves and learn from them.
2- Design the utensils to serve the speaking lesson in accordance with the

content of the talk : pictures, models, tapes, or can collect their own voice in the
sample conversation. (In particular, I have collected some English conversations
from disc 3 to 4 times, this is very convenient in operation and saves time in
class)
3- Teachers need to choose, use and coordinate flexible teaching methods and
techniques in the process of teaching hours.
II. Recommendations :
Above are some small jobs that I have used in the teaching process in
my class and have achieved some positive results. I hope to invest in teaching
and documenting equipment, utensils, seminars and visits to help myself and my
colleagues gain more teaching and teaching experience with the highest results
in order to meet the current educational requirements.
I look forward to contributions, exchanges from comrades, colleagues
and experts to make me more progressive and the research more effective to
contribute to the education and training the young, bringing foreign language
closer to them, penetrating into life and becoming an effective communication
tool to contribute to the so-called "Integrated technical education, training of
comprehensive people , useful for the society ”, creating conditions for teachers
to have opportunities to interact and learn from the seminars.

F - CONCLUSION
Depending on determining the theoretical basis and analyzing the
advantages and disadvantages of teachers and students in the process of teaching
conversation in English, I have proposed a number of measures to improve
teaching and learning quality. At the same time, through the process of
conducting a research project in grade 10 and 11, Yen Dinh 3 high school, I see
that students have progress, the course takes place gently and naturally, students
have less sense of hesitation in learning foreign languages , especially students
who are weak, and shy. Thus with the proposed measures to ensure the correct
implementation of the spirit of changing books and innovating teaching

16


methods, ensuring the principles of teaching in general and of the English
subject in particular prove the correctness of the research.
With a spirit of active research, drawing experience, humble learning
from colleagues and generations before me, I boldly studied the topic "Training
English speaking skill in and Post - Listening by conversation method ”.
However, the method is always a tool, the new human factor is the
specific decision : the enthusiasm, the love of the teacher, the child's love and
the diligence of the students will make the success of the teaching and learning
process. I promise to constantly promote the results of the project
implementation, while continuing to learn from experience, overcome
difficulties in teaching to meet the requirements of program, innovative method
and the English teaching method of the Ministry of Education and Training.
LEADER’S CONFIRMATIONS
( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ )

Thanh Hoa, April, 16 th 2019
I strongly ensure this is my own work
without copying from any other’s
Writer

Mai Thị Thu Phương

17


REFERENCE BOOKS

1. Teaching and Learning in the Language Classroom ( written by Tricia
Hedge - 2008 - Cambridge University Press ).
2. Practical English Usage ( written by Michael Swan).
3. A course in language teaching - Practical and Theory ( written by Penny
Ur - Cambrige University Press.
4. English Language Teaching Methodology ( edited by Hanoi university ).
5. Practical handbook of language teaching ( written by David Cross ).
6. How to use language activities to teach English - by Andrew Wright, David
Betteridge and Michael Buckby Cambridge University Press, 1984.
7. Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung
).

18